This paper provides the contextual background of guidance and counselling in schools and other educational institutions in Kenya. It lays the basis of the need for guidance and counselling particularly in schools. The context for effective guidance and counselling programmes in schools is outlined, including specifics for guidance and counselling. Additionally, issues and concerns in schools are highlighted including pinpointing the contemporary issues and enhanced guidance and counselling services. The paper recommends a clear implementation strategy of the guidance and counselling programmes including methods of assessment, monitoring and evaluation.
This document discusses several ethical issues that counselors may encounter, including fertility issues, genetic engineering, abortion, and euthanasia. It provides background information on these topics and considers related counseling implications. For example, it notes that counselors should examine their own values when confronted with abortion due to its emotional nature. Regarding euthanasia, the document outlines elements of ethical procedural safeguards and implications for counseling, such as keeping informed on legal and ethical developments. Overall, the document explores how advances in medicine and biotechnology present new bioethical areas that counselors must navigate.
This document discusses the concept, meaning, need, importance, principles, and organization of guidance. It defines guidance as the process of helping individuals discover and develop their potential through self-understanding and self-direction. Guidance is needed from elementary school through university to assist with adjustment, career exploration, academic growth, and personal development. The principles of organizing guidance programs include universality, flexibility, and considering the whole individual.
The historical origin of guidance and counselling .pdfDr. Hina Kaynat
The document provides a historical overview of the development of guidance and counseling. It discusses how guidance and counseling have existed informally throughout history in ancient Greece, Rome, and other early civilizations. The development of modern guidance and counseling is traced, including key figures and events in the United States and Nigeria. The document also distinguishes between the aims and timelines of guidance versus counseling as professions.
Professional school counselors have several roles: they help students with social/emotional, academic, and career development needs through individual counseling, classroom lessons, and crisis response. They also consult with teachers and parents. Their duties include supporting students' academic plans and career/college readiness. Counselors use data to evaluate their comprehensive school counseling programs and ensure all students' needs are met.
This document provides information on basic counselling skills including stages of counselling, attending and listening skills, problem identification skills, and skills for implementing interventions. It discusses models of counselling like Waehler & Lennox's five stages and Roger's seven stages. Key attending skills like eye contact and body posture are explained. Methods for identifying problems students may face like personal, academic, and social issues are outlined. Finally, the document discusses direct and indirect intervention strategies as well as teacher-centered, student-centered, and family-centered approaches.
Planning and Implementing Guidance Programme in SchoolsRamakanta Mohalik
The document discusses planning and implementing a guidance program in schools. It covers guidance goals, principles of guidance, developing the school guidance program, planning steps which include need assessment, identifying student competencies, developing a calendar and curriculum. It also discusses the roles of the principal, models of guidance programs, and implementing the program through guidance curriculum, individual planning, responsive services and system support. The time allocation for each component is also provided.
Role and Qualities of a school counsellorSonal Bharal
The document discusses the roles and qualities of an effective school counselor. It outlines that school counselors help students with academic, career, and personal issues to ensure their success. Their main roles include being a consultant, personal counselor, peer facilitator, anti-bullying specialist, and career counselor. Key qualities of an effective counselor are being a good listener, patient, non-judgmental, observant, an excellent communicator, research-oriented, authoritative when needed, a problem-solver, and well-versed in various topics to connect with students. Counselors must understand students' backgrounds and challenges to provide tailored guidance and support.
Counseling involves a dyadic process between a counselor and counselee to provide professional assistance and guidance in resolving personal or psychological problems. It functions through advice, reassurance, communication, releasing tension, clarifying thinking, and reorientation. The counseling process is based on principles of acceptance, permissiveness, respect for individuals, thinking with clients, and learning. There are different types of counseling like directive and non-directive, and counseling can take the form of different interview types like problem-focused, decision-making, or crisis sessions.
This document discusses several ethical issues that counselors may encounter, including fertility issues, genetic engineering, abortion, and euthanasia. It provides background information on these topics and considers related counseling implications. For example, it notes that counselors should examine their own values when confronted with abortion due to its emotional nature. Regarding euthanasia, the document outlines elements of ethical procedural safeguards and implications for counseling, such as keeping informed on legal and ethical developments. Overall, the document explores how advances in medicine and biotechnology present new bioethical areas that counselors must navigate.
This document discusses the concept, meaning, need, importance, principles, and organization of guidance. It defines guidance as the process of helping individuals discover and develop their potential through self-understanding and self-direction. Guidance is needed from elementary school through university to assist with adjustment, career exploration, academic growth, and personal development. The principles of organizing guidance programs include universality, flexibility, and considering the whole individual.
The historical origin of guidance and counselling .pdfDr. Hina Kaynat
The document provides a historical overview of the development of guidance and counseling. It discusses how guidance and counseling have existed informally throughout history in ancient Greece, Rome, and other early civilizations. The development of modern guidance and counseling is traced, including key figures and events in the United States and Nigeria. The document also distinguishes between the aims and timelines of guidance versus counseling as professions.
Professional school counselors have several roles: they help students with social/emotional, academic, and career development needs through individual counseling, classroom lessons, and crisis response. They also consult with teachers and parents. Their duties include supporting students' academic plans and career/college readiness. Counselors use data to evaluate their comprehensive school counseling programs and ensure all students' needs are met.
This document provides information on basic counselling skills including stages of counselling, attending and listening skills, problem identification skills, and skills for implementing interventions. It discusses models of counselling like Waehler & Lennox's five stages and Roger's seven stages. Key attending skills like eye contact and body posture are explained. Methods for identifying problems students may face like personal, academic, and social issues are outlined. Finally, the document discusses direct and indirect intervention strategies as well as teacher-centered, student-centered, and family-centered approaches.
Planning and Implementing Guidance Programme in SchoolsRamakanta Mohalik
The document discusses planning and implementing a guidance program in schools. It covers guidance goals, principles of guidance, developing the school guidance program, planning steps which include need assessment, identifying student competencies, developing a calendar and curriculum. It also discusses the roles of the principal, models of guidance programs, and implementing the program through guidance curriculum, individual planning, responsive services and system support. The time allocation for each component is also provided.
Role and Qualities of a school counsellorSonal Bharal
The document discusses the roles and qualities of an effective school counselor. It outlines that school counselors help students with academic, career, and personal issues to ensure their success. Their main roles include being a consultant, personal counselor, peer facilitator, anti-bullying specialist, and career counselor. Key qualities of an effective counselor are being a good listener, patient, non-judgmental, observant, an excellent communicator, research-oriented, authoritative when needed, a problem-solver, and well-versed in various topics to connect with students. Counselors must understand students' backgrounds and challenges to provide tailored guidance and support.
Counseling involves a dyadic process between a counselor and counselee to provide professional assistance and guidance in resolving personal or psychological problems. It functions through advice, reassurance, communication, releasing tension, clarifying thinking, and reorientation. The counseling process is based on principles of acceptance, permissiveness, respect for individuals, thinking with clients, and learning. There are different types of counseling like directive and non-directive, and counseling can take the form of different interview types like problem-focused, decision-making, or crisis sessions.
NBCC, NAADAC, CAADAC, CBBS, Florida approved continuing education series in mental health, substance abuse and dual disorders counseling for nurses, counselors, therapists, social workers and addictions professionals.
The document discusses various tools used for counselling services. It outlines two main categories of tools - non-testing tools and psychological tests. Non-testing tools include interviews, observation, anecdotal records, cumulative records, sociometry, and autobiographies. Psychological tests provide information on intelligence, abilities, aptitudes, interests, and personality through methods like achievement tests, aptitude tests, and personality inventories. The document provides examples of specific psychological tests and describes the purpose and importance of using tools to inform counselling.
Counseling in schools can help children and adolescents by allowing them to understand negative behaviors, change thoughts causing issues, find better solutions, and improve social skills. School counselors play a key role by properly identifying problems, initially supporting students, and referring them for further help when needed.
This document discusses common misconceptions about guidance counseling and services. It lists 10 common misconceptions, such as counseling being for discipline or crazy people. It then discusses the different types of counseling including individual and group counseling. The document also discusses the role of class advisers and counselors in providing guidance and discipline.
1) Social guidance aims to help students develop social skills and qualities to enable them to adapt to their environment and contribute to society.
2) Psychological guidance uses psychological principles to promote well-being, mental health, and positive development for individuals, families, groups and communities.
3) Both social and psychological guidance address issues like health, emotional adjustment, social adjustment, and help developing values and philosophy of life. They provide strategies and assistance for dealing with social and personal problems.
The document discusses the evaluation of guidance programs. Evaluation is a critical part of developmental guidance and counseling programs. It determines the value and effectiveness of the program and its activities in order to make decisions about the future. Evaluation measures service delivery and outcomes to ensure continuous improvement. It aims to determine the program's impact, whether goals are being achieved, identify effective and ineffective parts, and establish goals for counselor development. Evaluation provides objective evidence about whether the program met its desired objectives and allows for program planning and decision-making.
Group guidance involves assisting individuals in a group to solve problems and make adjustments. The purposes of group guidance are to discuss common problems, help members realize others face similar issues, and broaden horizons regarding career choices. Group counseling offers multiple relationships to help with personal growth and problem solving. Issues are explored in depth in a setting resembling social groups. It prevents isolation and validates that problems are shared. While organized, it allows free discussion and different perspectives to promote change.
Meaning and characteristics of counsellingAmit Singh
Counseling is the central aspect of the guidance program and aims to help individuals solve problems and enhance their personal, social, emotional, educational and vocational development. Counseling involves a dynamic, purposeful relationship between two individuals where one seeks help and the other, a professionally trained counselor, provides non-judgmental support to help the individual gain self-understanding and clarity to make their own decisions. The nature of counseling is to assist individuals through a helping relationship to alleviate current negative responses and find a way forward to respond positively to life's challenges.
This document describes several types of group counseling:
Guidance/psychoeducational groups aim to provide information on prevention topics to help members cope with issues. Counseling groups focus on individual problems within a therapy format. Therapy groups help clients find relief from symptoms and pursue personal change by listening to others' problems. T-groups seek to develop self-awareness and sensitivity through open discussion to reduce defensiveness and achieve honesty. The number of members and goals of each group type are outlined.
The document discusses vocational guidance and careers. It begins by defining vocational guidance and explaining its importance. It then lists some common careers in various fields like sciences, engineering, management, arts, and social sciences. The document also discusses functions of vocational guidance at the secondary school level and provides motivational messages about career planning and success.
This document summarizes key ethical issues in counseling from several perspectives. It discusses mandatory, aspirational and positive ethics. It also addresses putting the client's needs first, awareness of counselor needs, ethical decision making, the role of ethics codes, informed consent, confidentiality, multicultural issues, assessment and diagnosis, evidence-based practice, and dual relationships. Dual relationships and cultural considerations in assessment are potential issues that counselors must be aware of and navigate carefully.
This document provides information about individual counseling. It discusses the purpose of individual counseling, which is to explore feelings, beliefs, behaviors and work towards desired change. The role of the counselor is to listen carefully, help define goals, and support the client. Benefits include getting personal attention and openly discussing issues alone, while drawbacks include higher costs and depending on the client's comfort level. Different types of counseling are also outlined, including cognitive behavioral therapy, dialectical behavior therapy, and solution focused therapy.
guidance and counseling is critical for pupils at school. so that you tap their potential and help them reap to maximum potential, guidance is critical. this is a guide to help you help the pupils at school
This document discusses the meaning, nature, and purpose of counseling. It provides definitions of counseling from various scholars, highlighting that counseling involves a face-to-face relationship where a trained professional helps a client solve problems using communication techniques. It describes counseling as a process that utilizes tools and procedures to address a client's concerns privately and build trust. The document also outlines the nature of counseling as a collaborative relationship that allows clients to freely discuss their issues, and lists the typical purposes of counseling as helping clients better understand themselves and make decisions.
This document discusses various techniques and tools used in collecting individual inventory data. It describes observational methods, autobiographical sketches, anecdotal records, case studies, cumulative records, interviews, standardized tests, sociometry, projective techniques and rating scales. The purpose of individual inventory is to systematically collect, evaluate and interpret data to identify each student's characteristics and potential in order to facilitate proper diagnosis, predict progress, ensure accurate placement and allow program evaluation. Data is kept confidential in students' cumulative folders.
The document discusses the role of school counselors in helping students with behavior issues and creating a positive school environment. It states that counselors help understand issues behind misbehavior, help students find solutions, and become better decision makers. Schools with active counselors see decreased discipline problems and increased positive attitudes. Counselors create anti-bullying programs that reduce victimization and create safer schools. They also help teachers manage misbehavior by creating strategies and lesson plans on behavior. For counseling to be effective, counselors and administrators must work together toward clear school goals.
Group guidance is a service provided by guidance personnel to help large or small groups solve common problems. It assists individuals in the group through group activities and enterprises. Principles of group guidance include supplementing counseling, ensuring group homogeneity, and utilizing expertise. Techniques include assemblies, career conferences, lectures, occupational surveys, and roleplays to address issues related to education, home/adjustment, and job finding. Benefits are collective problem solving, increased contacts for common issues, self-expression, preparation for individual counseling, and time savings.
This document outlines the key aspects of guidance services. It defines guidance services as systematic procedures that help individuals gain knowledge and skills to make plans. It discusses the scope of guidance, which includes services for individuals, staff, and evaluating services. It also outlines the history and factors leading to the development of guidance services. Finally, it describes the characteristics, forms (group and individual), types of problems addressed, and goals of guidance services.
Counselling involves a trained professional helping a client address difficulties through establishing a relationship, assessing problems, setting goals, providing interventions, and evaluating progress. There are various types of counselling depending on the issue, including mental health counselling, substance abuse counselling, career counselling, marriage counselling, rehabilitation counselling, and spiritual counselling. The counselling process typically involves building trust, understanding the problem, creating a plan to address it, taking action, and determining when counselling is no longer needed.
Principals' use of counselling skills dr geoffrey wangoDr Wango Geoffrey
This document discusses the role of principals in guidance and counseling in Kenyan schools. It argues that principals should take on a broader leadership role beyond just administration and management. This includes using counseling skills to better communicate with students, teachers, and parents to understand issues like academic performance, relationships, mental health, and more. The document outlines counseling skills like empathy, active listening, and questioning that principals can employ. It also discusses establishing counseling programs in schools and the importance of confidentiality and ethics for counselors to help students seek needed support.
Guidance and Counselling in Schools.pptAmirAfridi10
This document discusses guidance and counseling in Pakistani schools. It outlines the roles of the principal and counselor in providing counseling services to address student needs. The principal must understand complex school issues and support counseling programs through strategic planning and resource allocation. Counseling addresses sensitive topics and helps students with challenges that could impact academic performance and well-being. Counselors provide individual and group counseling using skills like empathy and questioning, while maintaining confidentiality per professional ethics codes. The delivery of counseling requires involvement from all school stakeholders to benefit students.
NBCC, NAADAC, CAADAC, CBBS, Florida approved continuing education series in mental health, substance abuse and dual disorders counseling for nurses, counselors, therapists, social workers and addictions professionals.
The document discusses various tools used for counselling services. It outlines two main categories of tools - non-testing tools and psychological tests. Non-testing tools include interviews, observation, anecdotal records, cumulative records, sociometry, and autobiographies. Psychological tests provide information on intelligence, abilities, aptitudes, interests, and personality through methods like achievement tests, aptitude tests, and personality inventories. The document provides examples of specific psychological tests and describes the purpose and importance of using tools to inform counselling.
Counseling in schools can help children and adolescents by allowing them to understand negative behaviors, change thoughts causing issues, find better solutions, and improve social skills. School counselors play a key role by properly identifying problems, initially supporting students, and referring them for further help when needed.
This document discusses common misconceptions about guidance counseling and services. It lists 10 common misconceptions, such as counseling being for discipline or crazy people. It then discusses the different types of counseling including individual and group counseling. The document also discusses the role of class advisers and counselors in providing guidance and discipline.
1) Social guidance aims to help students develop social skills and qualities to enable them to adapt to their environment and contribute to society.
2) Psychological guidance uses psychological principles to promote well-being, mental health, and positive development for individuals, families, groups and communities.
3) Both social and psychological guidance address issues like health, emotional adjustment, social adjustment, and help developing values and philosophy of life. They provide strategies and assistance for dealing with social and personal problems.
The document discusses the evaluation of guidance programs. Evaluation is a critical part of developmental guidance and counseling programs. It determines the value and effectiveness of the program and its activities in order to make decisions about the future. Evaluation measures service delivery and outcomes to ensure continuous improvement. It aims to determine the program's impact, whether goals are being achieved, identify effective and ineffective parts, and establish goals for counselor development. Evaluation provides objective evidence about whether the program met its desired objectives and allows for program planning and decision-making.
Group guidance involves assisting individuals in a group to solve problems and make adjustments. The purposes of group guidance are to discuss common problems, help members realize others face similar issues, and broaden horizons regarding career choices. Group counseling offers multiple relationships to help with personal growth and problem solving. Issues are explored in depth in a setting resembling social groups. It prevents isolation and validates that problems are shared. While organized, it allows free discussion and different perspectives to promote change.
Meaning and characteristics of counsellingAmit Singh
Counseling is the central aspect of the guidance program and aims to help individuals solve problems and enhance their personal, social, emotional, educational and vocational development. Counseling involves a dynamic, purposeful relationship between two individuals where one seeks help and the other, a professionally trained counselor, provides non-judgmental support to help the individual gain self-understanding and clarity to make their own decisions. The nature of counseling is to assist individuals through a helping relationship to alleviate current negative responses and find a way forward to respond positively to life's challenges.
This document describes several types of group counseling:
Guidance/psychoeducational groups aim to provide information on prevention topics to help members cope with issues. Counseling groups focus on individual problems within a therapy format. Therapy groups help clients find relief from symptoms and pursue personal change by listening to others' problems. T-groups seek to develop self-awareness and sensitivity through open discussion to reduce defensiveness and achieve honesty. The number of members and goals of each group type are outlined.
The document discusses vocational guidance and careers. It begins by defining vocational guidance and explaining its importance. It then lists some common careers in various fields like sciences, engineering, management, arts, and social sciences. The document also discusses functions of vocational guidance at the secondary school level and provides motivational messages about career planning and success.
This document summarizes key ethical issues in counseling from several perspectives. It discusses mandatory, aspirational and positive ethics. It also addresses putting the client's needs first, awareness of counselor needs, ethical decision making, the role of ethics codes, informed consent, confidentiality, multicultural issues, assessment and diagnosis, evidence-based practice, and dual relationships. Dual relationships and cultural considerations in assessment are potential issues that counselors must be aware of and navigate carefully.
This document provides information about individual counseling. It discusses the purpose of individual counseling, which is to explore feelings, beliefs, behaviors and work towards desired change. The role of the counselor is to listen carefully, help define goals, and support the client. Benefits include getting personal attention and openly discussing issues alone, while drawbacks include higher costs and depending on the client's comfort level. Different types of counseling are also outlined, including cognitive behavioral therapy, dialectical behavior therapy, and solution focused therapy.
guidance and counseling is critical for pupils at school. so that you tap their potential and help them reap to maximum potential, guidance is critical. this is a guide to help you help the pupils at school
This document discusses the meaning, nature, and purpose of counseling. It provides definitions of counseling from various scholars, highlighting that counseling involves a face-to-face relationship where a trained professional helps a client solve problems using communication techniques. It describes counseling as a process that utilizes tools and procedures to address a client's concerns privately and build trust. The document also outlines the nature of counseling as a collaborative relationship that allows clients to freely discuss their issues, and lists the typical purposes of counseling as helping clients better understand themselves and make decisions.
This document discusses various techniques and tools used in collecting individual inventory data. It describes observational methods, autobiographical sketches, anecdotal records, case studies, cumulative records, interviews, standardized tests, sociometry, projective techniques and rating scales. The purpose of individual inventory is to systematically collect, evaluate and interpret data to identify each student's characteristics and potential in order to facilitate proper diagnosis, predict progress, ensure accurate placement and allow program evaluation. Data is kept confidential in students' cumulative folders.
The document discusses the role of school counselors in helping students with behavior issues and creating a positive school environment. It states that counselors help understand issues behind misbehavior, help students find solutions, and become better decision makers. Schools with active counselors see decreased discipline problems and increased positive attitudes. Counselors create anti-bullying programs that reduce victimization and create safer schools. They also help teachers manage misbehavior by creating strategies and lesson plans on behavior. For counseling to be effective, counselors and administrators must work together toward clear school goals.
Group guidance is a service provided by guidance personnel to help large or small groups solve common problems. It assists individuals in the group through group activities and enterprises. Principles of group guidance include supplementing counseling, ensuring group homogeneity, and utilizing expertise. Techniques include assemblies, career conferences, lectures, occupational surveys, and roleplays to address issues related to education, home/adjustment, and job finding. Benefits are collective problem solving, increased contacts for common issues, self-expression, preparation for individual counseling, and time savings.
This document outlines the key aspects of guidance services. It defines guidance services as systematic procedures that help individuals gain knowledge and skills to make plans. It discusses the scope of guidance, which includes services for individuals, staff, and evaluating services. It also outlines the history and factors leading to the development of guidance services. Finally, it describes the characteristics, forms (group and individual), types of problems addressed, and goals of guidance services.
Counselling involves a trained professional helping a client address difficulties through establishing a relationship, assessing problems, setting goals, providing interventions, and evaluating progress. There are various types of counselling depending on the issue, including mental health counselling, substance abuse counselling, career counselling, marriage counselling, rehabilitation counselling, and spiritual counselling. The counselling process typically involves building trust, understanding the problem, creating a plan to address it, taking action, and determining when counselling is no longer needed.
Principals' use of counselling skills dr geoffrey wangoDr Wango Geoffrey
This document discusses the role of principals in guidance and counseling in Kenyan schools. It argues that principals should take on a broader leadership role beyond just administration and management. This includes using counseling skills to better communicate with students, teachers, and parents to understand issues like academic performance, relationships, mental health, and more. The document outlines counseling skills like empathy, active listening, and questioning that principals can employ. It also discusses establishing counseling programs in schools and the importance of confidentiality and ethics for counselors to help students seek needed support.
Guidance and Counselling in Schools.pptAmirAfridi10
This document discusses guidance and counseling in Pakistani schools. It outlines the roles of the principal and counselor in providing counseling services to address student needs. The principal must understand complex school issues and support counseling programs through strategic planning and resource allocation. Counseling addresses sensitive topics and helps students with challenges that could impact academic performance and well-being. Counselors provide individual and group counseling using skills like empathy and questioning, while maintaining confidentiality per professional ethics codes. The delivery of counseling requires involvement from all school stakeholders to benefit students.
The document discusses changes to terminology related to children's services under the new UK government coalition that took office in May 2010. It notes that references to "Every Child Matters" were replaced by phrases like "Help Children Achieve More" in internal guidance. Critics worry this signals a gradual shift away from the Every Child Matters agenda, though the government and other organizations hope the underlying principles will continue. The document also provides examples of terminology changes between pre-May and post-May 2010.
The document discusses information service and individual inventory service as part of a school guidance program. Information service aims to provide students with knowledge of educational, vocational, and personal opportunities to help them make informed choices. It involves disseminating information on topics like available education programs, admission requirements, occupations, and personal development. Individual inventory service involves systematically collecting and storing confidential personal information about students, like demographics, family, health, academic performance, to help profile and monitor their development. The goal is to equip students with reliable information to make authentic decisions about their future.
The document discusses a study on the challenges of guidance and counseling services at Wa Senior High Technical School in Wa Municipality, Ghana. It aims to assess the prospects of counseling services, examine challenges preventing student participation, and determine ways to enhance counseling's role. Key findings include that the majority of students utilize services for academic support, but many feel shy, distrust counseling, or are unaware of it due to having only one trained female counselor. The study concludes guidance and counseling is important for education but faces challenges at this school like lack of confidentiality and approachability. It recommends appointing a municipal counseling coordinator and employing full-time counselors of both genders.
S9 gathering evidence for education in emergencies and supportive policies nrcPorticus Vienna
This document discusses the need for more rigorous evidence in Education in Emergencies (EiE) and outlines the Norwegian Refugee Council's (NRC) approach to building evidence through monitoring and evaluation. The NRC uses a theory of change framework and macro-level logframes to design country strategies and monitor outcomes. A case study from NRC Lebanon shows how needs assessments, evaluations, and participatory methods are used to generate evidence and adjust programming. The document calls for increased partnerships between practitioners and academics to bridge the research-practice divide and influence policy and advocacy.
Jasmina Byrne and Alice Margaria OoR - Overview analysis of UNICEF supported policy and provision in middle and lower income countries at the Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
'Effective transitioning to university and into adulthood'Dr Wango Geoffrey
The transition phase from secondary school to higher education (College or University) is highly crucial. It is also a period of transition from adolescence into young adulthood and the significance of student adjustment is immensely involving but also signals that students need to be supported by parents and university systems. There is the students' prior learning experience which it is hoped has prepared them for university style learning. But the truth is, the teaching and learning is different, the environment completely changes and the responsibilities and expectations tuned at higher levels. Subsequently, the students’ require ensuring smooth functioning systems and appropriate conduct.
Comprehensive Sexuality Education is a curriculum-based process of teaching & learning about the cognitive, emotional, physical & social aspects of sexuality.
The document discusses comprehensive sexuality education (CSE) in the Eastern Mediterranean region. It notes that adolescents in the region lack knowledge about sexual and reproductive health due to poor education programs. While most parents support CSE being taught in schools according to Islamic principles, teachers often have negative attitudes. Successful CSE programs have been implemented in Egypt and Pakistan. However, challenges remain including socio-cultural norms, lack of coordination and funding. Future prospects include building on initiatives to integrate CSE and leveraging opportunities under the UN's Sustainable Development Goals.
This document discusses comprehensive sexuality education (CSE) in the Eastern Mediterranean Region. It defines CSE as a curriculum that teaches about cognitive, emotional, physical and social aspects of sexuality. The document outlines key concepts to be included in CSE curricula according to international guidance. It discusses regional challenges to implementing CSE, including socio-cultural challenges like myths and perceived stigma, as well as policy and programmatic challenges like a lack of coordination and funding. The document also highlights some successful CSE programs in the region, such as one conducted in Egypt that showed improved knowledge among adolescents after attending teaching sessions.
This document discusses comprehensive sexuality education (CSE) in the Eastern Mediterranean region. It notes that adolescents in the region lack knowledge about sexual and reproductive health. While parents and teachers' attitudes are often negative, most support CSE that aligns with religious and cultural values. Key challenges to implementing CSE include socio-cultural norms, policy barriers, and lack of funding. Successful programs in Egypt and Pakistan demonstrate that engaging stakeholders and providing school-based CSE can improve knowledge and support for CSE. Future prospects include building on regional health initiatives and implementing evidence-based CSE through collaborative, coordinated efforts.
This document discusses guidance and counseling in nursing education. It provides definitions of guidance and counseling, outlines some principles of guidance and counseling including that it aims to help individuals discover themselves and achieve their maximum potential. It also discusses some current issues in nursing education and practice that counseling can help address, such as lack of job satisfaction, long working hours, and inadequate facilities. Overall the document presents an overview of the concepts and need for guidance and counseling in nursing.
Contribution of peer counseling to student behavior change in Alexander Decker
This document summarizes a study that assessed the contribution of peer counseling skills like mentoring, role modeling, and academic tutoring to student behavior change in secondary schools in Maara Sub County, Kenya. The study employed a descriptive survey research design to collect data from questionnaires administered to students and peer counselors, as well as interviews with teacher counselors. The study found that peer counselors are effective in mentoring other students and addressing youth issues. Many peer counselors have above average academic performance, making them effective academic tutors. Peer counselors also have opportunities to model good behaviors. The study recommends that peer counselors require adequate training in basic counseling skills.
Contribution of peer counseling to student behavior change in Alexander Decker
The document discusses a study on the contribution of peer counseling to student behavior change in secondary schools in Maara Sub County, Kenya. The study found that peer counselors contribute to behavior change through mentoring, academic tutoring, and role modeling. Specifically, peer counselors were found to share information and support other students. However, some peer counselors did not have strong academic performance to tutor other students effectively. The study recommends that peer counselors receive adequate training to better fulfill their roles.
This document discusses child protection in education, highlighting international conventions and Lebanese policies that promote the protection of children. It outlines Save the Children's approach of establishing a Quality Learning Environment (QLE) to ensure education spaces are safe, secure, and promote student well-being. In Lebanon, Save the Children has implemented this approach through measures like child safeguarding training, establishing appropriate facilities, engaging parents, and linking education programs to protection services. The document also notes Lebanon's national policy prohibits corporal punishment in schools but that enforcement is still needed, and Save the Children has provided related trainings in public schools.
This document provides information on an Adolescence Education Program (AEP) including its goals, objectives, and implementation strategies. It defines adolescents as individuals between ages 10-19 according to the WHO. The AEP aims to empower young people with age-appropriate information to promote healthy attitudes and develop skills to respond to real-life situations positively. It focuses on developing life skills and addressing the needs and concerns of adolescents such as lack of knowledge about HIV, sexual harassment, and substance abuse. The document outlines the themes, structures, activities, roles and responsibilities of those involved in implementing the AEP in schools. It also discusses some challenges and best practices for AEP implementation in schools.
This document provides an overview of Manodarpan, an initiative by the Ministry of Human Resource Development in India to provide psychosocial support during the COVID-19 pandemic. It discusses the genesis of Manodarpan due to increased mental health issues during the pandemic. The key components of Manodarpan include a website, toll-free helpline, guidelines, counseling resources and ongoing webinars. Various organizations like NCERT, NVS, KVS, CBSE, UGC and AICTE are undertaking activities like counseling services, virtual summer camps and training to support mental well-being. Going forward, the roadmap includes prevention, training, early identification, specialist support and focusing on life skills and positive parenting.
Similar to Guidance and counselling services in schools in Kenya (20)
Social psychological patterns of managing the coronavirus diseaseDr Wango Geoffrey
Health, human development and overall wellbeing are highly intertwined and the coronavirus disease (COVID-19) makes this most implicit especially for the low and middle-income countries. More than ever, there is a need to develop a functional health system that fosters social economic political development in developing countries such as Kenya. This paper makes a case for expanded social-psychological interventions patterns for the management of COVID-19. The aim is to develop a model for health-care investment amidst COVID-19 and provide the operations and structure of strategies leading to successful management of the epidemic. This involves a comprehensive social-psychological approach in the health-care system that fosters improved health and wellbeing through a more wide-ranging understanding to enhance the involvement of the individual, family, community and nations. The framework examines the various intervention strategies in COVID-19 as well as the underlying engrossment in the strategies with an aim of successfully involving the individual in a systematic social psychological understanding of COVID-19. The model provided is relevant to health-care strategies in post-COVID-19.
'Parenting and family ties christian parenting and counselling in the home'Dr Wango Geoffrey
Many Christian parents want to bring up their child based on religious philosophy. This Power Point focuses on parenting and family ties based on the book, Parenting: Counselling in the Home. The Christian parenting concept is a life-long process based on Christian principles and values inasmuch as it involves constant and continuous guidance and counselling, coaching and mentorship of the child. The authors’ emphasis on an all-round growth, development and nurturing of the child is attuned to the Christian perspective. The Christian parent/s wants their child upbringing to correspond to the Christian philosophical underpinnings, a rigorous methodological discipline. In particular, there is need for meeting the physical, intellectual, emotional, social and spiritual needs of the child that must be critically aligned to the Christian philological task. The PowerPoint offers empirical illustrations on that foregrounds Christian ethos while promoting effective Christian parenting and counselling based on the author’s immense hands-on experience of working with parents, teachers, counsellors, psychologists, social workers, religious leaders, children and families. This position is distinctive and decisive in modern living with the positivist perspective in that Christian living is highlighted as the focal point in effective parenting. The PowerPoint is a useful guide to parents, counsellors, teachers and social workers dealing with children and young people based on Christian principles.
'Parenting and family ties counselling in the home'Dr Wango Geoffrey
The PowerPoint Presentation is based on the book, Parenting: Counselling in the Home. The book seeks to address the challenges of parenting in modern living. From the onset, the authors define parenting as the process of promoting and supporting the physical, emotional, social, spiritual and intellectual development the child from infancy to adulthood. Parenting is an on-going process. Nonetheless, it has become extremely difficult in today's society for parents, especially the ever busy working father and/or mother and in particular the single parent, to adequately attend to all the needs of the child. The book helps make greater gains by assisting parents with important learning support services including a range of information on various issues in life and home. It adopts the Positive Parenting strategic approach which is constructive, purposeful, practical and progressive. The book accomplishes this task by: (1) assisting parents in understanding the needs of the child; and, (2) providing parents with information and support about child growth and development. The book is written primarily for parents as well as a wide range of people from the helping and health professions. These include: Clinical Psychologists; Counsellors; Psychologists; Psychiatrists; Sociologists; Social Workers; Physicians; Nurses; Teachers and other educators; members of the clergy as well as personnel working in the home, school and education.
'Loss, Grief and Bereavement Coping with Loss and Grief'Dr Wango Geoffrey
A new dawn has come in our lives in which we must be willing to face the reality of our lives. Part of that reality is the imminence of death. Death can be confusing especially with the advancement of medicine, science and technology and various attempts to make meaning and sense of our world. Ultimately, when death occurs, persons may oscillate between feelings of sadness and anticipation, especially when there is a lot of pain and suffering and hence our love and commitment to our loves ones is juxtaposed with relieve from pain. The interrelationships in our lives affect us all. The fact that death takes away our loved ones can be a panacea for disaster. The purpose of this presentation is to assist persons cope with loss and grief.
This PowerPoint Presentation is a guide for pupils transiting from primary to high school. Students have their expectations as they transit from one school to the next, in particular one level of basic education to another of higher education. The experience and environment is albeit different right from the school size, the number of teachers and the range of new subjects. The move from primary to secondary school also involves a transition between two radically different cultures of schooling, the more child friendly at a younger age to the peer pressurized stage as the adolescent seeks self-discovery and enters the wider world. Therefore, important information should be provided to the students to enable them find their way in the new environment. Additionally, there are the transition challenges and these should be presented early enough to avoid unnecessary confusion for the student.
Guidance and Counselling Early Childhood Development EducationDr Wango Geoffrey
Among the essential skills essential for teachers in Early Childhood Development Education (ECDE) is guidance and counselling, coaching, and mentoring. This is because teachers and counsellors dealing with children must both understand the child and at the same time assist them along in their growth and development. Children too come from diverse backgrounds. Additionally, children even in early years may experience psychological disturbance as a result of several factors. Guidance and counselling of children is not the same as of adults. This is majorly because the child-counsellor relationship is an interaction with the child; it is even more demanding when assisting a child in utmost need. Therefore, guiding and counselling children is highly dependent on the personality, personal qualities and professional training of the teacher and counsellor. Overall, the aim of guidance and counselling is to enable the child understand self and others, and cope with life experiences and challenges. This presentation is based on a book on ECDE Guidance and Counselling that aims to assists teacher and counsellors, especially those working with children in early childhood, gain expertise on working effectively with children at this critical stage.
The purpose of this presentation is to assist secondary school students to improve their studies and performance in school by adopting comprehensive study skills and habits. This is by demonstrating to the student the importance of attending class on time, paying close attention to the lesson, taking time to study, and preparing for tests and the final examinations. In this way, the students improve on study skills and advanced in studies and future career.
Counselling outcome, issues, trends and professional ethics dr geoffrey wangoDr Wango Geoffrey
The emphasis of counselling as a process requires that the procedure be conducted in a professional way in order to evaluate and assess the outcome of therapy. This presentation brings to life the status quo of counselling psychology practice particularly in Kenya today appreciating the milestones so far achieved, highlighting loopholes and challenges in practice and at the same time suggesting a workable chart forward that will inculcate professionalism. It presents both enlightening and enriching insights into the practice and outcome of counselling and is written to assist all those who engage in counselling psychological services including students, trainers, researchers and supervisors to investigate professional practice in an interpretative way.
Living with death coping with life when starring death in the face and the an...Dr Wango Geoffrey
The document discusses coping with death and living with a terminal illness. It provides quotes about death from religious texts, philosophers, and those who have faced their mortality. It outlines the typical emotions experienced when facing an imminent death, including shock, anger, pain, guilt, and sadness. The document advises accepting one's condition, focusing on the present, spending time with family and friends, and maintaining faith. When given a terminal diagnosis, it suggests understanding the prognosis, sorting practical matters like medical costs and legal affairs, and finding spiritual comfort during this difficult time. Overall, the document offers guidance for developing a healthy perspective when staring death in the face.
Living when death is so certain to someone close to you the trials and tribul...Dr Wango Geoffrey
Death and dying be stressful for dying people, their loved ones and care-givers. Psychologists can provide a lot of assistance in various ways. The reality of life and death can be made more meaningful and thus promote positive coping strategies. Psychologists can assess mood, mental functioning and pain, and thus help deal with anxiety. They can also help deal with depression and other mental health problems. In all this counselling psychology can: provide end-of-life counselling to the dying and their families; and, thus advocate for good medical and psychological care.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Guidance and counselling services in schools in Kenya
1. 2/2/2015 1Dr Geoffrey Wango, Psychology Department, University of Nairobi
Dr Geoffrey Wango
Department of Psychology
University of Nairobi
2. 2/2/2015 2Dr Geoffrey Wango, Psychology Department, University of Nairobi
Presentation Outline
- Contextual background: Counselling in Kenya
- Why guidance and counselling
- Guidance and counselling in schools
- Context for effective guidance and counselling
programmes in schools
- Specifics for guidance and counselling
- Issues and concerns in schools: Contemporary issues
and enhanced guidance and counselling services
- Assessment: Monitoring and evaluation
- Future of guidance and counselling in schools in
Kenya
3. 2/2/2015 3Dr Geoffrey Wango, Psychology Department, University of Nairobi
Contextual Background
In traditional society, children were guided, counselled,
coached and mentored by parents, relatives and older
siblings who inducted them in societal norms.
Stories, songs and dance, proverbs, riddles and wise
sayings were a form of counsel that inculcated the
values and virtues of society.
Formal education takes in certain social roles such as
guidance and counselling of pupils and students.
The government of Kenya implemented Free Primary
Education (FPE) in 2003 and Free Day Secondary
Education (FDSE) in 2007, that has resulted in many
would be out of school children attending school.
4. 2/2/2015 4Dr Geoffrey Wango, Psychology Department, University of Nairobi
Contextual Background
The Ministry of Education set up a guidance and counselling
section in 1971 to assist pupils and students with various
issues.
The need for guidance and counselling in schools has been
a government policy well articulated and emphasized in
various policy documents.
The Constitution of Kenya 2010 is very comprehensive and
includes equality, equity, inclusion, integration, cohesion,
non discrimination and the rights of the individual, as well
as key aspects of administration.
In addition, Sub-Saharan Africa is greatly affected by HIV
and AIDS and the epidemic leads to affected and infected
children as well as orphaned children.
5. 2/2/2015 5Dr Geoffrey Wango, Psychology Department, University of Nairobi
Contextual Background
Several issues in Kenya and internationally have prompted a
need for counselling. They include the following:
(a)Terrorism including the 1998 bombing of the American
Embassy in Nairobi in which 298 people died.
(b)There have been incidence of violence in schools in Kenya
such as the deaths in St. Kizito, Bombolulu, Nyeri and Kyanguli
schools.
(c)Ethnic violence in 2007 that led to an estimated 1,200 deaths
and many other people displaced.
(d)Cancer and other terminal illnesses.
(e)Many other social economic factors such as gender in
traditional setting, poverty, road accidents, divorce and separation
that make individual susceptible to trauma.
All these aspects impact on guidance and counselling in schools
in Kenya.
6. 2/2/2015 6Dr Geoffrey Wango, Psychology Department, University of Nairobi
Need for Guidance and Counselling in
Schools
- Character Formation and Personality
Development
- Career Choices and Development
- Psychological concerns (emotional disturbance,
mood, adjustment issues)
- HIV and AIDS
- Alcohol, Tobacco and Drug Abuse
- Relationship and Sexuality
- Bullying and Violence in Schools
- Adolescence and Reproductive Health
- Pregnancy and Abortion
7. 2/2/2015 7Dr Geoffrey Wango, Psychology Department, University of Nairobi
Need for Guidance and Counselling in
Schools
- Chaplaincy and Pastoral Care (spiritual
nourishment)
- Trauma Management
- Peace, Conflict Resolution and Reconciliation
- Disadvantaged Families and Vulnerable Groups
- Mentoring and Mentorship Programme
- Student Support Services (peer educators)
- Student Referral services
- Counsellor Support Services
- Life Skills Education
8. 2/2/2015 8Dr Geoffrey Wango, Psychology Department, University of Nairobi
Context for Effective Guidance and
Counselling Programmes in Schools
The system of educational counselling in Kenya was
developed in three levels:
(1)Education guidance and counselling (school
counsellor) in schools;
(2)Counselling psychological-educational psychology
courses in colleges and universities to enhance
teacher preparedness; and,
(3)Counselling in other institutions including colleges
and universities.
In several of these institutions, chaplaincy is
included.
9. 2/2/2015 9Dr Geoffrey Wango, Psychology Department, University of Nairobi
Context for Effective Guidance and
Counselling in Schools
Counsellor Competence
Safe environment – secure environment
Comfortable environment – lighting, air, space,
furniture
Confidentiality – trusting relationship and room
Non-distracting clock(s)
Furniture arrangement – chair and /or couch
Record taking and record-keeping in confidence
Quality assurance and quality audit
Networking and referral
10. 2/2/2015 10Dr Geoffrey Wango, Psychology Department, University of Nairobi
Context for Effective Guidance and Counselling
in Schools – Organizational support
Ministry of Education
Ministry of Devolution
Kenya Institute of Curriculum Development (KICD)
Teachers Service Commission (TSC)
Kenya Education Management Institute (KEMI)
National Authority Against Alcohol and Drug Abuse
(NACADA)
Universities
Teacher Training Colleges
Counselling and psychological associations
Non Governmental Organizations (NGOs)
11. 2/2/2015 11Dr Geoffrey Wango, Psychology Department, University of Nairobi
Context for Effective Guidance and Counselling
in Schools – Organizational support
Kenya National Union of Teachers (KNUT)
Kenya Union of Post Primary Teachers (KUPPET)
Kenya Counsellors Psychologists Association (KCPA)
Kenya Guidance and Counselling Psychological
Association (KGCPA)
Kenya Secondary Schools Heads Association (KSSHA)
Representation from Primary school head teachers
Institutions that provide counselling psychological
services and related services such as adolescence
education, career information, human rights, and many
others
12. 2/2/2015 12Dr Geoffrey Wango, Psychology Department, University of Nairobi
Assessment: Monitoring and Evaluation
Question #1 - What are we looking for (aim,
purpose, goal of counselling)?
Question #2 - What is the outcome of counselling
(impact of programme on child, and school)
Focus: communicates that schools have a
responsibility in the growth and development of a
child/ren.
Perspective: helps identify child needs.
Outcome: enables evaluate the effectiveness of
guidance and counselling programmes.
13. 2/2/2015 13Dr Geoffrey Wango, Psychology Department, University of Nairobi
Challenges in Provision of Guidance and
Counselling in Schools in Kenya
Teenage pregnancy
HIV and AIDS infected and/or affected pupils and
other terminal illnesses
Alcohol, Tobacco and drug abuse
Career choices, placement and advancement
Pornography
Occultism
Incest
Truancy
Time management in school, at home and in life
Ethnicity characterized by cultural stereotypes
Character formation (values and virtues)
14. 2/2/2015 14Dr Geoffrey Wango, Psychology Department, University of Nairobi
Counsellors in the
School must begin to determine
the outcome of
Guidance and Counselling Programmes
in schools.
15. 2/2/2015 15Dr Geoffrey Wango, Psychology Department, University of Nairobi
Specifics for Counselling in the School
There is a teacher in charge of Guidance and
counselling in the school.
Most of the teachers may not be adequately trained
in guidance and counselling.
Amongst the challenges include:
Dual relationship of teacher and counsellor
Confidentiality of information received in
counselling
Appointment and the personnel
Role of the teacher counsellor
Number of students that require help
Resources such as counselling room
16. 2/2/2015 16Dr Geoffrey Wango, Psychology Department, University of Nairobi
Supportive Counselling
The type of counsellor responses / interventions
include the following:
Evaluative - judgment of behaviours, actions,
attitudes.
Interpretive - informing; teaching.
Supportive - reassurance to reduce anxiety.
Probing - gather more data; questions.
Understanding - communicate empathy,
reassurance and understanding,
Advising - recommendations; suggestions; and,
psychosocial support.
17. 2/2/2015 17Dr Geoffrey Wango, Psychology Department, University of Nairobi
Never Underestimate the
Effectiveness of a listening
caring partner in a reassuring
relationship such as
counselling . . .
18. 2/2/2015 18Dr Geoffrey Wango, Psychology Department, University of Nairobi
The guidance and counselling
school programme
must be:
Purposeful, Practical,
Preventive and Programmed
19. 2/2/2015 19Dr Geoffrey Wango, Psychology Department, University of Nairobi
Guidance and Counselling of the Future
Guidance and counselling of the future will be in
a global context, conducted by more competent
practitioners (professionals with knowledge and
skills) and will embrace the rights of all persons.
Purposeful counselling will prepare the young
generation for their personal development, in
academic studies and for the world of work
(vocational guidance).
This may include application of prevailingly
psychometric orientation as well as the
development of intelligence tests and
questionnaires on interests.
20. 2/2/2015 20Dr Geoffrey Wango, Psychology Department, University of Nairobi
Guidance and Counselling of the Future
The system of educational Guidance and
Counselling will be at three levels:
(1)Education counsellor (school counsellor) in
schools.
(2)Psychological- educational consultancies in
the Counties.
(3)National psychological consultancies. These
include guidelines on conducting counselling
in schools, colleges and universities.
21. 2/2/2015 21Dr Geoffrey Wango, Psychology Department, University of Nairobi
Guidance and Counselling of the Future
Systems of counselling will provide the
following:
- Psychological Counselling and Prevention
(PCP)
- Special pedagogy consultancies (children with
special needs)
- School educational counsellors
- Crisis intervention (pregnancy, domestic
violence)
- Drug prevention (including specialized care)
- Child care and integration
- University consultancies
22. 2/2/2015 22Dr Geoffrey Wango, Psychology Department, University of Nairobi
School guidance and counselling
must lead to opportunities that
enable us to provide equitable
education for all students as well
as support their social, emotional
and academic needs.
23. 2/2/2015 23Dr Geoffrey Wango, Psychology Department, University of Nairobi
Help seeking in counselling
All children require fitting guidance and counselling
with particular focus on the following:
Learning difficulties
Behaviour concerns
Attention problems
Problems at home or with peers
Fears about war, violence, terrorism
Depression and other mental health issues
Coping with crisis and trauma
Poverty, violence, or life changing events
Advocacy of their learning and mental health needs
24. 2/2/2015 24Dr Geoffrey Wango, Psychology Department, University of Nairobi
Guidance and Counselling of the Future
The school guidance and counselling programme must
aim at the following:
1)Competence, self-esteem, character formation and
resiliency
2)Promoting positive appropriate social values and the
virtues of society (tolerance, self respect, respect for
others)
3)Personal achievement according to individual talents
4)Positive social skills and behaviour (effective
communication)
5)Healthy relationships (intrapersonal and inter personal
skills) and connectedness
25. 2/2/2015 25Dr Geoffrey Wango, Psychology Department, University of Nairobi
Guidance and Counselling in the School
Work undertaken by counsellors in the school is THREE dimensional,
namely developmental, preventive and remedial.
(a)Developmental guidance programmes. These focus on nurturing the
overall emotional and social well-being of pupils. Programmes in
school include career guidance and academic performance. Teacher
counsellors conduct classroom and school psycho-education
programmes to promote and develop the self-esteem of students.
(b)Preventive guidance and counselling programmes. Personal
counselling include issues that affect pupils and students. These
include alcohol, tobacco and drug use, handling peer pressure, and
stress management especially due to the pressure in handling of
examinations . Counsellors largely seek to prevent problems arising.
(c)Remedial work. There are immediate interventions to assist various
pupils and students in already existing issues such as disciplinary or
abuse cases, bereavement and failing academic performance.
counsellors provide therapy to various pupils and students.
26. 2/2/2015 26Dr Geoffrey Wango, Psychology Department, University of Nairobi
Guidance and Counselling Activities in the
School
Teacher - child support
Parent - child support
Parental support
Health clubs
Preventive guidance and Life skills education
Mass guidance
Group counselling
School chaplaincy
Promoting (positive) values and virtues
An active school guidance and counselling
programme is clearly structured and child centred.
27. 2/2/2015 27Dr Geoffrey Wango, Psychology Department, University of Nairobi
Role of a Counsellor in the School
Assessment
Consultation for student and systems-level
change
Prevention
Intervention
Staff, parent, and student education
Research and program development
Psychological and mental health care
Advocacy
Research and publications
28. 2/2/2015 28Dr Geoffrey Wango, Psychology Department, University of Nairobi
Way Forward for Counselling in Schools
Guidance and counselling must be an
integral element of the education system
and the teacher counsellor must
effectively make a contributing to the
child/ren through activities in practice
Guidance and counselling must be
operationalized using international
counselling standards
29. 2/2/2015 29Dr Geoffrey Wango, Psychology Department, University of Nairobi
Way Forward for Counselling in Schools
In Kenya, at the moment, there is a greater possibility
that counsellors by any name (counselling psychologist,
counsellor in the school, educational psychologists,
guidance and counselling teachers, psychologists), will
be located in more and more educational institutions
(schools, colleges and universities).
Two major factors that will impinge on the success or
otherwise of the educational guidance and counselling
venture are:
(1)The component of the guidance and counselling
programme; and as a matter of course.
(2)The extent of acceptance by pupils, students and staff
in the institutions.
30. 2/2/2015 30Dr Geoffrey Wango, Psychology Department, University of Nairobi
Way Forward for Counselling in Schools
Three aspects will be outstanding in the overall success of
the school guidance and counselling programme:
(1)The attitude of the counsellor;
(2)The perception of clients (pupils, students and staff); and,
(3)Individual teachers and tutors discernment of, and the
particular significance they attach to guidance and
counselling in educational institutions.
Teachers and tutors in Kenya are by and large highly
receptive to guidance and counselling in schools and other
educational institutions and are reasonably well informed as
to its nature. Nevertheless, in some instances, the perception
of counselling is skewed towards a directive/advice/solution
focused conceptualisation.
31. 2/2/2015 31Dr Geoffrey Wango, Psychology Department, University of Nairobi
Way Forward for Counselling in Schools
Guidance and counselling services must be integrated into
the wider school community.
Counsellors and other professionals working with pupils,
teachers and parents in schools and in a community must
also remember that although schools are a microcosm of
society, educational institutions are also complex
organizations. Schools have a number of change factors
working at any one time including for instance the
prevalence of HIV and AIDS in sub-Saharan Africa.
Education is a measure of success and there is an obvious
overwhelming pressure for success. In addition, there are
development concerns including adolescence issues,
ethnicity and cohesiveness and the threat of terrorism.
32. 2/2/2015 32Dr Geoffrey Wango, Psychology Department, University of Nairobi
Way Forward for Counselling in Schools
Further studies in schools and educational institutions
are therefore needed in the area of guidance and
counselling.
Counselling will require a systematic analysis of all
the factors affecting the successful implementation
and /or integration of guidance and counselling in
schools.
Guidance and counselling services must also be a
comprehensive part of the National Education Policy
rather than counselling for crisis management.
Overall, Counsellors and Psychologists will be guided
by the Counsellors and Psychologists Act.
33. 2/2/2015 33Dr Geoffrey Wango, Psychology Department, University of Nairobi
Enhancing Professional Counselling in Schools
It is suggested that school counsellors create a professional
alliance such as Association for School Counsellors in
Kenya (ASC(K))
The government through the Ministry of Education could
also establish a centre to promote guidance and counselling
in schools, such as Counselling and Leadership Centre
(CLC) at the Kenya Institute of Curriculum Development
(KICD). The Centre would:
(a)Coordinate guidance and counselling in schools including
programme of activities and training materials in liaison
with TSC and others
(b)Establish National standards for guidance and counselling
in educational institutions (ECDE, Primary, Secondary,
Colleges)
34. 2/2/2015 34Dr Geoffrey Wango, Psychology Department, University of Nairobi
An updated Careers Booklet
Development of regulations and procedures in guidance
and counselling. This would include a syllabus for
guidance and counselling in schools
Mutuality and collaboration must be key terms in
guidance and counselling to enable:
Cooperation, linkages and referral services
Shared vision
Shared expertise and
Mutuality of benefits to be derived both from
education and counselling
Overall, education and counselling must adopt a multi-
cultural counselling competence approach
Enhancing Counselling in Schools
35. 2/2/2015 35Dr Geoffrey Wango, Psychology Department, University of Nairobi
Enhancing Counselling in Schools
The National Education Policy highlights the need for
mentoring, moulding and ensuring national values and
principles of governance.
This includes enhanced guidance and counselling
services. The emphasis is on the education sector to
promote guidance and counselling in schools as well
as life skills development, mentorship, HIV / AIDS
programmes and peace education. This must adopt a
professional framework including professional ethics
The government is to operationalize a policy
framework on guidance and counselling particularly in
schools and other educational institutions.
36. 2/2/2015 36Dr Geoffrey Wango, Psychology Department, University of Nairobi
Selected References
American Counselling Association (2014). ACA Code of Ethics. American
Counselling Association.
American Psychiatric Association (2013). Diagnostic and Statistical
Manual of Mental Disorders. Washington, D C: American Psychiatric
Association.
Brown, S. and Lent, R. (2008). (Eds.). Handbook of Counselling
Psychology. New York: Wiley.
Corey, G. (2005). Theory and Practice of Psychotherapy. California:
Belmont.
Feltham, C. and Horton, I. (Ed.). (2010). The Sage Handbook of
Counselling and Psychotherapy. London: Sage Publications.
Gibson, R. L. and Mitchell, M. H. (2010). Introduction to Counselling and
Guidance. New Delhi: PHL Learning Private Limited.
Hatch, T. (2014). The Use of Data in School Counselling: Hatching Results
for Students, Programs, and the Profession. Sage Publications.
Hornby, G., Hall, C. and Hall, E. (Eds). (2003). Counselling Pupils in
Schools. Skills and Strategies for Teachers. Routledge Falmer.
37. 2/2/2015 37Dr Geoffrey Wango, Psychology Department, University of Nairobi
Selected References
Palmer, S. (Ed). (2010). Introduction to Counselling and Psychotherapy: The
Essential Guide. Sage Publications.
Republic of Kenya (2005). Sessional Paper No. 1 of 2005 on A Policy
Framework for Education, Training and Research. Nairobi: Government
Printer.
Republic of Kenya (2009). Careers Booklet. Nairobi: Ministry of Education.
Republic of Kenya (2013). The Basic Education Act. Nairobi: Ministry of
Education. Republic of Kenya (2014). The Counsellors and Psychologists
Act, 2014. Nairobi: Government Printer.
Wango, G. M. (2006). Policy and Practice in Guidance and Counselling in
Secondary Schools in Kenya. Birmingham: Ph.D Thesis, University of
Birmingham.
Wango, G. M. (2015). Counselling Psychology in Kenya: A Contemporary
Review of the Developing World. Nairobi: Kenya Literature Bureau.
Wango, G. M. and Mungai, E. K. (2007). Counselling in the School: A
Handbook for Teachers. Nairobi: Phoenix Publishers.
Woolfe, R., Strawbridge, S., Douglas, B. and Dryden, W. (Eds.). (2010).
Handbook of Counselling Psychology. Sage Publications Ltd.
38. 2/2/2015 38Dr Geoffrey Wango, Psychology Department, University of Nairobi
Dr. Geoffrey Wango
Senior Lecturer
Psychology Department
University of Nairobi, Kenya.
Tel. +254 726 056489
Email.gwango@uonbi.ac.ke
gmwango2000@yahoo.com
Editor's Notes
Dr. Geoffrey Wango is a Senior Lecturer and teaches Counselling and Psychology at the University of Nairobi. Email. [email_address]. Dr. Wango has authored several publications on Counselling and Education including: Counselling in the School: A Handbook for Teachers (Wango and Mungai, 2007); School Administration and Management: Quality Assurance and Standards in Schools (Wango, 2009); School Finance Management: Fiscal Management to Enhance Governance and Accountability (Wango and Gatere, 2012); and, Counselling Psychology in Kenya: A Contemporary Review of the Developing World (Wango, 2015).
Counselling came more into prominence in Kenya after the 1998 August bomb blast of the American Embassy in Kenya when 298 people lost their lives. The grieved families as well as the victims of the bomb blast needed help. This was intensified as pupils and students especially in Nairobi schools were counselled on trauma and disaster management.
in 2001, corporal punishment in schools was banned to be replaced with guidance and counselling of pupils and students.
Kenya’s education system majorly attracted attention after the introduction of Free Primary Education (FPE) in 2003 when over 1.2 million children who would otherwise not have accessed school enrolled in class one. In the developing world, education is a universal equaliser; it is seen as the key to ending abject poverty and children will burn the midnight oil to attain good grades and pursue higher education. Parents will sacrifice all they have to ensure the child is in school. Discipline and hard work will be emphasized. The stakes are high for the children and parents alike as they aspire for a more equal and equitable society. The need to understand and address the emotional and other concerns of the growing child in school emerged early after independence and as educational institutions revised the earlier curriculum that was racially based. As a result, psychology and educational psychology became part of courses in teacher training and at universities.
The Ministry of Education implementation of guidance and counselling services and programmes in educational institutions has been based on recommendations contained in various Education Commission Reports and Government Policy documents (Republic of Kenya, 1964; 1976; 1988; 1999; 2005). For example, Sessional Paper No. 1 of 2005 provided for strengthening of Guidance and Counselling services in learning institutions. The government policy states that every school should have a teacher appointed for the purpose of guidance and counselling of pupils / students.
The need for counselling psychological services became more apparent and took a dramatic prominence especially in secondary schools in the 1990s following a series of unrest and incidents that resulted in loss of human life. These include:
(a) 13th July 1991 when 19 students died at St. Kizito Secondary School.
(b) 25th March, 1998 at Bombolulu Girls School when 26 students died.
(c) In 2000, 6 students died at Nyeri High School.
(d) On 26th March, 2001 69 students died at Kyanguli Boys School.
(e) There have also been several instances of students committing suicide.
Terrorism has had an effect as well. For example, the 1998 bombing of the American Embassy in Nairobi that resulted in 298 deaths. On 21st September, 2013 terrorists attacked Westgate Mall, an up market shopping centre in Nairobi, killing 67 people and the death of the four attackers.
The Ministry of Education recognizes guidance and counselling as an essential service that must be provided to every child in the school for personal development. The word counselling is used as a general term to refer to several activities in school conducted as guidance and counselling. Activities include mass guidance (on a variety of aspects such as character building, career guidance and career choices, spiritual nourishment, relationships, peer influence) group counselling (especially in times of crisis), individual counselling and parenting. There is a teacher in charge of counselling (guidance and counselling teacher, teacher counsellor or counsellor in the school). The teacher is selected from among the teachers by the Principal (Head teacher) based on their interest in the helping profession.
Since the 1970s, educational counselling has been developed such as in teaching through educational psychology. Chaplaincy services have only been available in the more established schools. Career guidance and child counselling has gained eminence and will continue to expand in various areas. Several counselling training institutions have also been established that offer short courses, diploma, higher diploma in guidance and psychological counselling.
Even among urban and rural schools, there are differences in guidance and counselling services and it is obvious that some schools especially the more prominent schools and others in urban centres are more endowed that others creating discrepancies in services provided to pupils and students. Most colleges and universities have counsellors who assist students with various issues that include emotional disturbance, relationships, career and financial issues. Personal issues include sexuality, pregnancy, HIV and AIDS, family, alcohol and drug abuse.
Notwithstanding, the implementation of guidance and counselling in schools has been hampered by a weak policy as argued by Wango (2006). Wango (2006) and Wango and Mungai (2007) further propose the need to enhance a more professional approach to counselling in the schools in Kenya. The major issue is allocation of resources (both human – counsellor in the school, teacher counsellor or counsellor in the school, and time – allocation of time and timing). This is because the system of education is highly academic that targets at Top Notch qualification, the very best of the best including ranking in newspapers, television and radio of the best of the best. Achievement in academic achievement for positions in top schools (National schools for tops and now County and ‘other’ schools for others), in public universities (top careers and ‘others’ of course) and best paying lucrative jobs takes precedence over aspects of life such as psychological well being, emotions life coping. All aspects of life are interpreted in academic triumph.
The expression ‘guidance and counselling’ or simply counselling is a term that has been used in common parlance, particularly in education and schools where the teacher offers knowledge and information on careers and therapy as well. However, an understating of what the term actually means is not always apparent to professionals or the general public. This is evident in expressions such as ‘I need your advice’, ‘can you advice me on...’, ‘I need your help’. Clients seek advice and often counsellors provide advice and information. In essence, this has continued such that the provision of psychological help and support is still perceived in terms of information giving or advice often for people with a ‘problem’, rather than a person in situational difficulty.
There are various stakeholders in education and in counselling and their involvement is critical for the well being of the programme.
Overall, it is important to understand how certain aspects such as counselling and its application with reference to education in this instance are pertinent in the Constitution of Kenya (Republic of Kenya, 2010).
We must as educationalists (teachers, teacher counsellors, counsellors in the school, educational psychologists, psychologists) accept the fact that certain children in school including at early stages engage in activities society may consider a matter of concern such as sexual activity. Persons at risk for early first sex for example should be a particular target for sexuality education. Some of the children may be in upper primary or in their early years in secondary school. Sexuality education and life skills has a positive and protective influence for some sexual health behaviour especially with the prevalence of HIV and AIDS and with risks of cervical cancer. Life skills education should aim to equip young people in school with responsible decisions now and in future.
In 1971, a guidance and counselling section was set up in the Ministry of Education. This was on the realization that academic work alone is inadequate in producing an all round person useful to the self and to the community s/he serves.
Teachers especially the teacher in charge of guidance and counselling in the school, are entrusted with the role of mentoring, moulding and nurturing learners. However, majority of ordinary teachers lack adequate knowledge and skills to deliver quality counselling services. Therefore, the existence of guidance and counselling structures in many schools may not be supported by operational guidance and counselling services that ensure effective implementation of diverse activities.
For a long while, guidance and counselling was conceptualised in form of career, and career choices that has culminated in a Careers Booklet (Republic of Kenya, 2009) to guide in this significant task. The career teacher was also the guidance and counselling teacher and was markedly on subject choices and career development. In addition, the secondary school represents a very important transition period in the growth and development of the child.
It is significant to note that counselling continues to gain prominence in Kenya. For example, counselling was introduced in 2006 in the Department of State for Public service as an integral component of Human Resource Management. A policy document was developed and launched in June 2008 to provide operational guidelines and set standards for mainstreaming workplace counselling services in the public service.
The operationarization of guidance and counselling in schools should be a national framework and thus involve a working policy. That working policy must be juxtaposed with the professional ethic and hence the role of professional organizations is essential. Government and other stakeholders must align resources for the purposes of counselling.
One of the functions of a school Board of Management will be to facilitate and ensure the provision of guidance and counselling to all learners. Guidance and counselling, career development and mentoring services currently do not exist in sufficient depth. However, there are certain good practices in certain schools and institutions. Guidance and counselling services is not provided in a comprehensive programmed whole. Specifically, the school guidance and counselling programme should address in a holistic way the personal development, educational, career and mentoring needs of pupils and students. In certain instances, teachers particularly in primary level lack the competence to provide this support. It is also important that parents and teachers work together to provide life skills support and training, and advice on entry into the world of work and business.
The Government will in future mainstream guidance, counselling, moulding, nurturing and mentoring in schools and colleges. Schools, colleges and universities will provide both general guidance and counselling support and mentoring to all learners. This will require a restructuring of the provision of Guidance, Counselling, Moulding and Mentoring to ensure effectiveness at all levels across all education institutions.
Guidance and Counselling aims at promoting psycho-social wellbeing of learners through provision of requisite knowledge and skills to address life challenges. This is because education must promote the integrating of cross – cutting issues such as follows: Guidance and Counselling, Gender in Education, Peace Education, HIV and AIDS, Learner Friendly Environment and Life Skills Education.
Education in Kenya nurtures responsible, enlightened and skilled individuals and citizens able to contribute to national social economic and political agenda envisaged in the Kenya Vision 2030. The school guidance and counselling programme must provide career guidance and placement services to support pupils and students in career planning, future placement and overall advancement in life.
The government recognizes the following as cross-cutting issues that affect the delivery of quality and relevant education in the country: Guidance and Counselling, mentorship and coaching; HIV and AIDS; Life skills Education; Spiritualism; Values and Ethics; and, Peace Education. All schools should have a teacher appointed to assist pupils / students in guidance and counselling. Life Skills Education is a strategy to address the numerous psychosocial challenges that affect pupils and students. Subsequently, life skills education taught as a stand-alone subject based on a curriculum and curriculum support materials developed by Kenya Institute of Curriculum Development (KICD).
The work of a teacher and counsellor are highly related. This is because they aim to facilitate child personal growth and development and to remediate personal and social problems of the children within the entire range of human growth and development. This is in an entire range from pre-school children through schooling, college and career to enable the individual adjust to life, society, family, retirement and into old age. Teachers and counsellors will align the school guidance and counselling programme to fit the individual and communal needs of the child. This involves careful selection of personal, social, educational, career, placement and internship programmes.
All children need support and guidance on various aspects of life. This include assisting child/ren to settle in class and in school, assisting child/ren in their studies as well as personal and career development. Counsellors in the school should pay special attention to the following:
(a) Child/ren with such symptoms / problems like restlessness, panic, sleep disturbances, nightmares, frequent recollection of traumatic events and frequent crying.
(b) Child/ren who are seen to remain isolated / withdrawn most of the time and show no overt interest in the activities going on around them.
(c) Child/ren showing reluctance to communicate when approached.
(d) Child/ren who have significant loss (like loss of an item, death of family member/s).
Counsellors in the school use multiple approaches to deal with the large group of students. The multiple approaches included personal (individual) one-on-one counselling, group guidance, group counselling, teacher parenting, working with parents and referral of certain cases
Guidance and counselling must promote positive social values. We must promote character building, good life habits, ensure children in particular are secure and happy. Study skills and habits must complement character formation. In essence, the programme will positively transform the teacher and child.
Team approach includes working with the school administration, other teachers, support staff, peer counsellors and parents. The counsellor in the school should seek for specialized assistance from counsellors, psychiatrists, psychologists, social workers, nurses, doctors and pharmacists. Interventions include individual and group counselling.
Standards of school guidance and counselling programme must be established. Offering help to all children particularly those in need of assistance and the most vulnerable must be part of education and the school strategic plan. Guidance and counselling will adopt a multi-disciplinary approach and a multi-cultural approach. Child guidance and counselling is life counselling not crisis management and includes characteristics such as character formation, life habits, study skills, career choices as well as other facets of life including personality and emotions, happiness and joy, hardship and perseverance, grief and grieving.
Counsellors in the helping profession and teachers are vital, not only in terms of achieving educational goals but also in sustaining overall health especially in application of psychology to personal development. This includes academic achievement, career development and overall well being. The quality of education must be described and measured, and this includes both a standard of quality and a means to assess education quality. Thus, guidance and counselling is a priority in policy-making in education.
Guidance and counselling services in schools must focus on identifying, defining, designing and implementing key components for the service. These components must be identified as some of the success factors in providing a quality service. In that case, they include the client (pupils and students) and the therapist (teacher counsellor, counsellor in the school).
The development of formal quality guidance and counselling services must include assessing clients’ satisfaction and perception of the services offered. All educational institutions must aim to implement a comprehensive quality framework hence the need for formal training (counsellor competence) and standard guidelines. All of the above should be embedded within the service strategy in order to truly benefit from the formalisation of counselling services.
The Counsellors and Psychologists Act 2014 provides for the approved training, registration and licensing of psychological practitioners. The Act provides for practice and standards, and to ensure practitioner effective participation in matters relating to guidance, counselling and the offering of therapeutic services in the community and for connected services in the community. This include: registration of psychological practitioners and qualifications, certificate of registration, counselling supervision, and other matters to enhance professional conduct. This forms the basis for a coherent and comprehensive overall framework for guiding counselling within the different and diverse settings such as schools.
The Kenya Institute of Curriculum Development (KICD) should establish National guidelines for school guidance and counselling programme (Guidelines for School Counsellors). KICD would establish national standards for all counsellors in all schools. This would align programme of activities including professionalism (code of conduct, record keeping, referral services) that would inculcate the principles of counselling and promote values including confidentiality.
It is noteworthy to highlight the existence of a Careers Booklet but at the same time mention that there has been an obvious bias towards making prominent career guidance and counselling. While the bias towards careers emancipates from the obvious benefits anticipated from education (and while at it higher achievement), it is important for professionals and schools to take into account other considerations such as the role of parents and teachers in emotional well being of pupils and students. The career considerations should also take into account the dual system of education (that is, formal education, informal education and Life Long Learning (LLL)).
The school guidance and counselling programme is an essential support tool for the education system. Counselling assists schools and teachers manage an increasing number of children with counselling needs that include academic and personal issues such as grief, loss and suicide, as well as the management of behavioural problems. Under the Basic Education Act (Republic of Kenya, 2013), one of the functions of the School Board of Management (BOM) is to facilitate and ensure the provision of guidance and counselling to all learners in schools. Similarly, County Education Boards are expected to provide child guidance services.
Guidance and counselling teachers, school counsellors, teacher counsellor or counsellors in the school are a part of the educational staff and work co-operatively for the personal and academic success of pupils and students. Counsellors must also adhere to professional ethics American Counselling Association (2014) and be acquainted with international standards such as the Diagnostic and Statistical Manual American Psychiatric Association (2013) in order to assist the diversity of persons in need of helping.
Guidance and counselling is a central aspect of the whole development process. All the activities and services of the school guidance and counselling programme leads to, and help in the child growth and development. A comprehensive school counselling model should incorporate a framework for school counselling programmes including pre-service and in-service training. Training will include: national standards, professional ethics, management and administrative responsibilities and must be an interface between professional competency and practice.
This paper presents a condensed version of the development of guidance and counselling, mentoring and coaching in Kenya from 1971 to 2014. Earlier versions have been used in various forums with teacher counsellors in both primary and secondary schools, principals of schools and practitioners in counselling, psychology, chaplaincy and other professionals. I am grateful to all my students at the University of Nairobi, my colleagues in this great calling and to all the teachers and students in schools in Kenya who continually inspire me with their ideas including the overall framework of the school guidance and counselling programme.