IMPACT OF GUIDANCE AND COUNSELING SERVICES ON BEHAVIOUR MODIFICATION: A CASE STUDY OF PUPILS IN

PRIMARY SCHOOL IN KAPTAGAT ZONE

BY

JOYCE JELIMOKIPROTICH

Research Proposal Submitted in Partial Fulfillment of the Requirements for the Diploma in ECDE in Sila Teachers Training

College, Eldoret, Kenya.

APRIL 2014

DECLARATIONThis Research Project Proposal is my original work and has not been submitted for an award of a Diploma in any College or University.

Signed________________________________________Date___________________________JOYCE JELIMO KIPROTICH

This Research Project Proposal has been submitted for an examination with my approval as University Supervisor.

Signed________________________________________Date___________________________Mr. William Kipkosgei Supervisor

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DEDICATIONI dedicate this project to those have supported me financially throughout my studies, My husband, Mr. Edgar Changwony, son , Caleb and my parents and siblings, for their moral support. I deeply appreciate you.

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ACKNOWLEDGEMENTI am greatly indebted to Mr. William Kipkosgei, my supervisor. He has been patient and kind in guiding me in study. He also offered me constructive criticisms, encouragement and useful suggestions. I owe a great deal to her.

My profound gratitude goes to the College, which offered me admission to make my studies up to this level a reality.

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ABSTRACTThe study will aim at investigating the impact of guidance and counseling services on behaviour modification in pre-primary and primary school and what strategies needed to put in place to improve and make guidance and counseling services in the school more beneficial. Education seeks to develop the total personality of an individual, and the current trend the in education system is to offer Guidance and Counseling services that will guide direct and lead pupils in their day-to-day activities and should result in his/her having as good a chance as the school can give him to become educationally prepared, occupationally competent and socially adjusted for a happy and successful life. The objectives of the study will be: To highlight the pupils’ understanding of guidance and counseling; To establish the purpose of guidance and counseling; To establish the preference that pupils have with respect to the type of guidance and counseling school offer; To establish the impact of guidance and counseling services provided in their school; To highlight the strategies to improve guidance and counseling services in schools. Adopting the descriptive research design and mainly questionnaire, the researcher will select 240 respondents from ten primary schools in the Kaptagat Zone using the simple random sampling technique. This will include teachers, counselors and pupils. Data will be collected using questionnaire and will be analyzed using frequencies and percentages. The findings of the study will by various stakeholders including teachers, parents and the government in making strategic decisions that will be used to improve guidance and counseling services and how they are used in behaviour modification. Other scholars will use this as a basis for further research. Recommendations will thereafter be made based on the finds.  

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TABLE OF CONTENTSDECLARATION....................................................................................iiDEDICATION......................................................................................iiiACKNOWLEDGEMENT.......................................................................ivABSTRACT...........................................................................................vTABLE OF CONTENTS........................................................................viLIST OF TABLES...............................................................................viiiLIST OF ABBREVIATIONS AND ACRONYMS.....................................ixCHAPTER ONE.....................................................................................1

1.0 Introduction...........................................................................................11.1 Background of the Study.......................................................................11.2 Statement of the Problem......................................................................31.3 Purpose of the Study..............................................................................41.4 Objectives of the Research....................................................................41.5 Research Questions...............................................................................51.6 Significance of the Study.......................................................................51.7 Delimitation of the Study.......................................................................61.8 Limitation of the Study..........................................................................61.9 Definition of Significant Terms..............................................................7

CHAPTER TWO....................................................................................8LITERATURE REVIEW.........................................................................8

2.1 Introduction...........................................................................................82.2 An Overview of Guidance and Counseling.............................................82.3 The School Guidance and Counseling Services...................................122.4 The Importance of Guidance and Counseling in Primary Schools......142.5 Assessing the extent of Counseling Services in Primary School.........152.6 Effectiveness of Guidance Services in Schools....................................172.7 Theoretical Framework........................................................................182.8 Summary..............................................................................................21

CHAPTER THREE..............................................................................22RESEARCH METHODOLOGY.............................................................22

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3.1. Introduction........................................................................................223.2. Research Design.................................................................................223.3. Target Population...............................................................................223.4. Sample and Sampling Procedures......................................................223.5. Methods of Data Collection.................................................................233.6. Data Analysis.......................................................................................233.7 Validity of The Study............................................................................233.8 Reliability of the Study.........................................................................233.9. Ethical Considerations........................................................................24

REFERENCES....................................................................................25APPENDIX 1.......................................................................................26RESEARCH LETTER..........................................................................28APPENDIX 2.......................................................................................29QUESTIONNAIRE..............................................................................29

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LIST OF TABLESTable 1: Sample Size.....................................................................................23

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LIST OF ABBREVIATIONS AND ACRONYMSG&C: Guidance and Counseling

KSG: Kenya School of Government

GOK: Government of Kenya

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CHAPTER ONE

1.0 Introduction

The chapter touches on the Background to the Study, Statement of the Problem, Objectives and Research Questions/Hypothesis. Further, the chapter discusses the Delimitation, Limitations; Definition of Terms and Significance of the Study.

1.1Background of the Study

The proper implementation of the policy on education calls for supportive measures, the most important of which is Guidance and Counseling, which spans the whole spectrum of essentials required by any teacher in the day-to-day situation in a classroom and the school to improve the quality of education. Hence, it is therefore expected that the proper and effective implementation of guidance and counseling services would go a long way to bring about the desired results in our educational policy and especially in behaviour modification among pupils.

Education seeks to develop the total personality of an individual, and the current trend the in education system is to offer Guidance and Counseling services that will guide direct and lead pupils in their day-to-day activities. Guidance for an individual pupil should result in his having as good a chance as the school can give him to become educationally prepared, occupationally competent and socially adjusted for a happy and successful life.

Kenyan pupils, however, needed guidance to take advantage of the existing opportunities and facilities. One cannot pretend that the difficulties in guiding pupils along these paths do not exist in our educational institutions in Kenya. It does seem that the schools have in the past not fulfilled the functions of guidance adequately. This is evident, in the careers our pupils, who have passed through the system, choose. It may be said that their

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careers are determined by chance because the pupils are not given systematic guidance to enable them to make considered decisions on careers. That is, decisions based on critical assessment of their own ability and potentials and on a proper knowledge of the world of work. If a guidance programme is to be successful, then the schools must look up to an adequate record that will help guide, direct and lead pupils to a well-planned and successful life.

Guidance and Counseling services in educational institutions, if properly practiced, will go a long way to eliminate pupil indiscipline and other pupils’ problems like dropping out of school, drug abuse, teenage pregnancy and the like. A considerable number of schools fail to carry out sufficient counseling services, fewer workshops, seminars, meetings and career days are conducted, Counseling must emphasize on the affective domain especially for adolescents. The pupils are adolescents who need independence, privacy, security and good education in order to enhance their status in life. If these adolescents are not guided, they may abuse their freedom and this may lead to other problems (Makinde, 1983). Where their needs are not adequately provided, the problems like indecision, uncertainty, ambiguity, conflict, instability and unpredictability, can set in perhaps leading to delinquency, alcoholism, career muddles and dropping out of school. Counseling prevents frustrations, restores understanding and educates on tasks necessary for good adolescent growth. It is needed by pupils in schools to clarify their goals and values, strengthen their interests and aspirations and help them adequately adjust to the norms of the society.

In the absence of adequate counseling, therefore, pupils’ problems are still with them for all these years and little effort has been made to better the lot of these pupils by way of helping them understand themselves and their world. A view held by Shertzer and Stone (1976), state that, one of the counselor’s responsibilities to the pupil is to show concern for, and to assist

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in the planning of pupils’ educational, career, personal and social development.

It is no wonder, therefore, that some of the pupils in some selected schools are academically weak and seem to have an inclination towards career developments and opportunities. Some of them are easily influenced by negative peer pressure into unproductive moral, academic and social ventures.

From the above discussion, it is clear that the aims and objectives of Guidance and Counseling, which are, to help pupils determine their goals and values, strengthen their interests and aspirations and help them adequately adjust to the norms of the society, are essential in any educational institution. In the light of the above, when guidance and counseling ceases to function effectively, it jeopardizes the educational system and this is to the detriment of pupils and the society at large. This is exhibited in the behaviour of the pupils or children and may negatively affect them. It is on this background that the research will be premised.

1.2 Statement of the Problem

One of the researcher’s casual observations in some of the schools in Kenya is that, quite a number of the pupils exhibit unstable dispositions and are not able to make rational decisions in their academic and social pursuits. These pupils seem to have no study skills or motivation towards learning in school. Majority of new entrants break school rules and regulations with impunity. They persistently break bounds and do not adhere to the dress code. They also pay little or no attention in the classroom and have no sense of time management. Quite a number of boys abuse their freedom and are prone to drug abuse and gross indiscipline. It makes one wonder whether they receive any guidance and counseling services at all in school. It also appears most of the pupils are not aware of the types of counseling services

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available in their institutions of learning, and therefore do not realize their usefulness in their lives.

From the observation made above and from the background to the study, there is enough evidence to show that pupils are not living up to expectation academically and socially. It appears that the state of affairs of pupils in Kenya schools may partly be due to the ineffectiveness of the role of the guidance and counseling services in the schools, whose raison d’etre is to forestall such shortfalls as stated above among the pupils. (Bampo 2001)

The purpose of the study will be to investigate the impact of guidance and counseling services on behaviour modification. It will also look at the number of services rendered and it usefulness to the pupils.

1.3 Purpose of the Study

The purpose of this study will be to determine the impact of guidance and counseling services on behaviour modification among pupils. The study aims at finding out whether the services rendered by schools on guidance and counseling adequately meet their needs and, if not what strategies are needed to be implemented to improve and make guidance and counseling services in the school more beneficial. The study will then make recommendations about pupils’ opinions on guidance and counseling services for the maximum benefit of the pupils.

1.4 Objectives of the Research

The research will be guided by the following objectives:

i. To highlight the pupils’ understanding of guidance and counseling.ii. To establish the purpose of guidance and counselingiii. To establish the preference that pupils have with respect to the type

of guidance and counseling school offer.

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iv. To establish the impact of guidance and counseling services provided in their school.

v. To highlight the strategies to improve guidance and counseling services in schools.

1.5 Research Questions

The study will use the following questions to guide the study:

i. What do pupils understand by guidance and counseling? ii. What do pupils consider as the purpose of guidance and counseling? iii. What preference do pupils have with respect to the type of guidance

and counseling schools offer to pupils? iv. How do pupils regard the impact of guidance and counseling services

provided in their school? v. What strategies do pupils suggest to improve guidance and counseling

services?

1.6 Significance of the Study

Guidance and counseling enables the pupil to understand him/herself and his/ her ability, interest and aspiration, motivational factors and decisions making- capabilities. Therefore, when strategies are put in place to improve guidance and counseling services, it will go a long way to motivate teachers and pupils thereby increasing their chances of living up to expectation.

The significance of the study lies in the fact that:

Pupils will recognize and appreciate the importance of guidance and counseling services to their academic and social development in school. The headmasters in the selected schools as well as the staff and other educational authorities of the school will be able to discover the shortfalls of the guidance and counseling programme in their schools plug all loop holes in the programme and strengthen it so as to give of maximum benefit to pupils in the school.

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It is hoped that the positive finding of the study will be used by all schools, particularly Public Primary Schools for the benefit of pupils.

Lastly, it would serve as a test case for the KenyaSchool of Government (KSG) to follow-up on the effectiveness of the guidance and counseling programme in schools and help to improve it.

1.7Delimitation of the Study

The researcher will be aware that by limiting herself to few schools in Kenya, the finding of the study might have to be generalized with caution. The scope of the study will limit the researcher to the guidance services namely orientation, counseling, placement, consultation, information dissemination, Appraisal careers counseling, Evaluation and follow-up. Any other services outside these will not come under the research.

1.8Limitation of the Study

In the conduct of the study, the issue of bias cannot be ruled out completely since questionnaires will be used in collecting the data. The researcher may wish that she could visit all the Schools in Kenya to collect data with instrument designed for the study. If all the Schools are visited, the study will have covered a wider scope and the findings will be more valid and reliable.

1.9Definition of Significant Terms

The following technical words or terms have been explained as per usage by the researcher as follows:

Guidance and Counseling: a professional assistance offered to individuals in need to assist them to make choices from the available options so as to effect a change in their prevailing situations for them to have a better life.

Guidance: Professional assistance that can be offered publicly.

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Counseling: Professional assistance that cannot be offered public but in privacy to ensure confidentiality of the client.

Counselor: A trained individual who is highly educated in the field of psychology, sociology and philosophy.

Confidentiality: the bond secret between the counselor and the client.

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CHAPTER TWOLITERATURE REVIEW

2.1 Introduction

This chapter presents an overview of guidance and counseling services, pupil counseling services in a school setting, pupil counselors, culture, spiritual and gender issues in counseling. Theoretical framework of the study is given at the end of the chapter.

2.2 An Overview of Guidance and Counseling

The idea of counseling has been there for many years (Collins, 1988). According to Ndondo(2004) the realization that one can be helpful to another by sharing insight, perspectives, understanding, warmth and acceptance is pervasive over the history of humans. Thus, the Biblical teachings indicate that every human being in some way is responsible for the welfare of all. Since Kenya’s independence in 1963, Kenyan education has evolved in series of changes (GOK, 1976). Initially, guidance and counseling services were not emphasized in institutions of learning (GOK, 1999). Mutie and Ndambuki (2004) trace modern forms of guidance and counseling to very recent years. As explained by Biswalo (1996), the need for counseling services today could be due to the ever-growing complexity of the society and people have to learn how to cope with the upcoming challenges. There are increasing social, economic, personal and even educational challenges in the modern society. The unprecedented expansion of educational institutions and first generation learners create a number of psychological problems that are personal, vocational and social.

According to Nelson-Jones (1995) counseling is a psychological process because:

i. Goals of counseling have a mind component in them.

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ii. All counseling approaches focus on how people feel, think and act so that they may live their lives more effectively.

Egan (2002), notes that the goal of counseling is to reduce psychological disturbances. The theories from which counseling goals and interventions are derived are psychological. One of the counseling goals is to help clients develop their competencies. Generally, counseling emphasizes the aspect of increasing clients’ personal responsibility for their own lives. (Gleitman, 1986). Therefore, counselors tend to be most effective when they enable clients to help themselves after the end of counseling. Thus the ultimate goal of counseling is self –helping so that clients become their own best counselors.

The Presidential Working Party on Education and Manpower Training for the Next Decade and beyond or what is referred to as the Kamunge Report (GOK,1988) emphasized that guidance and counseling was useful in helping individuals face the realities of life, identify talents, interests, needs and aptitude. According to the GOK (1999) large numbers of learners in education and training institutions were in dire need of guidance and counseling. The commission also pointed out that in view of the increase in ant-social behaviour, there was an urgent need to have adequate mature and professionally trained staff to handle pupils’ guidance and counseling services in educational settings throughout the country.

Further, Mohanty (2003) points out that the increasing educational institutions are of many kinds and vocations as well as occupations are of different types. Thus the pupils counteract problems and situations in all walks and phases of life in education as well as careers.

Different psychologists and scholars have expressed various meanings of guidance and counseling over the years. In many cases the terms guidance and counseling are often used interchangeably to mean the same thing especially in Kenyan educational institutions.

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According to Makinde (1984) the term guidance has four components:

i. Process: that guidance is not a single event but involves a series of actions or steps progressively moving towards a goal.

ii. Helping: guidance involves aiding, assisting or availing.

iii. Individual: this refers to a pupil or client in a particular setting.

iv. Understanding oneself and his/her world.

Thus guidance is primarily concerned with individual behavioral processes and helping a client understands himself and his world. Mutie and Ndambuki (2004) assert that counseling service is the brain and heart of the guidance programme. Thus counseling represents a part of the total process of guidance which is helping individuals, achieve the self- understanding and self- direction necessary to make the maximum adjustment in a particular environment.

Makinde (1984) indicates that guidance is really the body of psychotherapy while counseling is the soul or heart without which a self-understanding person cannot be produced. Ordinarily, counseling may be understood to mean consultation, discussion, deliberation, and exchange of ideas, advice or process of decision- making. Corey (1991) holds that counseling is a service designed to help an individual to analyze himself/herself by relating his capabilities, achievements, interests and mode of adjustment to what new decision he has. According to Engelkes and Vandergoot (1982) counseling is an interactive process conjoining the counselee who is vulnerable and needs assistance and the counselor who is trained to give this assistance. The goal is to help the counselee learn how to deal effectively with himself and the reality of his environment. Ndondo (2004) defines counseling as a process in which the counselee having identified an emotional problem is helped by the counselor to see his problem clearly

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until he is able to give himself advice considering his opinions, abilities and limitations in solving it.

Counseling is a face to face relationship in which growth takes place both in the counselor and counselee. According to Wango and Mungai (2007) counseling is a personal and dynamic relationship between two individuals – one older and more experienced and wiser and another younger, less experienced and less wise. The counselee usually faces a problem for which he or she seeks help from the counselor. Egan (1975) holds that counseling is the skilled and principled use of relationships that develop self- knowledge, emotional acceptance and growth. Thus, counseling denotes a relationship between a concerned person and another one with need. According to Sikolia and Lutomia (2002), counseling is the purposeful understanding of person so as to promote self- understanding in that person.

Nengo (1999) points out that counseling is the process of helping an individual to accept and use information so that he can solve his present problem or cope with it successfully. 18thc Thus counseling helps an individual to accept an unchallengeable situation and not to be overcome by the problem. Thus Mcquiness (1998) indicates that counseling does not primarily deal with the mentally ill but with normal individuals facing all the difficulties involved in family, work related and social life.

Manthei (1997) explains that the definitions of counseling should not be restricted to face to face work with clients. It is much more broadly based and includes a variety of other change agent, roles, activities and skills including consultation and training, family counseling, group work, social work, teaching, supervision and administration. As noted by

Fuster (2002) points out the goals of counseling as facilitating behaviour change, enhancing coping skills, promoting decision-making, improving relationships and facilitating the client’s potential. It is a personalized and

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individualized process for helping the individual to learn and acquire habits, skills, attitudes and interests which make him a normally adjusted being. Therefore, it is evident that the process and goals of guidance and counseling is to help the client move towards a greater level of self-understanding and self – acceptance. The process of professional counseling involves a counselor helping the client to develop an effective relationship that enables the client to work through difficulties. In most cases, the client’s lack of clear- cut understanding of the nature of counseling is a wide-spread source of inadequate readiness to attack the problem. The client needs to understand the limitations and possibilities of counseling (Mohanty, 2004). Through mutual discussions, the client and counselor clearly define the problem or goal and find out solutions or strategy to reach the objective. The counselee gains confidence and skills to realize the desired goals or to solve the problem in a desired way.

2.3 The School Guidance and Counseling Services

The Guidance Services

Guidance services may be defined as a professional aid to individuals and small groups in dealing with commonly recurring personal, educational, and vocational needs and problems. They are often classified according to the area of life in which the problems occur (Oladele, 1987).

The school’s guidance services are broadly grouped into:

1. Orientation 2. Placement 3. Pupil inventory or Appraisal 4. Information 5. Consultation 6. Follow-up 7. Counseling

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The Counseling Service

Counseling refers to a professional relationship between a trained counselor and a client. This relationship is usually person to person, although it may sometimes be more than two people. Pecku (1991) says counseling is a process and a relationship in which an individual in need of help is assisted to solve his problems or to know and understand himself. Generally, one could say counseling is a process that involves a relationship between two people who meet so that one person who is a professional can help the other who needs help to resolve his problem.

The counseling service is the pivot around which the whole guidance services revolve. It is a learning process or relationship between the counselee who is disturbed, anxious and worried and the more knowing person the counselor, who is expert or helper. The client is guided to take an honest look at himself, become aware of his strengths and weaknesses, or consider alternatives in the light of existing facts and information, and make his own decisions.

Counseling should be in privacy, warmth, mutual acceptance and confidentiality in which the pupils gains intellectual and emotional stability. At the primary schools of study, these elements seem to be lacking to a large extent so a thorough study of the programme as it pertains in these schools becomes necessary.

Cappuzzi and Gross (1991), state that the strength of person-to-person communication is that it allows people to adapt their message to each individual. A person can respond to another’s interest and concerns as they are expressed. Cappuzzi and his colleague, add that in the face-to-face communication people are able to exchange information and respond through gestures, facial expressions and postures. Thus, personal interchange is often the crucial stage that helps people to make important decisions.

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According to Essuman (1991),counseling practicum deals with the practical aspects of guidance and counseling. He adds that, it is a component of counselor education programme in which theories, procedures, skills and principles taught theoretically is put into practice by a counseling student under the supervision of an experienced, qualified and professional counselor educator.

2.4 The Importance of Guidance and Counseling in Primary Schools

The aim of guidance and counseling is to assist pupils to succeed in their educational endeavours and to attain their educational objectives and goals. Guidance and counseling are tools that assist students to learn well. They help them to overcome problems, which make learning difficult or prevent them from settling down in school.

The teacher and the counselor need to co-operate to attain the common goals of education in helping the student gain from schooling. Guidance is for all students, and also focuses on the needs of students and it helps teachers and other school authorities to find out the needs of students and help them satisfy those needs. According to Pecku (1991), the school guidance role in respect of needs assumes greater importance because the home is unable to cope with all the problems of children. Each area of concern to children has become a specialist area which requires special skills whichmany parents do not have; guidance, therefore, is very essential in the school to make facilities available to help students and children.

2.4.1 Guidance as an Educational Service in Primary Schools.

According to Biswalo (1996), guidance as an educational service helps pupils to make decisions and choices. The problem of choice is more pertinent than ever in schools. Guidance becomes more critical at the stage of entry to school. Many important problems will arise in the transition from nursery school to primary School. Normal children who are at academic risk

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would have to be identified early enough and preventive measures and strategies planned for them as soon as they enter senior high school.

At the primary school level, the student is ready for the departmentalized and subject concentrated studies. But the question one may ask is ‘how ready is the student at this stage, taking into consideration, the fact that most of them do not know their left from right? Is this also the situation in the selected senior high schools under study? A study of the programme in the schools would reveal what prevails in these schools.

2.5 Assessing the extent of Counseling Services in Primary School

The goals of education enjoin the school to shape the character and behaviour of the pupils to adjust to society. Counseling must emphasize the affective domain especially for the adolescent. Primary schools pupils are adolescents, who need independence, privacy, security and good education to enhance their status. If these adolescents are not guided, they may abuse their freedom and this may lead them to other problems. Counseling prevents frustrations and gross indiscipline in schools, restores self-understanding and advocate on tasks necessary for good adolescent growth. Counseling indeed helps to find solutions to the many problems of adolescent pupils.

From the studies of researchers such as Ocansey (1992), and Bondah (1996), it seems the schools have not in the past, fulfilled the functions of guidance and counseling adequately. This is evident, for example, by the career our pupils who have passed through the system choose. It can therefore be said that their careers are determined by chance because the pupils are not given systematic guidance to enable them to make considered decisions on careers; that is, decisions based on critical assessment of their own abilities and potentials and on proper knowledge of the world of work. If guidance and counseling programme is to be successful, then the schools must look to an adequate record system.

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2.5.1 The role of the guidance and counseling coordinator

The following are what Shertzer and Stone (1976) state as the role of guidance coordinator:

1. He helps to plan and develop the guidance programme according to the

needs of the pupil in the school. 2. He assists in providing placement services for pupils by helping pupils

make appropriate choices of school subjects and develop long-range plans of study. By helping them make transition from one class to another, from one school to another and from school to employment.

3. He maintains that there should be a liaison and co-operative working relationships with the youth employment services, the social welfare department, the Ministry of Health, local employers and other agencies that can assist in meeting the needs of his pupils.

4. He helps parents by:

i. Acting as a consultant to them regarding the growth and development of the children.

ii. Providing them with information about their children (with due regard to the children’s desire for confidentiality.)

iii. Providing them with information about educational opportunities and requirements.

iv. Assisting them to develop realistic perceptions of their children’s development in relation to their potentialities.

5. He serves as a consultant to members of the school staff in the case of guidance by:

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i. Sharing appropriate pupil data with them (again with due regard for the children’s desire for confidentiality)

ii. Helping to identify pupils with special needs and problems.

iii. Assisting teachers to secure material and develop procedures for variety of classroom guidance and experiences.

2.6 Effectiveness of Guidance Services in Schools

Shertzer and Stone (1976) have indicated the following as some of the characteristics of an effective guidance services or programme:

Counselors should be qualified for the position by meeting the minimum requirement for state certification or by holding a degree in counseling.

• Adequate physical facilities should be available for guidance programmes.

• Adequate financial support should be available. With these characteristics absent in the primary schools, there is bound to be ineffectiveness in the implementation of the programme.

The above characteristics of effective guidance programme, as indicated by Shertzer and Stone (1976), go to confirm Onumah’s (1992) assertion that the ineffectiveness of the guidance programme in our schools is due to lack of trained personnel’s lack of funds, heavy workload of coordinators, lack of office for coordinators to conduct the counseling, lack of logistics, among others.

Ocansey (1992), in his study on “Guidance and counseling as practiced in the selected school in Cape Coast”, states that adolescent is a period of turbulence for children, it is a phase marked by problems either physically, socially, intellectually, emotionally or sexually. If these problems and concerns are not fulfilled, conflicts and problems ensue. This tends to retard their educational development and mars their personality as a whole. Proper guidance must be based on the needs and concerns of thestudents

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during their senior high school period or even earlier. Ocansey’s study revealed that though not as effective as it should be, the guidance and counseling programme has, and is still helping students escape several adolescent problems.

2.7 Theoretical Framework

Counseling theories are tools used by counselors to help them become more effective (Engelks & Vandergoot, 1982). Counselors integrate these theories in their counseling framework to direct them in the decisions they make and methods of counseling they use.This study will be guided by the following theories: Behavioural theory and Social learning theory.

2.7.1 Behavioural Theory

The emphasis of this theory is on how behaviour is learned or acquired (Mangal, 2007).Thus, the underlying principle behind behavioural theory is that behaviour can be learned, unlearned and relearned (Ngari, 2008). The view is that learning and its process within the environment critically affects the way people think and act. The behavioural theory is grounded on a scientific view of human behaviour that applies a systematic and structured approach to counseling. Behaviour modification or behaviour therapy is the application of basic research and theory from experimental psychology to influence behaviour for purposes of resolving personal and social problems and enhancing human functioning (Engelks&Vandergoot, 1982). Thus according to Adams, Calhoun and Turner (1981) behaviour modification aims to increase people’s life skills hence making them competent in various aspects. Therefore, this knowledge will help the counselor understand and explain pupils behaviour in different environments (public and private universities) and equip the counselors with the skills on how to

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strengthen counseling in order to assist pupil’s develop their academic, social and personal competences.A hallmark of behaviour therapy is the identification of specific goals at the onset of counseling process. Usually, the goals are very specific, that is to change a single or a small range of behaviours. In helping clients achieve their goal, behaviour counselors usually assume an active and directive role. Thus, although the client generally determines what behaviour will be changed, the counselor usually determines how this behaviour can best be modified. In designing a treatment plan, behaviour counselors employ techniques and procedures that are specifically appropriate for a particular client. In selecting these strategies, counselors have a wide range of options, a few of which include relaxation training, systematic desensitization, modeling methods, assertion- training programmes and self – management programmes.

The behavioural counselor use techniques such as summarizing, reflection, clarification, and open ended-ended questioning (Nelson- Jones, 1995). They also act as the role models for the clients. In this case, clients often view the counselor as worthy of emulation hence they pattern attitudes, values, beliefs and bahaviour after him or her. Therefore, pupils may acquire academic, social and personal competences by modeling appropriate social, personal competencies and even individual coping skills from the counselor. Through their actual behaviour during sessions, a counselor can best teach self-disclosure, risk taking, openness, and honesty among others. Assertion training that helps people to express their feelings, thoughts beliefs and altitudes are also emphasized in behavioural approach. Through this pupils are able to deal with interpersonal difficulties as they stay in the university.

Behavioural theories seek to enhance behaviour modification among the clients and if effectively applied to pupils experiences in a university setting can be instrumental in helping them to cope and adjust to the expected ways of life

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2.7.2 Social Learning Theory

Social learning theory as proposed by Albert Bundura in1986 stresses that behaviour is not solely determined by inner drives or the environment, but is a result of an interactive association between inner processes and environmental variables. The inner processes are covert events based on earlier experiences and are controlled by external environmental influences to bring about overt responses (Feltham & Horton, 2006). In Bandura`s view, verbal representation and imaginable representation of the environment guide a person`s behaviour. Thus, one can use both insight and foresight to solve his or her problems.

Learning also occurs through observational learning in a process known as modeling.Therefore, pupils can acquire competencies such as academic, social and personal through modeling. The counselor needs to act as a role model to the pupils in each of the environments (school and home).Bandura also developed the concept of efficacy expectations, which he conceived as convictions of an individual that certain behaviour will produce certain outcomes (Mangal, 2007). Efficacy expectation can also be explained as a person’s judgment about his or her ability to plan, execute and maintain a particular action or behaviour. These expectations influence choices of activities and environment settings. For provision of effective guidance and counseling, the understanding of the pupil efficacy expectation in his/her prevailing environment is essential. He also explained issues on motivation and based it on representation of future outcomes, which generate current motivators of behaviour because of the anticipated future reinforcements. The anticipation of self-approval or self-criticism motivates or de-motivates behaviour. Pupils can also be motivated to their academic, social and personal capacities thus meeting their basic objectives in their institutions of higher learning. Bandura also observed that learning is controlled by the limits of someone’s expectation efficacy. Thus, people

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learn from various environments of being modeled, reinforced and emotional contacts. Among the environments that Bandura proposed in counseling and learning new behaviour include: modeling, efficacy expectations and phobia reduction. These processes can be enhanced through guided participation, modeling and systematic desensitization.

2.8Summary

The reviewed literature above reveals that effective guidance and counseling contribute to the attainment of self- insight, motivation, inspiration and wise decision-making and this forms part of the most important services that help the school to achieve its aims and objectives. However, the researcher does not know the extent to which this is carried out in the selected schools. With regard to the statement of the problem the researcher will find out from the pupils, the extent to which the concept of the above literature is carried out in their schools. The services and ideas in the content of the literature review would also help in putting the right strategies in place and views from pupils will help popularize guidance and counseling services in schools.

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CHAPTER THREERESEARCH METHODOLOGY

3.1. Introduction

This chapter provides the methodology to be used in the study. It gives the specific procedure that will be followed in undertaking the study. The research design, target population, sampling design, data collection methods and data analysis are described in this chapter.

3.2. Research Design

This study will use the mixed research approach as it consists of both qualitative and quantitative techniques. Adopting the descriptive research design and mainly questionnaire, the researcher will select 240 respondents from ten primary schools (Pupils) in the Kaptagat Zone.

3.3. Target Population

The research will target the various primary schools in Kaptagat zone. Ten schools will be selected and with a population of 750 pupils, this will form the target population. These will include the Head teachers, Counselors, Teachers and Pupils in class six to eight. There will be ten (10) head teachers, 10 counselors, 30 teachers and 750 pupils.

3.4. Sample and Sampling Procedures

Simple random sampling procedure will be employed based on the various strata to establish the sample size as follows:

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Table 1: Sample SizeCategory of Respondents

Population Sample Size

Head teachers 10 30% x 10 = 3Counselors & Teachers 40 30% x 40 = 12Pupils 750 30% x 750 = 225Total 800 240

3.5. Methods of Data Collection

Questionnaires main data collection instruments employed. Questionnaires will be randomly distributed to the selected demographic in the different schools. These will be given to target respondents. These will be pre-tested to establish their validity.

3.6. Data Analysis

The mixed method of data analysis will be employed; it involves both the qualitative and quantitative methods of data analysis. Qualitative method of data analysis will be employed in this research since the study entails research questions and objectives that focus on uncovering people’s experiences, opinions and attitudes.

3.7 Validity of the Study

To ensure validity of the study, data will be collected from reliable sources; the language used on the questionnaire will be kept simple to avoid any ambiguity and misunderstanding. Discussions will be held with some experts who understand the area of research and with my supervisor before they are administered to the target sample.

3.8 Reliability of the Study

For this study the researchers will conduct a drill to ensure that they fully understand the instruments and avoid deviating from the planned course of questioning. Furthermore, the research instruments will be administered in

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an environment that will conducive for this purpose as this is a reasonably formal atmosphere in order to prevent party biases.

3.9. Ethical Considerations

This study will touch on certain issues that people consider sensitive and private. Individual respondents will be assured that whatever information they provide for the purposes of this research will be treated with the greatest respect and utmost privacy. The participants’ consent will be sought and the subjects provided with the right information about the purpose of the study as well as the benefits to them and their community.

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REFERENCESBampo, R. (2001). Improving Guidance and Counseling at Ghana Secondary School,

Koforidua Cape Coast: Unpublished Masters Dissertation University of Cape Coast.

Biswalo P.M. (1996). Introduction to guidance and counseling in African setting: Dar-es

Salaam: University Press.Bondah, E.K. (1996). An Evaluative study of guidance and counseling programmes in selected

senior secondary schools in the Assin District of Ghana. An unpublished B.Ed. (Psychology) Research project. Faculty of Education. University of Cape Coast.

Cappuzzi, D. & Gross, D.R. (1991).Introduction to counseling perspectives for the

1990’s.Needham heights, Massachusetts: Ally and Brown.Egan, G. (1975). The Skilled Helper. A Model for Systematic Helping and Interpersonal

Relating. California: Brooks/Cole Publishing Company.Egan, E. (2002).The Skilled Helper: A problem Management and Opportunity- Development

Approach to Helping (7th Ed.), Chicago:Brook/Cole. Engelkes, J.R & Vandergoot, D. (1982). Introduction to Counseling. Boston: Houghton

Miffin Company.Essuman, J.K. (1991).Ethical and Professional Responsibility in Guidance. In Unachukwu,

G.C and Igborgbor, G. C.(Eds). A realistic ApproachOwerri(pp 371-382) International University Press.

Feltham. C & Horton, I. (2006). The SAGE Handbook of Counseling and Psychotherapy.

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(2nd edition.) London: SAGE Publication.Fuster, J.M.(2002). Personal counseling. Bombay: St. Paul Press.Gleitman, H. (1986). Psychology. (2nd Ed.) New York: W.W. Norton and Company, Inc.Government of Kenya, (1976). The National Committee an Educational Objectives and

Policies. Nairobi: Government Printer.Government of Kenya, (1998). Report of the presidential working Party an Education

and Manpower Training for the Next Decade and Beyond: Nairobi Government Printer.

Government of Kenya, (1999). Totally integrated Quality Education and Training

(TIQET) Report of the commission of inquiry into the Education system of

Kenya. Nairobi: Government Printer.Makinde, O. (1984). Fundamentals of Guidance and Counseling. London: Macmillan

Education Limited.Mangal, S.K. (2007). Essentials of Education Psychology. New Delhi: Prentice-Hall of

India Private Ltd.Manthei, R. (1997) Counseling: The skills of finding Solutions to Problems. London:

Routledge.Mc Guiness, J. (1998). Counseling in Schools. New Perspective. London: Cassell.Mohanty, J. (2003). Current Trends in Higher Education. New Delhi: Deep and Deep

Publications PVT, Ltd.

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Mutie, E. K. & Ndambuki, P. (2004). Guidance and Counseling for Schools and Colleges.

Nairobi: Oxford University PressNdondo, O. (2004). Guidance and Counseling for Schools and Colleges. Nairobi. Oxford

University Press.Nengo, K. (1999). Guidance Manual for Students. Kapsabet: Rinny Educational and

Technical Publishing Services.Nelson-Jones, R. (1995). Theory and Practice of counseling. New York: Holt, Rinehart

and Winston Ltd.Ngari, S.M. (2008). Theories of Personality and Counseling. Egerton: Egerton University

PressOcansey, S. M. (1992). Guidance and Counseling as practiced in selected secondary schools in

Cape Coast District Cape Coast: Unpublished Project Work, University of Cape Coast.

Oladele, J. O., (1987). Guidance and Counseling. Lagos: John-Lad Enterprises

Publishers.Onumah,K.(1992).Guidance and Counseling needed in schools. “People’s Daily Graphic,

February 28, p .7Pecku, M. K. (1991). Introduction to Guidance for Training Colleges. Accra:

Waterville Publishing House.Sikolia, L. W. & Lutomia, G. A. (2002). Guidance and Counseling in Schools andColleges.

Nairobi: Uzima Press

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Wango, G. & Mungai E. (2007). Counseling in the School: A Handbook for the Teacher.

Nairobi: Phonex Publisher

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APPENDIX 1RESEARCH LETTER

Joyce Jelimo Kiprotich

Dear Sir/ Madam,

RE: RESEARCH PROJECT QUESTIONNAIRE I am pupilof pursuing a Diploma in. My research is geared towards understanding the impact of guidance and counseling services on behaviour modification and I would appreciate if you helped me achieve my goals by answering the attached questionnaire. Any information you give will be used solely for the purposes of this research and will be treated with utmost respect and confidentiality with be observed.Thanks for accepting to be part of this study.

Yours Faithfully,

Joyce Jelimo Kiprotich

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APPENDIX 2QUESTIONNAIRE

InstructionsPlease answer the following questions as honestly as you can. You do not need to indicate your name anywhere on this paper.PART ONE: RESPONDENTS PROFILESCHEDULE A - PERSONAL INFORMATION1. Sex

Male ( ) Female ( )2. In which class are you?

a) Class Six( ) b) Class Seven ( ) c) Class Eight ( )3. How old are you?

6-10 years ( ) 11-15 years ( ) 16 -20years ( )SCHEDULE B- MEANING OF GUIDANCE AND COUNSELING4a) Do you know the meaning of guidance and counseling?

Yes ( ) No ( )

4 b). If the answer is yes, what is guidance and counseling?

..............................................................................................................................

SECTION C - WHAT PUPILS REGARD AS THE PURPOSE OF GUIDANCE AND COUNSELING5a). Do you think guidance and counseling has any usefulness or purpose?

Yes ( ) No ( ) I don’t know ( )5b. If your answer is yes, give any two usefulness or purposes of guidance

and counseling.................................................................................................................................................

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SECTIONS D - TYPES OF SERVICES PUPILS WANT INCLUDED IN GUIDANCE AND COUNSELING.6a. Does your school offer any specific type(s) of counseling?

Yes ( ) No ( ) I don’t know ( )6b. If yes, what type of counseling does your school offer?

.................................................................................................................

...............................6c. Does this type of service(s) meet your personal needs?

Yes ( ) No ( ) I am yet to know ( )Give reasons for your answers................................................................................................................................................

6d. Would you want the school to give any other guidance and counseling services?

Yes ( ) No ( ) I am yet to know ( )SECTION F - IMPACT OF GUIDANCE AND COUNSELING ONPUPILS7a. Have you ever been offered guidance and counseling services?

Yes ( ) No. ( )7b. Was it beneficial to you? Yes ( ) No ( )7c. Do you know of any pupil who has been offered guidance and

counseling services? Yes ( ) No ( )7d. Did he or she say it was beneficial to him or her?

Yes ( ) No ( ) There was no feedback ( )7e. In what way has guidance and counseling been helpful to you as a student?

................................................................................................................................................SECTION G - STRATEGIES OF IMPROVING GUIDANCE AND COUNSELING8. What suggestion(s) would you give to improve guidance and

counseling services in your school?

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.................................................................................................................

...............................THANK YOU FOR YOUR CO-OPERATION

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