I.
Guidance
Guidance is a process of helping an individual understand themselves, their
abilities, interests, and challenges so that they can make informed decisions,
solve problems, and achieve personal and educational goals. It is generally
preventive and developmental in nature.
ii. Counselling
Counselling is a face-to-face, interactive process between a trained counsellor
and a client aimed at helping the client understand their problems, develop
coping strategies, and make positive personal changes. It is usually more
intensive and remedial.
1(b) Three counselling skills and their relevance
1. Active Listening – The counsellor attentively listens to the client without
interrupting, using verbal and non-verbal cues to show understanding.
Relevance: Builds trust, encourages openness, and ensures accurate
understanding of the client’s issues.
2. Empathy – The ability to understand and feel what the client is
experiencing from their perspective.
Relevance: Helps the client feel valued, accepted, and understood, which
promotes healing.
3. Questioning Skills – Using open-ended and probing questions to gather
more information and encourage deeper reflection.
Relevance: Clarifies issues, explores feelings, and promotes self-
awareness.
1(c) Contributions of the Wangai Taskforce Report (September 2001)
• Recommended integration of guidance and counselling in the education
system as part of the curriculum.
• Advocated for the training and appointment of teacher counsellors in all
schools.
• Emphasized the need to address issues such as HIV/AIDS, drug abuse,
and indiscipline through counselling programs.
• Called for the creation of policy guidelines to support counselling
services in schools.
• Encouraged parental and community involvement in school counselling.
• Led to recognition of counselling as essential for holistic learner
development.
1(d) Five basic objectives of guidance and counselling programs in schools
1. Help learners understand themselves and their environment.
2. Assist learners in making informed educational and career choices.
3. Promote personal and social development.
4. Prevent and manage behavioural and emotional problems.
5. Enhance academic performance through motivation and proper study
habits.
2(a) Five components of guidance and counselling in schools
1. Educational Guidance – Assists learners in academic planning, study
habits, and choice of subjects.
2. Vocational/Career Guidance – Helps learners identify suitable careers
based on interests and abilities.
3. Personal-Social Guidance – Addresses social relationships, emotional
well-being, and moral values.
4. Health Guidance – Provides information and support on health issues,
including nutrition, hygiene, and reproductive health.
5. Special Needs Guidance – Offers support to learners with physical,
mental, or emotional challenges.
2(b) Difference between guidance and counselling
Aspect Guidance Counselling
Broad, preventive, and Specific, problem-focused, and
Nature
developmental remedial
General life decisions and Resolving specific
Focus
growth emotional/psychological issues
Can be given in groups or
Delivery Primarily individual, one-on-one
individually
Covers educational, vocational, Focuses on personal adjustment and
Scope
and personal matters coping
Intensity Less intensive More intensive and therapeutic
3(a) Current status of guidance and counselling in Kenya
• Recognized as an essential component of education policy.
• Teacher counsellors appointed in most schools, though often without
formal training.
• Programs exist but face challenges like inadequate resources, stigma, and
workload for teacher counsellors.
• Growing emphasis due to rising cases of student unrest, drug abuse, and
mental health issues.
• Supported by government policies and NGOs, but implementation is
uneven.
3(b)(I) Five major counselling theories
1. Psychoanalytic Theory
2. Behaviorist Theory
3. Humanistic (Person-Cantered) Theory
4. Cognitive Behavioural Theory
5. Gestalt Theory
3(b)(ii) Main principle/technique for each
1. Psychoanalytic Theory – Uncovering unconscious conflicts through
techniques like free association and dream analysis.
2. Behaviorist Theory – Changing maladaptive behaviour through
reinforcement and conditioning.
3. Humanistic Theory – Providing unconditional positive regard and
empathy to promote self-actualization.
4. Cognitive Behavioural Theory – Identifying and changing negative
thought patterns to influence behaviour.
5. Gestalt Theory – Encouraging clients to focus on the present moment
and take responsibility for their feelings/actions.
4(a) Conditions under which referral is done
Referral is made when:
• The client’s needs are beyond the counsellor’s training or competence
(e.g., severe mental illness).
• The counsellor has a conflict of interest with the client.
• The client requires specialized services (e.g., legal aid, medical
treatment).
• The client poses a danger to themselves or others (e.g., suicidal ideation).
• Ethical or legal requirements mandate referral.
Example: A school counsellor referring a student with persistent psychosis to a
psychiatrist.
4(b) Ethical standards for professional counsellors
1. Confidentiality – Keeping client information private unless disclosure is
legally required.
2. Informed Consent – Clearly explaining the counselling process and
obtaining voluntary agreement.
3. Professional Competence – Offering services only within one’s training
and expertise.
4. Non-Discrimination – Treating all clients fairly regardless of gender,
race, religion, or background.
5. Boundaries – Maintaining professional relationships and avoiding dual
relationships.
6. Integrity – Being honest, transparent, and accountable in practice.
