Introduction

Guidance and counselling is a professional field, which has a broad range of activities and

services aimed at assisting individuals in institutions of learning to understand themselves, their

problems, their school environment and their world (Egbochuku, 2008; Oniye & Alawaye 2008;

Eyo, Joshua, & Esuong, 2010; Lunenburg, 2010). Oniye and Alawaye (2008) submitted that

the development of effective study habits in relation to how people can utilize their assets and

manage their abilities for optimal development is essential guidance and counselling services

(G&CS). In relation to this, Idowu and Adeoye (1990) viewed guidance and counselling as

a process of planned intervention within a school system by which the total development of

students is stimulated in areas relating to their personal, social, career, emotional and academic

concerns.

Effective counselling services assist, particularly university undergraduate students

individually or in groups to develop competencies that help them adjust to different situations
and make appropriate decisions in life. Mutie and Ndambuki (2011) noted that there is growing

complexity in education, vocational and social structures in contemporary societies, hence the 2

need for G&CS. An effective counsellor not only conveys accurate empathy, but also recognizes

whether the empathic responses will indeed be experienced as accurate by the client. Research

has demonstrated that empathy increases when counsellors modify their empathic response

style to fit the client’s definition of helpful, empathic responses (Lambert & Barley, 2001);

the ability to do so corresponds to counsellor sensitivity to individual and cultural differences,

which is also a determinant of a quality therapeutic relationship and effective counselling

(Sperry, Carlson, & Kjos, 2003).

Counselling affords opportunity for significant personal growth and decision making

regarding one’s values, interpersonal relationships, career and other life goals all within a

stressful student academic environment. The problems often encountered by undergraduate

students include: academics, interpersonal relationships, sexuality, family problems, financial

Kamoyo, 2014). In higher education, guidance and counselling is not a new phenomenon as

students have always had problems for which they need counselling services. In most cases

students are in need of academic advice and career guidance. These services have always been

provided in low profile; however, the advent of higher education and the challenges faced by

both students and their tutors have generated a-must interest in student counselling (Kangai,

Rupande, & Rugonye, 2011). These challenges include student drop out, low pass rate, change

of department, low grade point average (GPA), and social problems (Kangai, Rupande, &

Rugonye, 2011).

Ondima, Mokogi, Ombaba, and Osoro (2013) posited that students in secondary schools

in Nyamira District of Kenya perceived guidance and counselling programme as being effective

in enhancing their personal, career and academic competencies. Teacher counsellors and head
teachers in the district also viewed guidance and counselling programme as playing a vital

role in enhancing students’ career, personal and academic competencies. Kangai, Rupande, and

Rugonye (2011) studied student’s perception on the quality and effectiveness of G&CS at the

Zimbabwe Open University. They found that majority of students needed quality and effective

guidance and counselling, and general academic support in the area of distribution of learning

materials, management of coursework, tutorials, processing of examinations, communication,

and individualized counselling. Nyanga, Oundo and Kamoyo (2014) studied the effectiveness

of guidance and counselling services on development of student’s academic competence.

They found that through the services, students in private universities had better growth in the

academic competence than those enrolled in public universities.

Nyambura (2014) conducted a study on student’s perception of the effectiveness of

G&CS in curbing deviancy in secondary school in Juja Division of Thika County. Nyambura

showed that effectiveness of G&CS was negatively affected by lack of resources and training
in Guidance and Counselling, and non- counselling duties performed by school counsellors.

Chireshe (2011) conducted a study on school counsellors and students’ perceptions of the

benefit of school G&CS in Zimbabwe. The study revealed that both school counsellors and

students believed that the services resulted in personal-social, career and vocational benefits.

There is, therefore, need for effective counselling services which should be based on

the need of the client, in this case the students, a complete understanding and acceptance of

students’ experiences. These services are not only crucial for those students who deviate from

the norms, but for all university students (Mutie & Ndambuki, 2011). Therefore, students require

counselling services in order to develop their academic competence. Effective counselling

will enable them to deal with psychological problems they may experience and make rational

decisions on how to solve or cope with the academic challenges (Krishnan, 2015)5