Evaluation Of Guidance And Counselling In Secondary Schools In Nigeria
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Evaluation Of Guidance And Counselling In Secondary Schools In Nigeria
Literature Review
Concept of Guidance and Counselling
Various authors have used the terms “guidance” and “counselling” to signify either distinct things or the same thing. Because of this, numerous texts use the phrase interchangeably. However, the common opinion among specialists in that field is to use an umbrella term to refer to all of the aiding services.
To a layperson, advice simply implies guiding or directing someone towards a specific objective, but for a professional guidance counsellor, it has a far deeper connotation (Oladele, 1987).
Guidance
Ipaye (1983) defines guidance as an umbrella phrase that encompasses all of the ways in which an institution identifies and responds to students’ specific needs, thereby assisting the individual in reaching his or her full potential.
Durojaiye (1972) defines guidance as a comprehensive procedure that incorporates the whole needs of the particular learner being directed or guided.
He stated that it is available to meet an individual’s educational, emotional, vocational, health, social, and physical needs, as well as to prepare them for a suitable occupation or job.
Various authors view advice as:
A concept (mental image) that denotes the use of a viewpoint to assist an individual.
An educational concept (intellectual synthesis) is the offering of experiences to help pupils comprehend themselves.
A service (activity taken to answer a demand) refers to the procedures used to reach a helping situation.(Idowu, 1998
Guidance is regarded as a process because it consists of a sequence of actions or phases that proceed towards a goal.
Help comprises assisting in the reduction of human challenges; “individuals” refers to students in school or clients in non-school settings.
Understanding one’s self and the world entails discovering who they are as individuals, becoming aware of their personal identity, and clearly perceiving the nature of their person and the people with whom they interact. Individuals should be able to understand the opportunities available to them in their world.
The notion is that people who understand themselves and their surroundings will be more effective, productive, and happy (Adams, 1998). Through mentoring, people have a better understanding of who they are and who they can become.
Guidance is not a spontaneous activity, but rather a deliberate and systematic strategy to assisting folks in making sensible choices and judgements. Guidance attempts to help the recipient gain independence and the ability to take responsibility for himself. It is viewed as a universal service, not limited to the school or family.
It can be found in many aspects of life, including business, industry, hospitals, homes, government, and anywhere there are people who require assistance. The essential notion behind these definitions is that they do not impose solutions on individuals. Realising that with proper assistance, the counselee may lead himself.
According to the definitions of guidance, its purpose is to help students understand the entirety of their personal experiences, the opportunities and choices available to them, as well as to recognise, interpret, and act on their personal weaknesses, strengths, and resources.
Understanding oneself can effectively lead to a student’s sensible selection of curriculum options and appropriate occupational aspirations, resulting in the discovery and development of potentials for personal satisfaction first, followed by social usefulness.
Counselling
Counselling entails a variety of techniques, including advise giving, assistance in times of need or hardship, information sharing, encouragement, and test interpretation. Counselling is viewed as a component of the guiding program, comprising a more personalised procedure that includes one-on-one interactions or small groups. Counselling focusses more on personal and emotional difficulties, and it is highly private and discreet.
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