PRINCIPLES OF GUIDANCE AND COUNSELING
Running Head: PRINCIPLES OF GUIDANCE AND COUNSELING
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University of Nairobi
College of Education
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Introduction
The problem of indiscipline among students remains a huge concern to both parents as well as educationists. Apart from the general sense of unrest throughout the country due to the destruction of old and the failure so far to create a new set of values, there are some special factors in Kenya which contribute to students’ dissatisfaction and indiscipline. While the present situation causes concern, it is not yet beyond control, and effective measures can restore a more normal attitude among students and the younger generation (Burnham & Jackson, 2000). On the other hand, failure to take effective steps at this stage can only lead an even worse situation in the future. The pre-condition to the adoption of effective measures is a correct appraisal of the situation and definition of the causes which create the present unrest. Many schools have strict policies against indiscipline which almost always carry equally stern punishments, but whether or not harsh punishments or alternative remedies could be more effective, it is difficult to blame schools for wanting to maintain discipline.
Students who are highly disciplined are better able to focus on long-term goals and make better choices related to academic engagement. In addition, the concept of self-discipline focuses on students’ own ability to engage in (or refrain from engaging in) particular behaviours, rather than reliance on external motivations, rewards, or punishments. Researchers have looked at self-discipline in young children, and have proved over and over again, the positive correlation with academic performance. On the other hand, bullying, alcoholism, drug abuse, hooliganism, indecent dressing behaviour, absenteeism among others are widely known to be militating against effective teaching, learning and performance (Campbell, et al, 1997). This paper seeks to show how counselling processes and principles as against punishments alone could be employed by teachers and school authorities to enhance discipline and perhaps most importantly help boost academic performance.
The traditional corrective measures against indiscipline have not only failed to combat the problem in schools but they are also highly reactionary, treating symptoms rather than the causes and effects (Burnham & Jackson, 2000). Expulsion of students for instance may get rid of the culprit for one school, but since the expelled student may in fact join another school, the problem is ultimately transferred to the second school. Suspensions are equally ineffective and in fact, lead into the deterioration in the performance of students, not least because it disrupts the learning process of the student by keeping them out of school, but also because time spend away from school may indeed expose students to further bad company, entrenching the indiscipline. These realities leave one more option open, counselling.
Counselling can help to make learning a positive experience for every student. Counsellors/teachers should be sensitive to individual differences, and know that a classroom environment that is good for one child is not necessarily good for another. Counsellors facilitate communication among teachers, parents, administrators, and students to adapt the school’s environment in the best interests of each individual student. They help individual students make the most of their school experiences and prepare them for the future.
In addition, counselling can help errand students learn to make better decisions. It can help you improve personal skills, develop greater confidence in your academic performance, define career directions and acquire a keener awareness and appreciation of your needs and those of other people. With counselling, you can improve the students’ communication with peers and the teachers, develop self discipline, establish more meaningful relationships, or cope more effectively with feelings of depression or anxiety. Any personal, academic, or career concern may be explored in counselling.
The aims of counseling are broad. They may, in certain cases, depend on the situation and environment, and also on the training (Campbell, et al, 1997). These include helping students understand the self in terms of their personal ability, interest, motivation and potentials as well as gain insight into the origins and development of emotional difficulties, leading to an increased capacity to take rational control over their feelings and actions. Further, counseling is aimed at altering maladaptive behaviors, assisting students in moving towards the direction of fulfilling their potentials or in achieving an integration of previously conflicting parts of themselves. It will provide students with skills, awareness and knowledge which will enable them to confront social inadequacies as well as help them sharpen their decision making skills.
For effective counselling, the teacher must create a safe, trusting environment and always refrain from imposing their own values on the students. Instead seek to empathize with, and better understand the student’s behaviour. Additionally, the counsellor must always maintain the students’ confidentiality and keep embarrassing the student. This is in part ensured by careful listening to the students, talk them through the available options and help them find workable solutions for their problems (Brewer, 1918). Teachers must understand their role in contributing to the problem, not least because of their lack of leadership. There can be no question that wherever there is effective leader- ship by the teachers, there can be no problem of indiscipline among students. Teachers today do not unfortunately command the respect and affection of their pupils to the extent they did in the past.
Further in attempting to find out the causes problems, it is imperative that the counsellor looks into the students’ social and economic background. One needs to establish the nature of the family and other external social, economic factors, the value systems, the company that the student keeps and what motivates the student’s friends, family etc, that may have driven the student into indiscipline and thus forming the basis for potential remedies.
Hear out the student calmly and understanding as possible, by respecting their point of view and encouraging, prodding them to speak out. Respect the young person and encourage their ability to help themselves, trust in themselves, and take responsibility for their own actions and decisions. Young people are individuals, as such respect their rights as people, promote the exercise of their capacity to think and make decisions and whenever possible give due praise. By helping them willingly own up to their misbehaviour and most crucially helping them avoid erecting scapegoats for their actions, there is a possibility that the student would see the need to change.
Having heard out the student, establish the mistakes, cases of indiscipline on his/her part and using talk them into understanding the that what they had engaged in was wrong and need to be changed. Then, together devise a plan, set targets and goals, which must be realist and achievable and challenge the student to take them on. Once this is done, a follow up by the teacher must be made as to the subsequent cases of indiscipline and most importantly academic performance (Dahir, 2001). Deviations from the laid out plan/agreement with the student must be discussed with the student and remedies applied. Avoid punishing students for failure to achieve the set targets and instead encourage them. Guidance and counselling is hardly a one off task but a continuous process take may take an entire student’s schooling lifetime.
Academic and character mentoring can as well be in cooperated into the counselling process to help students have positive role models. Mentors could be teachers, exemplary students or even celebrities that students look up to. Mentors would help undisciplined students aspire to higher goals both behaviour wise and academically.
The biggest advantage yet for guidance and counselling as a means to boosting academic performance, is that it hardly only concentrates on the poor performing students, but also on all students, even the best performers. In addition, besides helping students attain greater confidence in themselves and enhance their independence and sense of responsibility in decision making, counselling builds greater bonds among students and teachers as opposed to antagonistic punishments. All these would yield greater cooperation and certainly better behaviour, self discipline and even better academic performance.
Conclusion
Indiscipline among students is unacceptable, not least because it hits at the student’s academic performance but also because if it goes unchecked, it will lead into equally undesirable citizens and members of society. It is just as unacceptable to think of indiscipline as simply a wilful misbehaviour, for it is not. Indiscipline stems from myriads of causes for which society, including the teachers share responsibility, and if at all indiscipline must be dealt with, then its root causes must equally be gotten rid off. Traditional ways of fighting indiscipline have proved counterproductive and as such, there is need for alternative methods to be sought. Among them is guidance and counselling which promises wholly new prospects for not just avoiding victimization our children but also better character development and increased ability to make decisions; just what this country and society needs.
References
Bemak, F. (2000). “Transforming the Role of the Counselor to Provide Leadership in Educational Reform through Collaboration.” Oxford: Oxford University Press.
Brewer, J., M. (1918). The Vocational Guidance Movement: Its Problems and Possibilities. New York: Macmillan.
Burnham, J, & Jackson, C. (2000). “School Counselor Roles: Discrepancies between Actual Practice and Existing Models.”. New York: McGraw Hill.
Campbell, D. Et al. (1997). Sharing the Vision: The National Standards for School Counseling Programs. Alexandria, Los Angeles: American School Counselor Association.
Dahir, A. (2001). “The National Standards for School Counseling Programs: Development and Implementation.” Professional School Counseling 4:320 – 327.
