QUESTION 1.doc - Factors influencing the effectiveness of guidance and counselling programme in secondary schools Today school guidance and counseling

QUESTION 1.doc - Factors influencing the effectiveness of...

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Factors influencing the effectiveness of guidance and counselling programme in secondary schools Today school guidance and counseling teachers in the world have embraced a role that requires direct services to students, parents and teachers as opposed to one that is comprised mostly of administrative and clerical tasks. Guidance and counseling as defined by Whiston, (2002) is advice on what one should do or how one should behave and help that is given to someone experiencing problems. Guidance and counseling services are essential elements in discipline management of people in all societies. School counselors offer guidance and counseling services that address the development of students in educational development, career development and personal social development (Zeedyk, 2003). United Nation Education Science and Cultural organization (2000) states that Guidance and Counseling are services that are tailored to meet students’ concerns regarding their health, personal-social, educational and career development. These concerns will be established through needs assessment. Guidance and Counseling services include counseling and orientation services. A number of factors influence the effectiveness of guidance and counseling programmes in secondary schools. Availability of Resource for Guidance and Counseling Effective guidance and counseling in secondary schools requires adequate resources, equipment and space. In addition, there should be an appropriate designated office within the school setting to adequately provide confidential counseling and consulting services for students, teachers and parents. Each school should have a counseling centre with a reception area, private offices and conference rooms for group sessions. In Africa, counseling centers are located in such a way that everyone in the school has equal access (Gysbers & Henderson, 2001). Thompson et al. (2003) argued that in assessment of secondary student counseling needs are hindered by lack of psychometrically sound instruments. Lonborg and Bowen (2004) also argued that effective guidance and counseling services are hindered by lack of referral resources.
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  • Summer '18
  • Simon
  • School counselor, Education Officer for Guidance and Counseling

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