An investigation into the roles of Guidance and Counselling Services on Psychosocial Behaviour of female students of Federal College of Education, Zaria: Implication for College Counsellors

Abstract

The main thrust of this study was to investigate into the roles of Guidance and Counselling Services on Psychosocial Behaviour of female students of Federal College of Education, Zaria. Descriptive research design was employed for the study. The population comprised all the female students in Federal College of Education, Zaria. Two hundred (200) female students were selected through simple random sampling from five out of seven schools in the college. Using researcher’s designed questionnaire titled Guidance and Counselling Services and Psychosocial Behaviour Questionnaire (GUCPBEQ) as the instrument for data collection, the instrument was validated by an expert from the Department of Educational Psychology and Counselling, Ahmadu Bello University and an expert in Measurement and Evaluation from the Federal College of Education, Zaria which was pilot tested using test-re-test method. The data obtained were analyzed using Pearson Product Moment Correlation (PPMC) which yielded coefficient of 0.72 to ascertain the reliability of the instrument. Mean and Standard deviation were used in analyzing data for the study. The findings of the study revealed that different Guidance and Counselling services are being offered in the College and that the programmes have benefited female students a lot in their psychosocial behaviour. The paper recommended that counsellors in the College should intensify more efforts in the organization and delivery of Guidance and Counselling services and that the management of the College should give more support to the services among others.

Keywords

• counselling
• guidance
• psychosocial behavior

Kaynakça

1. Adebowale, T. A. (2012). Guidance and Counselling in the Sustainability of Educational System, African Research Review, 6 (2), 215-225
2. Baker, S. B., & Gerler, E. R. (2001). Counselling in Schools. In D. C. Locke, J. E. Myers, and E. L. Herr (Eds.). The Handbook of Counselling, Thousand Oaks, CA: Sage Publications.
3. Bemak, F. & Cornely, L. (2002). The SAFI model as a critical link between marginalized families and schools: A literature review and strategies for school counsellors. Journal of Counselling and Development, 80(3), 322-331.
4. Cheek, J.R., Bradley, L.J., Reynolds, J. & Coy, D. (2002). An intervention for helping Elementary Students reduce Test Anxiety. Professional School Counselling, 6(2), 162-164.
5. Hayes, R.L., Nelson, J., Tabin, M., Pearson, G., & Worthy, C. (2002). Using school-wide data to advocate for student success. Professional School Counselling, 6(2), 86-95.
6. Lapan, R.T., Gysbers, N.C., & Sun,Y. (1997). The impact of more fully implemented Guidance Programs on the school experiences of high school students: A statewide evaluation study. Journal of Counselling & Development, 75, 292-302
7. Lunenburg, F. C. (2011). School guidance and counselling services. Journal of Schooling. Vol. 1, (1).
8. Mullis, F. & Otwell, P. (1997). Counselor accountability: A study of counsellor effects on academic achievement and student behaviors. Georgia School Counsellors Association Journal, 1(4), 4-12

9. Schaefer-Schiumo, K. & Ginsberg, A.P. (2003). The effectiveness of the warning signs program in educating youth about violence prevention: A study with urban high school students. Professional School Counselling, 7(1), 1- 8.
10. Standard, R.P., (2003). High school graduation rates in the United States: Implications for the counseling profession. Journal of Counselling and Development, 81(2), 217-221.
11. Tambuwal,M.U. (2010). Organizing and administering Guidance and Counselling programme at the elementary school level for effective performance. A Paper Delivered at 4 Day Workshop for Para-Counselling Officers by the SUBEB in Collaboration with SSCOE, Sokoto