DEPARTMENT OF EDUCATIONAL FOUNDATIONS,

FACULTY OF EDUCATION

PRINCE ABUBAKAR AUDU UNIVERSITY, ANYIGBA

CODE: EDU 309

COURSE TITLE: GUIDANCE AND COUNSELING

READING MATERIAL

LECTURERS IN CHARGE:

Dr. Suleiman, F.H.;

Dr. Muraina, K.O.;

&

Dr. (Mrs.) Idoko, E.J.

2023

EDU 309 1
 PRINCE ABUBAKAR AUDU UNIVERSITY, ANYIGBA NIGERIA

FACULTY OF EDUCATION
SESSION: 2022/2023 REGULAR (COURSE OUTLINE)

Department: Educational Foundations

Semester: Second Semester
Course Code: EDU 309 No. of Credits: 2 Status: C
Course Title: Guidance and Counselling

1. Scope of Guidance and Counselling

2. Differences between Guidance and Counselling
3. Types of Counselling
4. Classification of counselling
5. Need for guidance and counselling; Principles of Guidance and Counselling
6. Historical Evolution of Guidance and Counselling in Nigeria
7. Class Test and Assessment (C.A)
8. Scope of Guidance services in the School; Phases of Guidance Services
9. Problems confronting Guidance and Counselling Programme
10. How the problems confronting Guidance and Counselling Programme can be solved
11. Characteristics of a good counsellor; Counsellor Office; Instructional staff and School Guidance
Programme
12. Scope and Classes of Test, Testing and Psychological testing in Counselling
13. Revision
14. Examination

REFERENCES/FURTHER READINGS
Akinade, E. A., Sokan, B. O., Oseremen N. (1986). Introduction to Guidance and Counselling: A Basic
Text for Colleges and Universities. Ibadan: Caltep.
Idowu, A. I. (1998). Guidance and Counselling in Education. Ilorin: Indemac.
Kolo, F. D. (1992). Guidance and Counselling in Perspective Zaria: Sleveno Printing.
Ipaye, T. (1983). Guidance and Counselling Practices, Ile-Ife, University of Ife Press.
Makinde, O. (1983). Fundamental of Guidance and Counselling. London: Macmillan.
Olayinka, M. S. (1972). The Role of Guidance and Vocational Counselling in Nigerian Education.
University of Lagos.
Shertzer, R and Stone, T. (1976). Fundamentals of Guidance; Boston, Houghton, Mifflin and Company

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INTRODUCTION
Concept of Guidance and Counselling; Difference between Guidance and Counselling; types of
Counselling ; classification of counselling; need for guidance and counselling; historical Evolution of
Guidance and Counselling in Nigeria; guidance services in the School; problems confronting Guidance
and Counselling Programme; how the problems above can be solved; characteristics of a good
counsellor; general methods of counselling; test and psychological testing.
MEANING OF GUIDANCE
The word guidance is explained in different ways by various/many writers, but all, having the
same meaning. Shartzer and Stone (1976) defined guidance to mean “to direct, pilot or guide. Bakare
(1996) refers to guidance as a more directive or prescriptive form of assistance. Idowu (1998) sees it as a
family name for all the helping service within the general educational and community systems. To make
the meaning to be more explicit, Akinade (2002) remarked that some specialists assert that guidance is a
broad term used to cover a number of specialist services available in schools. Such services include the
information service, testing service, placement service, follow-up service and counselling service. But
looking at the modern day global world, the provision of specialist services are no more limited to the
school, it now includes the community in general. From the above, guidance can be summarily defined as
a cognitive educational services (within or outside the school system) that help people understand
themselves, provided the client reveals accurate, reliable and valid information about himself and his
environment.
MEANING OF COUNSELLING
Counselling is a process of helping individuals or group of people to gain self-understanding in
order to be themselves. Burker and Steffler (1979) see counselling as a professional relationship between
a trained Counselor and a client. Olayinka (1972) defined it to be a process whereby a person is helped in
a face-to-face relationship while Makinde (1983) explained counselling as an enlightened process
whereby people help others by encouraging their growth. Counselling is a process designed to help clients
understand and clarify personal views of their life space, and to learn to reach their self-determined goals
through meaningful, well-informed choices and a resolution of problems of an emotional or interpersonal
nature. It believes that every human individual has the potential for self-growth, self-development and
self-actualization.
GUIDANCE AND COUNSELING
The dictionary and layman‟s definition of Guidance means the process of directing and leading
someone. The definition is by no means professional or exactly applicable to Guidance as defined by
professionals. It however, hops to shape the mind of the reader for a more professional definition of
Guidance. Guidance is defined as a cluster of formalized services aimed at helping an individual or group
of individuals to understand themselves, including their potential ( interest, abilities, attitude, physical,
social characteristics and personal needs ) for optimum self- development Denga (2019). This definition
clearly rejects the act of directing people or advising them possibly against their self-realization.

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 Guidance hinges on the philosophy that “everybody at one time or the other needs help”. Thus,
the spirit of altruism embedded in guidance makes it conspicuously a helping profession while Akinade
(1996) sees Counseling as a “more open and less directive method of helping in which alternatives and
laid open before the client and the final decision is left for him/her to take”. Makinde (1983) explained
Counseling as an enlightened process whereby people help others by encouraging their growth. Shertzer
and stone (1976) however, defined Counseling as a learning process in which individuals learn about
themselves, their interpersonal relationships and Behaviour that advance their personal development.

DIFFERENCES BETWEEN GUIDANCE AND COUNSELLING

Writers in most cases find it difficult to distinguish between the two words. According to Shertzer
and Stone (1976), the attempt to differentiate between guidance and counselling has not met with any
measure of success because it is difficult to make distinctions between the two terms. On the basis of
similarities, the terms could be interpreted to mean the same thing because in terms of peoples‟ welfare
the two words are out to achieve the same goals. Although they are both educational services but
contextually, they can be differentiated. The table below shows some differences between the two terms.
Comparison between Guidance and Counselling
Counselling Guidance
Student (client) directed Counsellor directed
(Counsellor) is a facilitator /enabler (not the The tutor (Counsellor) is information/advice giver
decision maker)
Confidentiality is highly essential It is Not
It is a body of psychotherapy It is Not
It has a limited number of group participants It is Not
It has a specific number of session It is Not
It must involved professionals It is Not
It is aspect of Guidance It embodied counselling
Record keeping is restricted It is Not
Client participates in assessing needs and Assessment/diagnosis and evaluation is in the
evaluating processes. domain of the counselor.
Concern is with the process of decision-making. Concern is with decision (decision seen as
Understanding how decision is reached is as product). The way it is reached is not regarded as
important as the content of the decision. especially significant.
Learning is seen as transferable. What is learnt in Learning is seen as specific to the problem in
one context is seen utilizable in another e.g. the question.
learning of a skill such as breaking down problems
into its component parts.

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Learning is seen as an emotional as well as a Feelings are not regarded as important in learning.
cognitive process. This means the behavior and
thinking are important.
Learning about a subject is seen as involving a Learning about a subject is not seen as involving
process of learning about self. self discovery.

TYPES OF COUNSELLING
There are two major types of Counselling, namely: individual counselling and group counselling.
(a) Individual Counselling: This is referred to as one-to-one counselling. It occurs between the
professionally trained Counsellor (Therapist) and his client (Counsellee). The goal of this is to help the
client to understand himself, clarify and direct his thought, in order to make a worthwhile decision.
Through this, clients‟ problems are alleviated. Ojo (2005) remarked that it is mainly to bring about change
in the client either by altering maladaptive behaviour, learning the decision making process or preventing
problems.
(b) Group Counselling: This is a counselling session that takes place between the professionally trained
counsellor and a group of people. Number of this group should not be more than seven, or at least ten, in
order to have a cohesive group and an effective well controlled counselling session. Members of the
groups are clients/counselees whose tasks or problems that are meant for resolution are similar. During
group counselling, a free atmosphere is allowed and freedom of speech is encouraged. The counselees are
free to express themselves individually as counselling progresses so that encumbrances surrounding the
tasks or problems to be resolved would be open for all to consider and benefit from. All counselees are
expected to participate and express their feelings. The responsibility of the counsellor during group
counselling is to help remove the marks covering the problem.

CLASSIFICATION OF COUNSELLING
Counselling can be classified according to different spheres of life in which human beings could
encounter problems. These are:
(a) Educational Counselling: problems that could be of learning, teaching and that of education
generally are handled here.
(b) Marital Counselling: problems that could emanate from married life beginning from spouse selection
are resolved here.
(c) Personal Social Counselling: problems including personality and life in general are taken care of
here.
(d) Rehabilitation Counselling: problems emanating from life disruptions such as accidents,
retrenchment and natural mishaps are handled here.
(e) Vocational Counselling: problems from work and training, career choice making and adjustment are
handled here. Only three of the above types of counselling will be mainly practiced in the school setting.
These are Educational, Vocational and Personal social counselling which will be the full responsibility of

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the school counsellor. However, a counsellor in private practice might need to engage in the other types
of counselling depending on the needs of his clients.
(f) Marital guidance and counseling: deals with problems of selecting a marriage partner and solving
the problems of married life.

PURPOSES OF GUIDANCE AND COUNSELING

The guidance and counseling purposes include: assisting individual students, teachers, adults and the
society in general in the following ways:
1. To find out and make individuals aware of their basic personal prerequisites, abilities, assets,
liabilities and potentials.
2. To provide usable information on vocation and to correct or clarify misinformation.
3. Assess an individual‟s chances to succeed in the labor market.
4. To create awareness of clients in the availability of jobs and how to progress in it.
5. To make available opportunities for further training and advancement in occupations.
6. To suggest alternative careers and realization of priorities (Schaffer 1978). Makande (1976)
summarized the objectives of Nigerian school thus:
a. To assist students in making appropriate and satisfying personal, vocational and educational choices.
b. To assist students acquire a positive image of self through self-understanding, the needs and problems
of each person
c. To assist teachers and school personnel in understanding the needs and problems of each student.
d. To assist schools‟ authorities/administrators in improving educational objectives and programmes of
interpersonal relationships.
e. To contribute to educational planning and
f. To mobilize all the available resources of the school or home for satisfaction of the vocational,
educational and socio-personal needs for the students.
7. Guidance and Counseling is expected to supplement school instructional and administrative input to
the learner.
8. It is to help students develop proper attitude to themselves, others, school, values, interests, morals,
beliefs and discipline.
9. It is also designed to help students develop to optimum and utilize their skills and correct the sources
of their weakness and to improve the standard of education.
10. It is to help people live within the framework of an institution.

NEED FOR GUIDANCE AND COUNSELLING

The reasons for the establishment of Guidance and Counselling in the educational system of
many countries are different from one another. In Nigeria, some factors that are responsible for the
development of guidance and counselling for the educational system include:

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(a) Expansion in the Enrolment of Pupils/Students From time immemorial, enrolment in all stages of
our educational system has been on the increase. Due to this, Fafunwa, a one-time Minister of Education,
after examining the enrolment trends, which of course did not include actual applications made for
enrolment, stated that: mandatory student Guidance and Counselling services should be established in all
Nigerian institutions of higher learning and through such services, the true conditions of the Nigerian
economy.
(b) Skilled Work Force Among the services offered through Guidance and Counselling is to guide
people into areas where jobs are available taken the cognizance of their capability and competencies in
order to reduce the problem of unskilled and skilled work force.
(c) Growing Needs of Youths Durojaiye (1976) stated that the developmental needs of youths.
(d) Repeated Changes in the Education System Since after independence, Nigeria has witnessed a
number of changes in the education sector. In the past, a pupil needed to spend 8 years in the primary
school, 5 years in the secondary school, 2 years in the higher school, and 3 years in the University (8-5-2-
3).
(e) Students’ adjustment The students‟ body is made up of students with different personality make-up,
traits and needs. Some are in the school system to study and get the certificate which will enable them to
secure their future, some are there to socialize without really knowing why they are in school; that is
playing and wasting away their time while some are there not knowing what course and subject to choose
or study nor even how to plan their time and also develop appropriate study skills.
(f) Problem of National Integration Nigeria, as judged by the 1993 census, has almost 104 million
inhabitants with population density of about 800 people per square kilometer. Three major linguistic
groups, the Hausas, Ibos and Yorubas are found in the three main regions – Northern, Eastern and
Western parts of the country respectively. Each group and section of the country is clamouring for a share
in the national cake. The consequence has been political instability, religious intolerance, tribal loyalties,
and all forms of vices which have militated against the development of the country.
(g) Realities in Home and Family Life Family climate has a high influence in the direction and
development of interests, abilities, aptitudes, and values of children. Lots of changes these days happen in
homes in Nigeria. Most parents, because of the demands of their jobs, pay very little attention to the
development of their sons and daughters. Some parents also show bad examples to their children. There
are parents who believe so much in ethnicity, alcoholism and idolatry.
(h) Problems of Cultism Cultism activities have been in Nigeria institutions since its inception. The
dimensions it‟s taken these days are more pathetic and worrisome. Many students are these days‟
members of one secret cult or the other and the level of what they do is fearful. They kill, maim and
destroy.

PRINCIPLES OF GUIDANCE AND COUNSELLING

Guidance hinges on the following principles:

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1. Guidance service for all people
A program of guidance services is potentially intended for all people, not only for those who have
problems. Students, staff, the community and other agencies may benefit directly from a program of
guidance services. Even if an individual is not experiencing and educational, vocation or personal-
social problem, such a person still needs some help to plan his life meaningfully in reality, each
individual is in fact, experiencing one type of problem or the other though he may not admit that they
need help. For example, students who seriously need guidance, in fact, may hardly wish to come to
the counselor as they feel their problem behaviors may be further exposed. It is those who need
counseling less that sometimes feel free to come to the counselor. Everybody is welcome to seek
guidance.
2. Guidance services are voluntary and do not involve Coercion or Force.
The client should not be “sentenced” or forced to a counseling session, but should volunteer to come
to the counselor. Shy or reluctant clients may be referred to the counselor by friends or their
significant others, but it is definitely wrong for a counselor to force a client to come for counseling.
3. Guidance services are for all School Levels
Appropriate types of counseling should be tailor-made to suit the primary, secondary and tertiary
levels of education. The type of problems and concerns differ from age to age. But each stage of the
life cycle needs a specific type of guidance. Young children need developmental guidance designed
for a healthy moral growth and social adjustment. Adolescents begin to identify with the world of
work and will certainly require educational and vocational counseling in addition to personal social
guidance. Adults need more counseling for adult problems than developmental counseling.
4. Guidance services are aimed primarily at preventing problems than solving them
Guidance services still deal with problems that have arisen, but the primary goal is to prevent major
problems from surfacing because “an ounce of prevention is worth a pound of cure”. Proactive
guidance is more cost-effective than retroactive guidance.
5. Guidance services do not provide solutions to all problems
Counselors attempt to assist the clients to resolve as many problems as possible, but some problems
definitely fall out of the competence of the counselors. Such problems can be referred to more
competent authorities for a possible solution, but guidance is not a cure to all problems. The
counselor should thus recognize his limitations and promptly refer clients to agencies where their
services will better meet the needs of the clients after the counselor has identified them.
6. Guidance services must ensure security and confidentiality
The security and confidentiality of all personal information revealed either directly by the client
during counseling or through data collection process must be ensured. Confidential information
should only be shared with authorized others especially if to do so will serve the interest of the client
and the law of the land.

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7. Guidance services recognize the worth and dignity of the individual unconditionally
Other school personnel may be inclined to “write-off” individual children due to shortcomings
exhibited by such children in one area of the curriculum or another. But guidance services assume
that the individual possesses a potential in some areas of the curriculum, and that if this potential is
appraised properly and developed, such an individual might excel in at least one particular area. The
counselor thus holds a positive and patient view of all individuals.
8. Guidance services are based on individual’s total development
Guidance services base on individual‟s total development of the mental, vocational, emotional and
personal-social aspects, to list a few. Intellectual development alone is not adequate. The cognitive,
psychomotor and affective aspects of the individual are all important and should all be emphasized.
9. Guidance services may manipulate the environment to help the client
A counselor may work through others who are close to a client that shows reluctance to the counselor.
Furthermore, the counselor can “counsel” the environment that seems to constitute a problem to the
client so as to liberate the client from a disturbing or resisting environment. Indirect manipulation of
the environment is a delicate task and should be done wittingly and tactfully.

HISTORICAL EVOLUTION OF GUIDANCE AND COUNSELLING IN GENERAL

History is a continuum and any kind of division imposed on it is more or less arbitrary. Guidance
and Counselling as a discipline has an abundant evidence to show that it originated from America at the
beginning of the 20th Century because of the society‟s emphasis on individual development. This could
be seen from several historical events that took place in the United States. These historical events are:
Vocational Guidance Movement, Standardized Testing Movement, Mental Health Movement and Pro-
counselling Legislative Acts. Vocational Guidance Movement: In 1908, Frank Parsons, founded a
Vocational Bureau in Boston.
Parsons concern and belief was that if individuals can understand their strengths and weaknesses,
such knowledge can be used to choose vocational opportunities. This pioneering effort played a great role
in the evolution of modern Guidance and Counselling (Adeyemo, 2014). The vocational guidance
movement was an attempt to reduce problems of unemployment, want and poverty among
underprivileged Americans. This experiments started by Parsons yielded positive results in that many
youngsters benefited tremendously from the services rendered by the bureau (Shertzer & Stone cited in
Akinade, Sokan & Oseremen, 1996).
Historical Evolution of Guidance and Counselling in Nigeria
The history of guidance and counseling in Nigeria can be read back to the 1960s. The first
expansion of these two terms began in primary and secondary schools shortly after impendence at St
Theresa College in 1959 by the reverend sisters who felt the need to guide secondary school leavers.
When they asked the experts from area of specialization to consult with the students about possible future
professions. This moved yielded a huge success as 54 out of the 60 students were able to be fully

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 employed or advanced to higher institutions. This motivated other schools around Ibadan to start
organizing career talks to their students. This gradually give birth to Ibadan career counsel (Akinde 1976).
Another landmark according to kolo (1992) was the appointment of Dr. CI Berepiki in 1961 as a
vocational guidance officer by the federal Ministry of Education. Consequently in 1967, Mr. Rees, an
American organized a workshop at comprehensive High School, Aiyetoro, Ogun State. This marked the
planting of Guidance and Counseling seed in Nigeria because it led to spread of counseling programmes
to other schools as well as the formation of career association of Nigerian (CAN) which was later
changed to counseling Association of Nigeria (CASSON) as the former CAN acronym was synonymous
with Christian association of Nigeria.
The Federal Government finally recognized the importance of guidance and counseling at the end
of 1970s after the 1969 Curriculum Conference. According to the third National Development plan, the
main efforts were focused on manpower needs. Therefore to achieve this goal, it was adopted to give the
since of fulfillment to the people. It led to the creation of the counseling association of Nigeria which as
connected with American personnel and guidance association (Akinade 1976).
It is on the same trend that it started in Nigeria considering the purpose and efforts of the
Reverend Sisters at St Theresa‟s College Ibadan. It is worthy of note that emphasis on vocational
guidance in the historical evolution of the discipline of Guidance and Counselling in developed and as
well as in developing societies may be reflective of the pre-eminence of the institution of work in human
civilization.
While the date of the formal start of modern guidance in USA is taken as 1908 via the vocational
guidance work of Frank Parsons (Father of American Guidance Movement), 1958 can be regarded as the
date of the commencement of modern guidance in Nigeria (Kolo, 2012). That year, the Catholic Reverend
Sisters in St. Theresa‟s College, Ibadan, recognized the need to give adequate career or vocational
guidance to their final year students. Therefore, in 1958, the reverend sisters, assisted by Mrs. Oruwariye,
invited interested and enlightened members of the society to the school. Specialists in different areas of
endeavour who had made their marks were invited to give career talks on their professions to their final
year students. This effort gave insight to the students about world of work and hence assisted many of the
students to select good jobs or higher institutions of learning. The result was quite encouraging and it
geared some other schools in Ibadan and other big towns around to start organizing career talks for their
senior students. This singular move led to emerging of career masters and mistresses while interested
teachers in the school system were assigned job of collation and disseminating of career information to
students (Kolo, 2012). In 1962, Ibadan Careers Council was formed.
It was composed of distinguished knowledgeable and philanthropic individuals. Their aim was to
propagate vocational guidance to students or the young ones where workshops, seminars and symposia
were organized. In 1967, Nigeria Careers Council grew out of the Ibadan Career Council. The members
of the Ibadan Careers Council formed the nucleus and support of the Nigeria Careers Council. People

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continued along the line of vocational guidance (Ojo, 2015). The Council incorporated career masters and
mistresses. A journal named “Careers” was published by this body to disseminate current information
about job. In a move that showed recognition of the guidance and counselling services, Dr. C. I. Berepiki,
a Fellow of the Counselling Association of Nigeria, was appointed the first Vocational Guidance Officer
by the Federal Ministry of Education, Lagos in 1961. He wrote an Approach to Guidance in Schools.
For a very long time after him, there were no other trained officers to work actively in this unit
but with the current state of the profession, the unit is well manned by trained male and female
counsellors. It now has two sections – Careers and Counselling Sections which organizes workshops and
conferences and coordinate counselling activities in the country (Adeyemo, 2014). Many States Ministries
of Education have similar set-ups. Another opportunity to introduce guidance and counselling in several
secondary schools emerged in 1967, Mr. Rees, an American, organized a workshop at Comprehensive
High School, Aiyetoro, Ogun State. The motive was to plant the seed of guidance and counselling in that
area and he did it successfully. The Association, in 1992, started the same acronym with the Christian
Association of Nigeria (CAN), and the Computer Association of Nigeria (CAAN).
In order to avoid confusion, at the Kano Conference in 1992, the Association dropped CAN and
took up CASSON i.e. (Counselling Association of Nigeria). The Association has also encouraged the
formation of State Branches. This is to encourage „grassroots‟ spread of the Association. Some state
branches are quite active with various activities, workshops, seminars and handle some counselling cases.
This aspect is done on individual basis or, in some cases; „team approach‟ is used. Some state branches
have journals e.g. Imo State has Counselling Spectrum. December 1, 2006 marked the birth of
Counselling Association of Nigeria at the University of Ibadan. The first president of the Association was
Prof. Olu Makinde, (1976 – 1980) he was succeeded by Prof. S. A. Gesinde, (1980 – 1984), Prof. Para
Mallum, (1984 – 1988), Dr. (Mrs.) Achebe C. C. (1989 – 1990); and Prof. C. G. M. Bakare (1990 –
1994); Dr. Nsa A. Nsa (1994 – 1996) and 1996 – 2002 Prof. Carew, Prof. A. I. Idowu, (2002 – 2004) and
Prof. Okobia (2004).
The Association is a body of trained guidance counsellors mainly, but it encourages interested
individuals in the helping professions to join it (Okon, 2009). The Association produces, through its
senior members in the Universities and some Colleges of Education and other counsellors for both the
private and public sectors of the Nigerian economy. The journal of the Association is called “The
Counsellor”. Through it, research findings of members, which are discussed at the annual conferences, are
disseminated. Conference proceedings are also published. In 1975, the first Department of guidance and
counselling in Nigeria was established in the University of Ibadan. The second full-fledged department
was established at the University of Ilorin in 1981. Ever since then, several universities and some colleges
of education have been producing well-trained counsellors. As at now, several counsellors have had
postgraduate training with Master and Ph.D degrees. There are some professors already in the discipline.

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 The Federal Government has inserted the need for guidance and counselling in our schools in its
National Policy on Education (2004). This has helped to make all the State Governments to establish
guidance and counselling units in their Ministries of Education. In addition to counselling units in the
Universities, there are some private clinics in the big cities such as Lagos, Ibadan and Owerri. Suffice to
say that although guidance and counselling is a relatively new comer to the Nigerian educational scene, it
is gradually making its impact (Adeyemo, 2015). It is still evolving. Guidance counsellors are playing
their part in the implementation of the ongoing 6-3-3-4 educational systems.

GUIDANCE SERVICES IN THE SCHOOL

The functions carried out by the school guidance counsellor are made up of the execution of a
number of highly specialized services that constitutes the pattern of activities within the school guidance
programme. These services are the basic elements of guidance and counselling programme; people are the
formalized actions or steps the school guidance counsellor take to make guidance and counselling
operational and available to students. These functions in the school setting is as stated below (Akinade,
Sokan & Oseremen, 1996; Kolo, 2012).
1. Appraisal Service – This could also be termed individual analysis. Okon (2009) remarked that
appraisal is a developmental or longitudinal process of collecting, processing, storing and using a variety
of objective and subjective personal and social information to help the school staff have a better
understanding of the students as well as help individual student to better know and understand self.
Suffice it to say that appraisal service involves collecting, analyzing and using a variety of tools to gather
data through which students are made to understand themselves. Through this function, the guidance
counsellor makes a student to become aware of his characteristics, strengths and weaknesses and further
develops rational decision making capabilities. This service enables the counsellor to provide relevant
data that will enable parents, teachers and administrators understand students.
2. Counselling Service – This function enables the counsellor who is trained to give assistance to and/or
to have an interactive relationship with the counsellee who needs assistance. Through this service,
counsellees are helped to deal effectively with self and the reality of his/her environment (Ojo, 2015). The
service regarded as the nucleus of guidance service helps facilitate self understanding and self
development which afford individuals or group of people a better understanding of themselves in terms of
their confused ideas, hopes, fears, feelings and aspirations.
3. Information Service – Through this service, the guidance counsellor is always able to provide the
school and the students with better knowledge of educational, vocational and personal – social
opportunities in order to have the benefit of making informed decision and choices (Kolo, 2012). This
function involves collection of data in diverse areas of education, career and social life for presentation to
students in order to be informed so that people can make decisions with ease in increasingly complex
society.

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4. Planning Service – Planning is to decide ahead of time what an individual wants to do, and the way he
will do it. Part of a guidance counsellor‟s functions includes assisting the students plan their activities
(Popoola, 2015). The guidance counsellor helps students plan their educational, vocational and personal
social activities realistically in order to assist them in achieving their goals.
5. Placement Service – The guidance counsellor carries out placement functions in and outside the
school setting. In the school setting, placement can be carried out by placing students in appropriate
classes and/or schools, courses, training or vocations. He or she can also do placement for students who
are to go for attachment, practical or industrial training outside the school setting (Ojo, 2015). The
counsellor is always armed with tools that could be used for effective placement within or outside the
school setting.
6. Follow-up Service – This function enables the guidance counsellor to see through the services he/she
must have offered the counsellee. It is an avenue through which the counsellor determines the competence
of planning and placement activities. This service allows the counsellor to see and verify whether the
guided or counseled individual or group is coping after guidance or counselling.
7. Orientation Service – This function serves the purpose of acquainting new students in an academic
environment with the facilities, challenges and problems and prospects in their new school. It is a
guidance service that allows the guidance counsellor to make the new students psychologically stable in
the new environment (new school) because people will be meeting with new set of people, administration,
rules and regulations and environment which may require adjustment for them to be able to cope perfectly
(Adeyemo, 2015).
8. Referral Service – This is an act of transferring a client/counsellee to another professional or agency
where his/her problem can be appropriately handled. The professional or agency may be within, or
outside the school setting. Shertzer and Stone cited in Ipaye (2005) remarked that personnel or agency
outside the school setting are used because people provide specialised services that the guidance
counsellor cannot claim to have expertise in all sphere of endeavour, he makes referral with the consent of
the client / counsellee on matters outside his/her competence. The entire functions of the guidance
counsellor in the school setting are to assist each student to understand himself and live effectively in the
society. The need for guidance services in the school system is therefore based on the assumption that the
individual who understands himself and his environment will be more productive and effective in his
entire endeavour.

STAGES/PHASES IN INITIATING/DEVELOPING GUIDANCE SERVICES IN SCHOOLS

The success of school guidance programme depends largely on the extent to which the
programme is seen as an entire school activity. However, in organizing and establishing guidance and
counseling programme in school, three phases are involved namely – planning phase, implementation
phase and the evaluation phase.

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Planning Phase: This phase may be regarded as a preparation stage which is the first step towards a
successful operation of a responsive school guidance programme. It is a thorough and well executed
planning stage. The planning stage should involve a number of sub-steps including:
i. Assessment of the needs of the school: This could be done by conducting opinion survey in order to
identify the topmost or immediate guidance and counseling needs of the people he/she is to serve. The
counselor may be interested in finding out what particular aspects – educational, vocational or personal
needs emphasis or in what order or combination, who needs it and how urgently it is needed.
ii. Cultivation of team spirit: The counsellor should be aware that for him/her to succeed, he/she needs
the support of every member of the school community. There is the need for him/her to develop team-
spirit. Before this can happen, the student and staff should be given adequate information on the meaning
and importance of guidance and counseling. When this is properly done, it can reduce resistance or non-
support or even antagonism of the programme from any individual. The counsellor should seize every
opportunity to inform staff and students about guidance and counseling.
Some common ways of initiating guidance counselling services
School Magazines: The counsellor could put up a write up about the importance of guidance and
counselling in the newsletter, club or school magazines. Paper cuttings: The counsellor should search for
and make cuttings from current newspapers or magazines on important issues that are of interest to the
students such as information about various institutions of higher learning and courses available in them.
As information about industries and job opportunities available. Advertisement: At an early stage, the
counselor should create awareness in such a way that it cannot be unnoticed. This could be in the form of
using cardboards with bright coloured captions such as (a) troubled? See the counsellor (b) Battling with
poor study habits? See the counsellor for help and many more like these. Posters: Relevant posters giving
information about educational, socio-personal and vocational matters should be displayed where they can
be easily seen by the students. Classroom visitations: The counsellor could visit the classrooms during
free periods or before the arrival of the next teacher. On such occasion, the counsellor can briefly tell the
students the functions of the counsellor and solicit for their maximum support.
Implementation Phase: This phase is based on the need assessment of the school already carried out by
the counselor. The findings of the need assessment will show the counsellor what to embark upon. Here
the counsellor presents to the principal (school manager) his findings, indicating what is needed to
achieve improvement in terms of office facilities and personnel. The counsellor must acknowledge
practically the importance of the principal, staff and students in the successful implementation of his/her
activities. He/she should show that he/she is a good human relation officer so as to win the unalloyed
support of the principal. There is the need for the counselor to summarise his functions as a counsellor to
the principal in a preliminary meeting with him/her. However, the counsellor should let the principal take
a lead on how to execute the programme. The school principal should be at the apex of administration of
guidance programme at the implementation phase. At this stage, the guidance committee is set up. This is

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to ensure the smooth administration of the school guidance programme. First is the ad-hoc and later a
permanent one. The Ad-hoc committee can be formed from the staff members. It is to steer the group
aright to determine the best guidance services the school needs, who is to do what, when and where. The
later guidance committee that evolves from the adhoc guidance committee should have its members
drawn from all the strata in the school. The counselor should of course function as the resource person in
the committee.
Evaluation: The final phase of organization and administration of guidance programme is evaluation.
Evaluation of guidance programme becomes very necessary if the effectiveness of its services is to be
known or be improved upon. Evaluation data are necessary to assist school personnel in interpreting the
guidance programme to the community, parents and even government agencies. The tools that can be
used include psychological and non-psychological tools, interviews, questionnaire, observation etc. It
could be carried out occasionally, periodically, termly, yearly, biannually depending on the level of those
being served. The results of evaluation should provide the impetus necessary for the improvement of the
school guidance programme.

PROBLEMS CONFRONTING GUIDANCE AND COUNSELLING PROGRAMME IN NIGERIA

Although, the rationale for the introduction of Guidance and Counselling is inserted in the
National Policy on Education (2004), the problems confronting the development of guidance and
counselling programme could be grouped as those caused by men, materials and money. This is due to the
following according to Umoh (2008) and Idowu (2008):
Paucity of trained counsellors: APGA recommended that there should be a ratio of 1 to 250
(counsellors-students/clients). Busari and Ojo (2011) say the ratio, as at 1980 was 1:800. The situation
could be worse. This is because the limited members of trained counsellors are moving out of school
settings into non-school settings. A typical school with a population of 1,000 students is expected to have
four counsellors; now such a school either has none or at best only one. This poor counsellor-student ratio
does not encourage the growth of guidance counselling in such schools. However, special schools such as
the Federal Government Colleges, „Military‟ Secondary Schools, University based Secondary Schools as
well as standard/elitist private schools have adequate number of guidance counsellors. The percentage of
such schools compared with the total population of secondary schools in Nigeria is very small. It is
suggested that more guidance counsellors should be trained and encouraged. In 1984, the Association of
Nigeria Conference of Principals of Secondary Schools requested that guidance counsellors be posted to
secondary schools.
Relative newness of Guidance and Counselling in Nigeria: While western education was
introduced into the country about 1842, Guidance and Counselling was formally introduced in 1958. That
is after more than a century. Educational instruction and administration had been entrenched in the
educational system long before it. Some educational practitioners tend to view it as an intruder.

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 Doubt about the efficacy of guidance and counselling: Some people such as uninitiated
colleagues, teachers, principals or administrators doubt the efficacy of counselling. Psychology has really
not attained the degree of precision found in the physical sciences. People, especially adults are therefore
skeptical about reliance about reliance on its use. Such people think it is more applicable to children who
are not yet ripe enough to make vital decisions for them. People believe adults do not need it. One may
wonder who needs Marital, Rehabilitative, Parent Child counselling if not the grown-ups (Adeyemo,
2014).
Blurred Role of the Guidance Counsellor: Several people in the society do not know the
specific roles of the counsellor. Even in the school settings, where awareness is expected to be high,
school personnel such as teacher and principals do not understand or people misconstrue the functions of
the counsellors. For instance, Makinde (2013) wrote that head teachers see them as rivals-instead of
helpers.
Resistance by colleagues and principals: It has been observed by many guidance counsellors
that people often experience resistance from institutional heads, influential and significant members of
staff of their establishments. Such officers often act in ways, which prevent the spread of counselling.
Odediran (2014) reported that counsellors face resistance, which might be stiff and persistent from
principals and colleagues. Most times, counsellors tend to be viewed with suspicion by them. Some
institutional heads might be apprehensive that the „new comer‟ counsellor does not erode their prestige or
popularity and power among students, parents and members of the public (Adeyemo, 2015). Resistance of
institutional heads may be reflected in their lukewarm, poor or reluctant attitude in supporting the
programme or refusal to formally introduce the counsellor to other members of school staff.
Feeling of suspicion of the role/integrity of counsellors: Some school personnel still see the
counsellors as having a „hidden agenda‟ or something to hide when a client goes into the counselling
room (where this is available). Some give counsellors negative or derogatory labels (Kolo, 2012). This is
more so where the other workers doubt the moral integrity of counsellors who give individual counselling
to young ones. This feeling becomes more serious when a male counsellor treats female students and
gives the interaction high confidentiality, yet, counselling demand reasonable privacy.
Confidentiality: The issue of confidentiality is pertinent in counselling. Clients expect their
secrets or privileged information to be kept secret or confidential and not exposed to others. However,
referral agents such as teachers, peers, parents, and principals expect counsellors to divulge such
information to them. Failure of the counsellor to reveal the „secret‟ may raise the degree of suspicion of
his activities. Revealing the secrets lead to loss of faith in counselling and counsellors on one part, will
lose clients and friends of such clients and counselling will be the big loser on the long run. Yet, all these
are happening.
Lack of commitment of Government Officers: Although, the Federal Government entrenched
the guidance and counselling programme in the NPE, (2004), there is still much to do when it comes to

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practical support and its implementation. More committed action will help the growth of the profession.
For instance, there should be adequate planning that would map out both short and long term goals as
well as strategies of evaluating the progress being made.
Inadequate funding: Guidance and Counselling is not well funded. Today, the education
enterprise has become a costly venture. Enough funds are not allocated to each school to run its various
services. Where fund is available, very little is earmarked for counselling purposes. It seems the various
levels of government (Federal, State and Local) do not want to stretch their budgets with extra demands
from an emerging unit such as guidance and counselling. Yet, it is known that effective counselling
demands adequate funding to purchase items such as psychological tests, journals and various
publications, play gadgets, cardboards and various felt pens as well as money to organize activities such
as Excursions, Career Clubs and Career Day/Week and furnishing a counsellor‟s office.
Lack of Counselling Office/Room: Because of several factors such as explosion of students‟
population and inadequate number of classrooms, problem of space or office accommodation is common
in the typical secondary school. This is particularly so in the urban centers (where counsellors may be
found). This results into a situation in which there is hardly any spare room that can be released for
counselling as „counsellor‟s office‟. Guidance may be given anywhere but counselling needs privacy if it
is to be effective. One may see a counsellor interacting with a client in one corner of the staff room, under
a tree or a place seemingly away from people but such areas are never distraction free. The best that
occurs in schools without a counselling office is guidance or educational/vocational counselling, not
socio-personal counselling.
Paucity of Psychological Tests: There are very few „made in Nigeria‟ for Nigerians
psychological tests. Several tests are being constructed but only a few of them have been standardized.
These tests include tests of Prof. C.G.M. Bakare, Prof. Akinboye, WAEC Aptitude Tests and Federal
Ministry of Education Battery of Aptitude Tests for streaming JSS III students into course families in SSS
1. Using psychological tests is one of the factors that make counselling scientific and more objective.
However, there are relatively few counsellors who can identify, use and interpret the relevant ones. The
available foreign tests may not be culture-fair and hence may not be appropriate for use on culture in
which people were neither validated nor standardized (Ojo, 2015). Deliberate efforts should be made to
construct and standardize more psychological tests. Counsellors should be trained in ways to use them
too. People should be sold to adequately trained users at affordable prices and available as well. Others
such as Osiki, Aremu, Falaye, Oluwole, Animasahun and Busari of the Counselling and Human
Development Studies, University of Ibadan also have their psychometric being established which made
the test to be standardized.

CHARACTERISTICS OF A GOOD COUNSELLOR

Kabugube (2013) identified ten qualities of an effective counsellor. They are:

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Patience: As a counsellor you need to have patience with your clients as they process the discussion. It
may take them time to accept certain things and to move towards positive changes. Some people need to
discuss something many times before they are prepared to make a move in any particular direction. Also,
you are not likely to see large changes in an individual client; therefore, you must be okay with
incremental progress in their lives and rejoice over small victories.
Good Listener: Counsellors spend a significant amount of time listening to their clients. You will do
more listening than talking. You must be content to give the client time to express their story and their
feelings. You will need to be intuitive in discerning what the client is really saying and “read between the
lines”.
Compassionate: It is very important that your clients feel your compassion for their problems and that
they sense you truly care about them. You may not be able to relate to every issue that is shared with you,
but you need to be able to have compassion for how it feels to be in their shoes. Genuine concern yields
positive results.
Nonjudgmental: Counsellors hear all kinds of private information and encounter all types of people. You
may hear dark secrets from someone‟s past involving such things as sexual or criminal behavior. You
must do you best to refrain from judgment and instead communicate positive regard. There are times
when it may be necessary to judge a particular behavior, but the client must not feel that you are judging
them. Likewise, you may encounter clients of different races and/or cultures. You must not push your
cultural or religious views upon them. Multicultural competency is a necessary skill. The counseling
environment needs to be a safe place for a client to share their most intimate concerns.
Research-Oriented: Being a counselor involves a significant amount of time spent researching. You will
need to stay current on the research in order to help your clients. This involves reading books and journal
articles on a regular basis. You do not learn everything you need to know while in college. Much of your
knowledge will come from personal research after you have begun to see clients.
Empathetic: Empathy is the ability to understand and share the feelings of others. You need to be able to
put yourself in the shoes of your client and understand the situation from their point of view. Even if you
don‟t agree with their perspective, you still need the ability to understand how it feels to them in order to
address their issue effectively. However, it‟s important that you are not too empathetic. Some people
struggle as counselors because they are unable to maintain objectivity and therefore carry home the
emotional stress of the job. The level of empathy necessary can be a fine line between helpful to client
and harmful to counselor.
Discrete: Confidentiality is of upmost importance when you are a counselor. You must be able to
maintain confidentiality so the client can trust you with their most intimate concerns.
Encouraging: The ability to encourage is important for a counselor. Many clients are struggling to find
hope in their situation. One of the primary jobs of a counselor often involves instilling hope in a hopeless
individual.

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Self-Aware: A counselor who is aware of their own fears, insecurities, and weaknesses will be effective
in the therapeutic relationship. It is important that you do not react defensively to what a client shares.
You must be able to keep your own feelings out of the session. You will be better able to do this if you
are self-aware. In addition, self-aware individuals are more intuitive with regards to solving their own
problems and can use that knowledge to help clients through similar situations.
Authenticity: Authenticity is vital when working with clients. Clients will know if you are being fake or
not showing genuine concern. They will not open up to you or trust your advice unless they feel you are
genuine. This is even more critically important when working with teens.
Other qualities a counselor should have are:
1. Ability to relate easily and well to all kinds of persons
2. Sincere interest in people and their welfare.
3. The ability to maintain an objective point of view, and
4. He should be a person of high moral values, capable of providing dynamic leadership to guidance
programme

INSTRUCTIONAL STAFF AND THE SCHOOL GUIDANCE PROGRAMME

Roles of Instructional Staff in Guidance Programme
First of all, let‟s discuss who instructional staff is. Instructional staff is the school personnel
whose main duty involves the giving of instruction to the learners in the classrooms. They are the
academic staff members of the school. They are otherwise known as class-teachers and subject teachers.
The instructional staff members have several roles to play in the guidance programme of the school.
These include their roles as assistants in the various traditional services of guidance. The following are
the major roles they play:
Membership of the guidance committee: A guidance committee is of paramount importance to the
success of school guidance programme. The members see to full implementation of guidance programme.
They do most of the running around and other necessary jobs to ensure the success of all guidance
programme. For instance, in organizing career day, the instructional staff can be asked to identify and
motivate resource persons to attend the occasion.
Identification of prospective clients: The instructional staff are in the best position to identify students
with special problems such as under achievers, those with emotional problems, poor study habit,
aggression, loneliness and other antisocial behaviours as well as academic malfunctioning. The
instructional staff can easily identify all these during the period of teaching and learning in the classroom.
Hence, they help in referring such students to the counsellor.
Information giving: information being a vital ingredient of any guidance programme forms part of the
special roles of the instructional staff in guidance programme. Teachers are the custodian of students‟
records covering students‟ cognitive, affective and psychomotor areas of life. They can be described as
the intermediary between the counselor and the students in that they form the best set of people who can

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relate the personality of the individual student when such information is required. Information is very
important to the counsellor, just like stethoscope is to the doctor. It is important to note that just as the
counsellor cannot do without information so also he cannot do without the cooperation of the instructional
staff.

HINDRANCES TO THE INVOLVEMENT OF THE INSTRUCTIONAL STAFF IN THE

GUIDANCE PROGRAMME
Teachers as disciplinarians: The role of the instructional staff as teachers and disciplinarians may deter
students from positively perceiving their roles in the guidance programme. There would be problem of
reposing confidence in them and trusting their ability to uphold confidentiality by the students. Even
when teachers refer students to the counselor, the students may not want to open up to the counselor
because they see the referral as a form of probing. The closeness of teachers to administration definitely
raises students‟ fear of being exposed, punished or even expelled at the end of the day.
Teachers’ Perception of the guidance programme: There is also this problem of lack of awareness of
the importance of the guidance programme by many teachers. Some see it as a form of usurping their job.
They feel that during their own school days, there was nothing like that and still they came out in „flying
colours‟. Although, there is greater awareness now that elements of guidance and counseling forms a part
of teachers‟ education, there are still countless number of teachers who do not appreciate the need for the
programme. They are some who are envious of the exalted position of the counselor especially where
most of the essential materials required for counseling are present such as a well equipped and furnished
office, a receptionist/secretary waiting room, career corner and others.
Counsellor’s disposition of others: Sometimes, the counsellor‟s negative attitude such as pride, isolation
and poor interpersonal relationship hinders active participation of the instructional staff in the guidance
programme. However, the active involvement of the instructional staff is indispensable if the success of
the guidance programme must be achieved. In fact, one can say that it is one of the major duties of the
counsellor to device ways of enlisting the support of the instructional staff in the programme.

WAYS BY WHICH COUNSELLORS CAN ENLIST THE SUPPORT OF INSTRUCTIONAL

STAFF FOR THE SUCCESS OF SCHOOL GUIDANCE PROGRAMME
To achieve success, the counsellor should possess the following interpersonal skills:
Good Approach: The counselor must be courteous. He/she should be polite and respectful to other
school personnel.
Listening to others: He/she must learn to listen to others as colleagues when they talk. When this is
done, they always feel relieved when they are patiently listened to.
Be charming and friendly: The counsellor must always learn to smile and receive others with warmth,
love and understanding. Smile is like a tonic, it attracts. People who smile easily win many friends for
themselves.

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Accept and Tolerate Others: The principle of individual differences must be paramount in the mind of
the counsellor. He/she should not expect everybody to be like him/her. He/she should accept his/her
colleagues the way they are. There is no need to being overtly rigid and insisting on getting your own
ways always. In relating with others, the counsellor should expect to experience a variety of role and
experience at anytime as the occasion demands.
Maintain High Integrity: The counsellor should be straight forward in his/her dealings with others.
He/she should not give room for doubt and should show respect and love to everybody in clear and
unambiguous ways.
Ensure free communication: A counselor needs to maintain good communication flow in order to avoid
suspicion and mistrust which can disrupt the smooth running of the guidance programme. He should
always be ready to assist because his readiness to help will always endear people to him and the same
people will always show immediate concern when he needs them.
Always Maintain Decency: A counsellor should always try to be neat and decent in his/her appearance
and manner. Indeed a counselor ought to be role model.

DESIGNING A COUNSELLOR’S OFFICE

LOCATION
This is the most important factor that may constitute a threat to client‟s privacy. Rather than a
noisy environment, the counsellor‟s office should be located in a quiet place where heart-to-heart
discussion can take place. The counsellor‟s office should be located away from the full glare of
everybody and distance from the administrative block especially the principal‟s office and his assistants
as well as the staff room. It should not be located in a high floor of a tall building or overlook the window
of a living room. These locations are certainly not conducive for counselling students and would easily
avoid such locations for fear of being seen by the principal and teachers. The assembly hall, dining hall,
school library and dormitory are not equally ideal for location sites of a counsellor‟s office. The
counsellor‟s office should be located in a place that guarantees privacy, confidence and complete relief to
clients. This, however does not mean that it should be located in hidden place or else it attracts endless
raising of eye-brows by the public. In other words it should be located in a place not tucked away from
where people will forget entirely about its existence and the same time it should be accessible to the
would-be-clients.
STRUCTURE
It has not been easy reaching a consensus on a particular structure which the office should take.
While some authors favour a three-room size apartment, some others suggest four. However, many
authors seem to support a four room structure comprising: the counsellor’s main office serving as the
interview room, Conference room, Library/equipment room and Secretary’s office/waiting room.
The Counsellor’s Main Office (The Interview Room): The Counsellor‟s office occupies a central
position in counselling service. Therefore it should be different from what the staffroom looks like. The
colour of the inner walls of the room must be cool. A colour such as grey or blue paint might be ideal for

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most clients since it depicts gentleness and business mindedness. The wall could be beautifully decorated
with some psychological words like “There is no problem
without solution”. “A problem that is well stated is half solved”. The dimension of the office could be
10feet x 12feet. The list of items one expects to find in the office of the counselor is endless. It includes, a
table of moderate size and design, few chairs with cushion, a rotating chair for the counselor, a call bell to
be used for emergency, a mobile phone, an intercom for internal communication, a filling cabinet or a
cupboard with lock and key for keeping sensitive records, enlarged photographical tests, tape recorder,
enlarged photograph of counseling session, rug on the floor or good tiles, pleasantry looking transparent
door and window blinds. The office should be a “welcoming” one. It should be well ventilated with
appropriate lights. The surrounding of the counsellor‟s office has to be beautiful flowering plants with
cooling effect could be planted round it and the environment should always be neat. If it is neat and
beautiful, it will give a calming effect on the client and make him feel he is going to discuss his private
life with an organized and disciplined somebody. It is therefore necessary that the environment has to be
attractive and not repelling.
The Receptionist or Secretary Waiting Room: The waiting room enhances complete relief to the client.
This is because the waiting room is supposed to be an atmosphere that will assure the client that the
solution to his problem is at hand. The secretary/receptionist must have a pleasant personality and must be
emotionally stable. He/she is responsible for welcoming clients, giving them personal data forms to fill;
opening of files for new clients and passing them to the counselor. His/her office needs to be equipped
with stationary, telephone and computer. There should be chairs for the client waiting to see the
counsellor. The colour of the wall should have calming effect and should be decorated with beautiful
pictures and good write-up that will depict responsibility, credibility and business mindedness. There
should be journals, newspapers, magazines and picture albums of psychological relevance.
Library/Equipment Room: It should be a large room equipped with bookshelves, chairs and stack tables
suitable for storage of books and pamphlets. The room should serve as a store room where newspaper
cuttings on different aspects of life, magazines that provide information about different types of career,
nature of work and specialized instruments such as Biofeed back, one way mirrors and others are kept.
These equipment should be arranged in such a way that they do not hinder the movement of clients and
the counsellor.
Conference Room: The conference room should be big enough to accommodate a number of people for
group counselling, seminar, talk, workshop and film shows. It could also be used for storage of audio-
visual equipment like the slides, tape recorders, video sets, television sets, projectors, computer /laptop
and other multimedia devices.
Staffing: In designing the counsellor‟s office and considering the delicate nature of his job, there is the
need to mention the personnel specification with which a counselor needs to work within his/her office. In
ideal situations, it is appropriate to have at least four workers apart from the counselor. These people

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include the secretary who also acts as the receptionist, a driver, in case there is need for one, a cleaner –
cum messenger and a night guard.

PRIVATE COUNSELLING CENTRE

Steps involved in establishing a Private Counselling Centre. Counseling itself is a systematic
process. This means that in establishing any counseling centre whether private or public, the steps or
procedures must be systematic.
1. Registration with the Counselling Association of Nigeria
2. Registration with the Corporate Affairs Commission
3. A feasibility and viability study of the areas to operate the centre. This includes a good understanding
of the problems and prospects of getting clients to visit the centre
4. Creating awareness of the relevance of guidance and counselling in the environment through public
enlightenment programme and adequate publicity of the existence of the centre
5. Assembling together the required physical facilities
6. Recruitment of supporting staff and other personnel
7. Commencement of actual counseling services and other guidance activities.
Basic Facilities or Materials required in Establishing Private Counselling Centre. In establishing
a private counseling centre, both human and material resources would be required. These materials
include the following:
1. Professionally trained counselors
2. Supporting staff and other psychological personnel
3. An office accommodation
4. Office equipment and furniture
5. Supplies of newspaper and magazines
6. Career library and catalogue
7. Psychological test materials
8. Para-psychological gadgets
9. Computer with internal facilities
Problems Militating Against the Establishment of Effective Private Counselling Centre. There are
many problems besetting the establishment and development of private counselling centres in Nigeria.
Some of these problems are:
1. Finance (especially the initial capital for effective take off of the centre)
2. Problems of obtaining useful information
3. Newness of the system in Nigeria. In other words, there is lack of awareness of the relevance of
guidance and counseling in the society due to its newness in Nigeria
4. Competition with free counseling centres more so that people prefer free services
5. The problem of securing legal backing for its practice

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6. Poor feasibility and viability study.

TEST AND PSYCHOLOGICAL TESTING

Testing refers to the administration of tests and test is an instrument designed to measure
constructs or variable. Psychological testing refers to the administration of psychological tests. A
psychological test is "an objective and standardized measure of a sample of behavior". The term sample
of behavior refers to an individual's performance on tasks that have usually been prescribed beforehand.
The samples of behavior that make up a paper-and-pencil test, the most common type of test, are a series
of items.

KINDS OR TYPES OF PSYCHOLOGICAL TEST

There are several types of psychological test, namely:
1. Achievement Test: These are tests constructed for the purposes of measuring how much learning of a
course objective has taken place or achieved by the group or individual after a given time
2. Aptitude Test: They are tests constructed for the purposes of measuring the potential or ability of the
individual or group to attain or achieve certain attribute or learning at a later stage. Aptitude tests are
psychological tests to measure specific abilities, such as mechanical or clerical skills. Sometimes these
tests must be specially designed for a particular job, but there are also aptitude tests available that measure
general chemical and mechanical aptitudes such as Minnesota Clerical Test.
3. Intelligence Tests: These tests may be aptitude tests or achievement tests. For example IQ
achievement tests purport to be measures of intelligence, while achievement tests are measures of the use
and level of development of use of the ability. IQ (or cognitive) tests and achievement tests are common
norm-referenced tests.
4. Diagnostic Tests: These tests are commonly constructed and Administered on individual or group for
the purposes of investigating or identifying certain personality problem areas in order to determine needed
remedial or counseling intervention.
5. Performance Tests: These tests are designed to measure individual or group physical demonstration of
certain abilities and skills. It is an ongoing performance assessment of abilities and skills in a given task.

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PRACTICABLE QUESTIONS
1. Explain (a) Guidance (2) Counselling
2. Differentiate between Guidance and Counselling
3. Explain the types of Counselling
4. Explain the classification of counselling
5. Explain the need for guidance and counselling
6. Trace the historical Evolution of Guidance and Counselling in Nigeria
7. Explain the guidance services in the School
8. Explain the problems confronting Guidance and Counselling Programme
9. Explain how the problems above can be solved
10. Explain the characteristics of a good counsellor
11. Describe the typical counselling office
12. Explain the instructional staff in counseling and how they could be well engaged in guidance
programme
13. Explain the word test and psychological testing
14. Write briefly on (1) Achievement test (2) Personality test

ASSIGNMENT: TO BE GIVEN IN THE CLASS

REFERENCES/FURTHER READINGS
Akinade, E. A., Sokan, B. O., Oseremen N. (1986). Introduction to Guidance and Counselling: A Basic
Text for Colleges and Universities. Ibadan: Caltep.
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