Quiz0103-10.docx

**3.7.2 Non Test Technique** The counsellor can use other means apart from test technique to elicit response from students. Skills (like speaking, listening and writing), work habits (like use of time and equipment); social attitudes (Concern for the welfare of others); scientific attitudes (like o...

**3.7.2 Non Test Technique** The counsellor can use other means apart from test technique to elicit response from students. Skills (like speaking, listening and writing), work habits (like use of time and equipment); social attitudes (Concern for the welfare of others); scientific attitudes (like objectivity, open-mindedness); interests (expression of feelings towards educational activities); appreciations (like feelings of satisfaction towards nature) and adjustment (like relationship with peers). The common technique used in assessing affective behavior includes the under listed: 1. Questionnaire - a self-report inventory, that provides information about what a person says about himself or herself 2. Rating scale 3. Peer appraisal technique 4. Project 5. Observations The techniques above elicit responses on the affective (i.e. emotional) and psychomotor (i.e. physical development) domains of students. This broad repertoire of techniques equips the counsellor with the tools to identify issues from students without the students knowing what is identified. **3.8 Programme Development in Guidance** **3.8.1 The need for Guidance** Firstly, (in 2014), the world is described to be a global village where technology has narrowed distances and brought information to the living rooms of the able. Such information is overwhelming and parents need to filter intelligently what families can use. Secondly, Nigeria today has many universities, polytechnics and colleges of education each offering courses that make the students' intention to further their education a nightmare. They ask the question --- which is the best, which suits my condition best. So choice of course, institution and the entry conditions become issues that bedevil aspirants in Nigerian education. This requires guidance services to help candidates out. Thirdly, in addition to the maze of students' problems, is the fact that at all levels of Nigerian education, the curriculum content Continues to expand along with the work load. Candidates require Professional services to learn better study skills and habits to be able to cope with the ever expanding knowledge requirements. Fourthly, the students' numbers in schools have increased tremendously. The students' personal attributes require guidance services. For example, some students are shy, fearful, gullible, not skilled in managing their affairs, they are unhappy, because of loneliness, they stiffer from feelings of inadequacy or lack of meaning of their purpose in life, lack of self-knowledge, lack of focus and meaningful direction. Students have issues in career choice and knowledge of aptitudes. They lack knowledge required to take decisions on sexual matters especially from the later Junior Secondary upwards. All these require the services of professionals whose job is to manage the difficulties created by an ever expanding educational system and ever increasing population. The teachers and administrative issues related to funding and facilities have also become issues that need guidance services. The large classes in Nigeria today facing unpaid teachers need the resilience to cope with disciplinary problems in poorly furnished classrooms. Also, they have to be professionally equipped to cater for changes like that which computers and hand phones have brought today. **3.8.2 The Structure of a School Guidance Programme** Guidance programme is concerned with meeting students' needs and should therefore be structured properly as a service. The programme can be organized in the form of [a constellation of services comprising of as many as eight services] but could be far less depending on the climate in the school viz: 1. Orientation service, 2. Appraisal service 3. Information service 4. Counselling service, 5. Placement service, 6. Referral service, 7. Follow-up service and 8. Research and evaluation services. 1. Orientation service According to Kolo (1992), an orientation service can be interred to mean that assistance to an individual or individuals that will make them understand and adjust to their new environment or policy. Orientation could be microscopic or macroscopic depending on its scope and goals. Every orientation could be on calendar programme or special groups Programme 2. Appraisal (inclusive analysis service) In this service, there is assessment, evaluation of the individual who comes to benefit from a guidance programme. Information is collected on the client, it is used to make him/her make informed choice or decision and to identify his problems. The use of tests, observation, interview, autobiographies, cumulative records, case studies and socio-metric techniques are made. 3. Information service This service benefits from appraisal service where information concerning students can be used to encourage him to take a decision that would benefit him/her. Such information synthesized from appraisal of the client could be educational, occupational or personal development based. The information service uses sources like schools' ministries, dailies, radio/TV advertisements, library information, board's employment agencies, national directorates and counselling units. Most often the information could he secured by any one of the following methods: a. Visitation b. Writing to the appropriate source c. Telephone calls d. Invitation of guest speaker e. Internet sites for information 4. Placement service Kolo (1992) defined placement service as assisting students to either get jobs or further studies that are adequate for their individual potentials --- as an out of school placement. He earlier defined in-school placement service as assistance to students in selecting appropriate curriculum in school setting that best suit their abilities and interest and to pursue that curriculum There is very urgent need for placement service in our school in view of the large numbers of university openings where many courses are duplicated. There are also large numbers of graduates whose qualification is required in certain locations. So there is need for placement to start in school and extend to where some would like to leave their jobs for others. 5. The Follow Up service Some authors refer to this service as an evaluative service or research service. This means giving guidance to students after they have left schooling. Also follow---up service is concerned with and related to the evaluation function of management. Thirdly. Follow-up service can be used to evaluate the efficiency of the already executed guidance programme to assess the level of success in the stated objectives. The follow-up service usually employs survey studies and uses students new and old. Such major studies need to be well planned broadly inclusive, and explicit in expected details. **3.8.3 Steps in Setting up a Guidance programme** In the quest to start a guidance programme in a school setting, the counsellor must know his environment i.e. the school type he is working in. It may be a primary, secondary or tertiary institution with varying staff strength, facilities and students. Literature has identified 3 stages in the execution of a guidance programme viz: 1. Preparation or planning stage 2. Initiation or implementation stage 3\. The development stage Kolo (1992) has cautioned that counsellors wishing to start guidance programme at any school level must be aware of the mindset of the authorities, their financial, material and psychological preparedness and the readiness of the staff of the school to support and help in implementing the programme. Step 1: Planning/Preparation stage: 1. Appointment of a committee with the Principal as the Chairman and the Counsellor as Secretary to design the blueprint and appoint sub-committees. 2. Committee must conduct a needs survey of the students, the 'resources within and outside the school for use in the programme. 3. A report is written from the needs analysis (i.e. the survey). 4. Report is sent to the committee/council for purpose of reaching a concrete decision about the plans drawn out for the programme. 5. The decision of committee is sent to the ministry for ratification in the Initiation/Implementation stage. The counsellor must receive a prior approval from the external ministry before reaching this initiation/Implementation stage. At this stage of implementation, the Principal must announce the programme to the school community and to who the counsellor is responsible. When all are aware of the programme it is ready to take off and may be formally launched or informally started. At this stage, the counsellor should bear in mind the following issues that can help in the implementation: 1. The philosophy and objectives of the institution where the programme is sited. 2. The physical facilities available. 3. The staff support and strength. 4. Services to be offered e.g. counselling, appraisal etc. 5. Financial implication whether available or not. 6. Size and population of the school. 7. Evaluation procedure. 8. Be guided by the provisions of CASSON constitution which he must read carefully. 9. Know the cultural milieu, leadership effectiveness and your earlier committee's report which was approved as your blueprint. Development of the Guidance programme Once the programme has been declared opened to students either by the principal or by the head of the programme, the duty of developing the programme lies squarely on the counsellor (head). The counsellor's job now includes consultation with the committee, the principal and the assignment of duties to staff based on their specialties. In specific terms, his job is outlined below: 1. Assignment of staff to duties 2. Set up personnel policies with provision for evaluation of their effectiveness. 3. Make provision for advanced academic training for the staff. 4. Expand the scope of the activities as the programme develops. 5. Work out referral procedures as the programme grows. 6. Work out modalities for writing psychological report of each client who may be referred from the guidance unit. 7. Work out evaluation procedures of the programme Do take note that the school community headed by the principal or head teacher is your constituency for the programme. It is however habited by staff whose, co-operation you need and must court, and the students whose interest the programme is established to service must be utilized adequately.