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realize their potentials and to be aware to self. No one who has gone through counseling should feel inadequate; (4) Guidance and Counseling is a sequential, continuous and developmental process, which starts from birth to death. This means that guidance and counseling runs from the nursery school through primary, secondary to the tertiary institutions. It is not a once-and-for-all event but a process which is an integral part of the total educational programme throughout the school life of an individual; (5) There is a close relationship between counseling activities and the instructional process, each contributing to the other. Counseling can help make the instructional activities to be more relevant and meaningful to the needs of students, while the instructional activities can help to give necessary information and directives to a student in planning his/her life goals; (6) All guidance activities must emphasize the will for each student to learn more about himself in an accurate and systematic manner. Through the use of well-planned instructional strategies and appraisal techniques, individuals can become more knowledgeable about themselves and about the world around them. Without such knowledge, an individual cannot exercise intelligently the rights to free choice in educational, vocational and personal-social fields. (7) Every member of staff in a school and non-school setting should assume responsibility for guidance activities. The principal, teachers and counselors are all members of the guidance team and each member has prescribed functions and roles. (8) Effective leadership is the watchword for any effective guidance and counseling programme. Guidance counselors who are qualified, well - trained and competent are expected to function in schools and other settings. Such professionals would be able 11