Oline Counseling Needs

8/8/2019 Oline Counseling Needs

1/44

ONLINE COUNSELLING NEEDS PREFERENCES AND ATTITUDE OF

OBAFEMI AWOLOWO UNIVERSITY,

OSUN STATE, NIGERIA

----------------------------------

AWOYINFA SUNDAY

IED/2005/020

A RESEARCH WORK SUBMITTED TO THE FACULTY OF EDUCATION,

DEPARTMENT OF EDUCATIONAL FOUNDATION & COUNSELLING

OBAFEMI AWOLOWO UNIVERSITY, ILF-IFE

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD

OF BACHELOR OF SCIENCE IN EDUCATION ( ECONOMICS)

FEBUARY 2010

I


2/44

APPROVAL

This is to certify that this study was carried out by Mr Awoyinfa Sunday with registration

number IED/2005/020 and have been approved by the department of Educational Foundation

& Counselling (E F C) Faculty of Education in Obafemi Awolowo University IleIfe.

------------------- -------------------

Mr. O.F Adebowale Date

(supervisor)

-------------------- ----------------------

Prof. kayode Alao Date

Dean, Faculty of Education

II


3/44

DEDICATION

To the glory of God, this project is dedicated to my mother late Mrs Omotayo Alice

Awoyinfa for all round solid foundation she made in me for standard life, may her soul rest in

perfect peace. Amen

III


4/44

ACKNOWLEDGEMENT

Life is rolling every day, who knows where life is rolling to, now what is life? The

journey to success in life is always rough and full of hardship, but whosoever endure to the

end will receive a glory crown, it is also clear to me that the journey of hundred years start

one day and end also in one day.

I thank God Almighty for sparing my life to complete my four- year course in

Obafemi Awolowo University.

I wish to express my unfolding gratitude to my supervisor Mr Adebowale for his

kindness, endurance, excellence contribution and encouragement given to me time to time to

the success of this project

I am also grateful to my father Mr A D O Adesina and his entire family, Mr

Akintomide, Dr Adediwura and other lecturers in faculty of education and department of

Educational Foundation & Counselling (E F C) for their direction assistances and knowledge

imparted in me during the course of study. I thank you all.

My profound gratitude also goes to my parent, Mrs Akinyeye, Mrs Adeboye , Mrs

Idowu and Mr and Mrs Awoyinfa also to my great father pa D. O. Awoyinfa long life and

prosperity and to my mummy Mrs G O Awoyinfa.

My unalloyed and unreserved appreciation to my father Mr & Mrs Ajayi and my

sister for their moral advice financial and assistances towards the success of my chosen

career. I also wish to express my appreciation to my elder brother and sister, Mr J O

Awoyinfa, Gbadura Abosede Awoyinfa

IV


5/44

ABSTRACT

This project investigates the online counselling needs preferences and attitude of Obafemi

Awolowo University Ile-Ife Osun State, Nigeria.

The investigation was carried out among the students in Obafemi Awolowo Universlty

community, from about twenty five thousand students in the community only fifty two

Students responded to online counsellor during the investigation.

The information was gathered through e-mail address, and the posters also used to notify

students about the online counselling needs in order to examine the online counselling needs

and their preferences in O A U community.

Actually the general performance of students towards online counselling was very poor.

From population of twenty five thousand of students in the community, only fifty two

students are responded to online counsellor. The male students had highest percentage of

61.5% while the female students had percentage of 38.5%.

The school administration should give special attention towards online counselling services

in O A U community, in order not to neglect the effective counselling services in Obafemi

Awolowo University community.

V


6/44

TABLE OF CONTENT

Title page -------------------------------------------------------------------------------------------- i

Approval page ----------------------------------------------------------------------------------------ii

Dedication ---------------------------------------------------------------------------------------------iii

Acknowledgement ------------------------------------------------------------------------------------iv-v

Abstract ------------------------------------------------------------------------------------------------vi

Table of content -------------------------------------------------------------------------------------vii-ix

CHAPTER ONE

INTRODUCTION

1.1 Background of the study--------------------------------------------------------------------1-2

1.2 Statement of problems-----------------------------------------------------------------------2-3

1.3 Objective of the study------------------------------------------------------------------------4

1.4 Research question -----------------------------------------------------------------------------4

1.5 Hypothesis -------------------------------------------------------------------------------------5

1.6 Significance of the study -------------------------------------------------------------------- 5-6

1.7 Definition of terms ----------------------------------------------------------------------------6-7

VI


7/44

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction -------------------------------------------------------------------------- 8

2.2 Meaning of counselling and online counselling ----------------------------------8-12

2.3 About online counselling -----------------------------------------------------------12

2.4 Online counselling ------------------------------------------------------------------12-13

2.5 The purpose of counselling in the school system---------------------------------13-16

2.6 Ethics of online counselling ---------------------------------------------------------16-19

2.7 Confidentiality and privacy ----------------------------------------------------------19-20

2.8 The need for counselling in tertiary institution -----------------------------------20-24

2.9 Students performance to counselling --------------------------------------------24-29

CAHPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction ----------------------------------------------------------------------------- 30

3.2 Research design -------------------------------------------------------------------------30

3.3 Population and Sample -----------------------------------------------------------------30-31

3.4 Method of collecting data --------------------------------------------------------------31

3.5 Validation ---------------------------------------------------------------------------------32

VII


8/44

CAHPTER FOUR

RESULT AND DISCUSSION

4.1 Introduction ---------------------------------------------------------------------------33

4.2 Research questions and discussion------------------------------------------------33-37

CAHPTER FIVE

SUMMARY AND CONLUSION AND RECONMENDATION

5.1 Summary --------------------------------------------------------------------------------38-40

5.2 Conclusion --------------------------------------------------------------------------------40

5.3 Recommendation -------------------------------------------------------------------------40

REFERENCES ---------------------------------------------------------------------------------41

VIII


9/44

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDYResearchers have documented some distinctive developmental and environmental

stressor university students experience while pursuing their degrees. Happner (1994) reported

that the challenges range from leaving home physically as well as psychologically,

establishing intimate relationship and planning a carrier to more concrete issues such as

maintaining study skill and dealing with financial stressors. Also Upcraft (2002) stated that

especially nowadays university students struggle with mixed families support such as coming

from single parent families or from families with sexual and substance abuse; relationship

difficulties, learning disorders and so on. According to this researcher, students also tend to

have few basic skills needed for academic success and feel increased financial pressures such

as increase tuition fees and high living expenses.

The challenges university students face these days particularly in developing economy

warrant attention from administrators of higher educational institutions as researchers given

the current high drop-outs rate as said to be up to 32.7% of first year students in U.S.A. for

instance. Actually, not all students who experience problems seek professional help, but they

need to understand that a problem shared is half-solved. Alao and Adebowale (2007) advised

school counsellors who are professionally trained to help learners to overcome problems will

can be traced to the challenges earlier enumerated.

The Obafemi Awolowo University is noted for admitting students only in the bases of

their academic excellence. Also its school fees and other costs of training students can be said

to be the cheapest in the country (Nigeria). Consequently, students of different or diverse


10/44

backgrounds in form of character training and behavior are likely to be admitted. In the same

vein, the problem they confront in course of their study will also be equally varied. It is

therefore necessary to provide essential counselling services to cater for such diverse need of

student.

Meanwhile, the number of professional counsellors employed to cater for these

counselling needs of the students and the other member of Obafemi Awolowo University

community are so few that they will not be able to cope even if they work 24 hours daily and

everyday of the week. This may account for the suggestion made by Adebowale (2010) that

online counselling services need to be introduced into the universities. He contended that the

university students (and even staff) had been made to establish a working relationship with

the computer and the internet since they were applying for admission and they will do so until

they graduate from the university. They register courses online, pay school fees online,

download time table, course registration forms and other document from the internet; check

their result online, book for accommodation and so on. It may not be out of place, if the

universitys internet capacity is deployed to catering for the mental health of the students,

after all, the university provides itself as the Africa most ICT compliant University. In the

research earlier referenced, questionnaires were employed to obtain students responses with

regards to problem they would like to discuss with an online counsellor. Its a known fact that

it is possible for someone to say what he or she will do in a given situation but what such a

person will do in such a situation may not be the same. Hence, there is need to carefully

investigate the actual problem the students will discuss across the internet with their online

counsellors.


11/44

1.2 STATEMENT OF THE PROBLEMIt has been earlier stated that the students population in Obafemi Awolowo

University is so great and the professional counsellors employed to cater for the mental health

of the University community need is so meager that effective counselling services will be

neglected if its left in this state. Online counselling service has been fingered as a formidable

replacement for this to be effective. The online counselling needs, preferences and attitude of

student client demand a careful appraisal, hence, this study.

1.3 OBJECTIVE OF THE STUDYThe main objective of this study is to explore the self reported needs and requirements

for establishing online guidance and counselling services at the Obafemi Awolowo

University. These specific objectives of the study are as follows:

1) To examine the online counseling needs of Obafemi Awolowo University students.As reported by the students them self

2) To determine the online counseling preference of Obafemi Awolowo Universitystudents.

1.4 RESEARCH QUESTIONS1) What are the prevalent online counseling needs as reported in their mail?2) What is the frequency with which students show their interests in online counseling?3) What are the online counseling preferences of the students?

1.5 HYPOTHESES

There is no significant differences between the online counseling needs of the maleand female students.


12/44

1.6 SIGNIFICANCE OF THE STUDY

If an effective online counselling service is to be introduced into the Obafemi Awolowo

University, the correct online counselling needs of the students have to be properly

understood with the view to planning an effective means of teaching them. It is again

essential to know that students interest should not only be aroused into participating in

online counselling, such interest should also be maintained. Hence, their online counselling

preferences should be investigated and taken cognizance of, when the project is to be

executed. Finally, in-depth understanding of the student attitude towards online counselling

will promote the process of discouraging negative attitude and encouraging positive attitude.

1.7 DELIMITATION OF THE STUDY

This study is delimited to Obafemi Awolowo University campus. Therefore, the study

will be done by using different cyber-caf inside the Obafemi Awolowo University campus,

and the study will be based on online counselling need preference and attitude of Obafemi

Awolowo University.

1.9 DEFINITION OF TERMS

Blocher (1966), has defined counselling in a school system as helping an individual

(student) to become aware of himself and the ways in which he is reacting to the behavioural

influences of his environment. He said further, that counselling helps students to establish

some personal meaning for the behavior and to develop independent ability to handle future

difficulty. Halm and Macleen defined counselling as a process which takes place between an

individual who is troubled and a professional whose training has prepared him to give

professional help.


13/44

Online Counseling: Generally refers to the provision of professional mental health

services concerns viainternetcommunicationtechnology. Often called e-therapy, therapy, e-

counseling, online therapy, orcoaching, services are typically offered viaemail, real-time

chat, andvideo conferencing

Attitude: predisposition or a tendency to respond positively or negatively towards a certain

idea, object person or situation, attitude influences an individuals choice of action, and

responses to challenges incentives and rewords ( together called stimuli).
http://en.wikipedia.org/wiki/Internethttp://en.wikipedia.org/wiki/Internethttp://en.wikipedia.org/wiki/Communicationhttp://en.wikipedia.org/wiki/Communicationhttp://en.wikipedia.org/wiki/Technologyhttp://en.wikipedia.org/wiki/Technologyhttp://en.wikipedia.org/wiki/Technologyhttp://en.wikipedia.org/wiki/Coachinghttp://en.wikipedia.org/wiki/Coachinghttp://en.wikipedia.org/wiki/Coachinghttp://en.wikipedia.org/wiki/Emailhttp://en.wikipedia.org/wiki/Emailhttp://en.wikipedia.org/wiki/Emailhttp://en.wikipedia.org/wiki/Chathttp://en.wikipedia.org/wiki/Chathttp://en.wikipedia.org/wiki/Video_conferencinghttp://en.wikipedia.org/wiki/Video_conferencinghttp://en.wikipedia.org/wiki/Video_conferencinghttp://en.wikipedia.org/wiki/Video_conferencinghttp://en.wikipedia.org/wiki/Chathttp://en.wikipedia.org/wiki/Emailhttp://en.wikipedia.org/wiki/Coachinghttp://en.wikipedia.org/wiki/Technologyhttp://en.wikipedia.org/wiki/Communicationhttp://en.wikipedia.org/wiki/Internet


14/44

CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

The purpose of this research work is to examine the online counselling needs

preference and attitude in the Obafemi Awolowo University Community only. In pursuance

of the purpose relevant literature were revealed as follows.

1. Meaning of counseling and online counseling.2. Purpose of counseling in the school system.3. Need for counseling in tertiary institution.4. Online counseling service in University (O.A.U).5. Ethics of Online counseling.

2.2 MEANING OF COUNSELLING AND ONLINE COUNSELLING

According to Gordon (1996).It is difficult to think of a single definition of

counselling. This is because definitions of counselling may depend on different theoretical

orientation.

Counselling is a learning-oriented process, which occurs usually in an interactive

relationship, with the aim of helping a person learn more about the self, and to use such

understanding to enable the person to become an effective member of society.

Counselling is a process by means of which the helper expresses care and concern towards

the person with a problem, and facilitates that person's personal growth and brings about

change through self-knowledge.


15/44

Counselling is a relationship between a concerned person and a person with a need. This

relationship is usually person-to-person, although sometimes it may involve more than two

people. It is designed to help people to understand and clarify their views, and learn how to

reach their self-determined goals through meaningful, well-informed choices, and through the

resolution of emotional or interpersonal problems. It can be seen from these definitions that

counselling can have different meanings.

Counselling is provided under a variety of labels. For example, there are instances

where counselling is offered when a relationship is primarily focused on other, non-

counselling concerns. A student may use a teacher as a person with whom it is safe to share

worries. In such a situation, the teacher uses counselling skills, but does not engage in an

actual counselling relationship. The teacher counsels but is not a counsellor.

Halm and Maclean defined counselling as a process which takes places between an individual

who is troubled and a professional whose training has prepared him to give professional help

Gulberk (1982) counselling is seen as a dynamic and purposeful relationship between two

people in which one of them needs help and the other one provides the needed help.

According to Makinde (1982) define counselling is a process of receiving an individual in

consultation, listening to him and the process of discussing individual problems with a

professional.

Blocher (1996) has defined in a school system as helping an individual (students) to become

aware of him and the ways in which is reacting to behavioural influences of his environment.

He said further, that counselling helps student to establish some personal meaning for this

behaviour and to develop independent ability to handles future difficulties. Further analysis

of this definition shows that counselling covers difference diverse of the leaner, social,


16/44

psychological academic moral and emotional problems encountered by students, the result of

which is read on their mental productivity.

According to Blocher (1996) stated that especially in the tertiary schools, the social,

psychological, academic and moral lives of students are not encouraging over decade, both in

magnitude and growth rate. These deficiencies could be attributed to inefficient and un-

effective counselling service in the tertiary education.

Margaret (1963) in guidance and counselling in group defined counselling include,

all those services whether on an individual or a group basis, that contribute to the individuals

attitude, interests and abilities his physical, mental and social maturity and his personal and

social needs for optimum development and achievement as a unique person and democratic

citizen.

Mc GrawHill (1967) Posited it that counselling is not limited to the dyadic relationship of

counsellor. That counselling may involve a group of clients. The essentials are still the same

and therefore there seem to be no need to coin a different term to the process in which there is

more than one client.

Counselling is important at this stage, because this is when boys and girls develop positive

sexual attitudes and practices. It is when students begin to understand who they are, and how

they can contribute to healthy relationships. They start to develop attitudes of respect toward

members of the opposite sex, and see how each community member can contribute to

development.

Personal and social counselling should also assist in awakening students to educational and

vocational opportunities. The image of a girl in most African communities is that of a

passive, submissive person, who remains in the background. Generally these girls have a

negative self image and a feeling of inferiority.


17/44

This is increased by the attitudes of parents, teachers and society. Personal counselling

empowers girls, and teaches them to develop positive attitudes towards themselves, and is

marked by an ability to acknowledge areas of expertise and to be free to make positive

choices.

2.3 ABOUT ONLINE COUNSELLING

Online counselling is another option for people who want the benefit of talking with

an experienced professional therapist without having to leave the comfort of their own home.

The session is conducted by choosing a time that fits for both the client and the therapist just

like booking an in-office appointment. Then, the client and therapist can chat through yahoo

messenger in an encrypted environment allowing privacy for the client. The other option for

clients is writing an email and sending it via yahoo or gmail.com to ensure the same privacy,

and sending it to the therapist. The therapist then spends an hour writing a thoughtful

response with helpful feedback for the client.

2.4 ONLINE COUNSELING

According to Mc Grew-Hill (1967) generally refers to the provision of professional

mental health services concerns via internet communication technology. Often called e-

therapy, therapy, e-counselling, online therapy, or coaching, services are typically offered via

email, real-time chat, and video conferencing. Some clients use online counselling in

conjunction with traditional psychotherapy, and others use it as an occasional check-in tool

for their live Clients typically seek out online counselling services for the same reasons that

people seek professional help through traditional channels; however, online counselling may

be especially appealing for individuals who are unable or unwilling to see a mental health

professional in person. For example, it is a potential resource for clients who are home-bound

(such as the elderly or infirm) or who reside in rural areas far from a therapist's office. Online

counsellors also assist those with a fear of exposing their feelings. For example, a person with
http://en.wikipedia.org/wiki/Internethttp://en.wikipedia.org/wiki/Communicationhttp://en.wikipedia.org/wiki/Technologyhttp://en.wikipedia.org/wiki/Coachinghttp://en.wikipedia.org/wiki/Emailhttp://en.wikipedia.org/wiki/Chathttp://en.wikipedia.org/wiki/Video_conferencinghttp://en.wikipedia.org/wiki/Psychotherapyhttp://en.wikipedia.org/wiki/Psychotherapyhttp://en.wikipedia.org/wiki/Video_conferencinghttp://en.wikipedia.org/wiki/Chathttp://en.wikipedia.org/wiki/Emailhttp://en.wikipedia.org/wiki/Coachinghttp://en.wikipedia.org/wiki/Technologyhttp://en.wikipedia.org/wiki/Communicationhttp://en.wikipedia.org/wiki/Internet


18/44

grief and loss issues, may be fearful of crying in front of another person. Online counselling

can also be an option for individuals who suffer from a rare or unique problem and wish to

work with a hard-to-find expert in a relevant field.

Hall & lauwary (1955). Counselling in 1955 year book of education, references is

made to counselling as a process of helping individual through their own effort to discourse

and develop their potentialities but for personal happiness and social usefulness. A most

recent definition is that counselling is to help individual to make is own decision and choice

in the light of his feeling and need.

2.5 THE PURPOSE OF COUNSELLING IN SCHOOL SYSTEM

Muton blum and Benjamin balinsky (1978), disclosed relational for guidance and

counselling in the school system. According to them, it is generally agreed that the school

system must seriously face the problems this time a funnier high school counselling services

four purpose:

1. To assist the child to orient him self to a situation;2. To guide pupils toward planned exploration as studying whatever area seams worthy

of exploration

3. To assist the child in his own abilities and interest4. To acquaint him with lies ahead: further, on the reasons for provision of counseling

services in the school, McGraw-HiLL (1967) forwarded four reasons

i. The school has the child for a great proportion of his daily life and for a longerperiod or time than any other institution.

ii. There are inadequate community counseling services


19/44

iii. If the school is to offer adequate vocational counseling service, it can andshould provide personal counseling services. It is not possible to separate

vocational problems from personal problems.

iv. The inclusion of mental health services within a school in conjunction withthe physical health facilities offers the possible advantage to a student of

distinguish from others.

According to Richard M. Elliott (1950), four specific purposes are

put forward to justify counseling in a school. To these reasons are

i. The interviews offers the student an opportunity for establishing aresponsible relationship with a respected adult.

The intimate contact most student are restricted to their families or to people in their own age

ii. The counseling situation provides opportunity for the student to thatsomeone is interested him as a person

iii. Every student must acquire certain skills and learn certain factwhich are most effectively taught through the means of personal

interviews.

iv. The counseling situation offers the students an opportunity to recognizeexplicitly his goals and to verbalize the process which resulted in their

selection.

To this end, it simply means that counselling services in tertiary institutions are indispensable

and invariable in our schools. Thus the need for adequate implementation of the service.

According to Hughes (2000) the following as the most prominent purpose of online

counselling:


20/44

(a) The ability to reach clients without the constraints of time and logistics;

(b) The ability to establish a permanent record of the therapeutic exchange;

(c) The ability to access therapists with specialized training who may not be available in their

locale; and

(d) The ability for clients to more freely share information they might not otherwise share

According to Sampson (1997) Online counselling transforms the concepts of time and

logistics. There is no traveling involved. There are no appointments to be kept. There is no

rush hour traffic and no waiting room crowds with which to contend. This counselling

medium allows access for those clients who might be disabled, ill or who lack transportation.

According to Robson (2000) It enables those who live miles from the nearest town,

those who work shift jobs, or those who have jobs that do not allow time off for an

appointment to interact with a counsellor when it is convenient for them. If synchronous

dialogue is recommended, it allows both the client and the counsellor to schedule a time that

is mutually convenient. The email based counselling allows both the counsellor and the client

the ability to take the time needed to find the word or phrase that best expresses their ideas

and meanings


21/44

2.6 ETHICS OF ONLINE COUNSELING

Online counselling provides an environment in which the true identity of the client

may not always be known. Because of this, some issues are not appropriate for on-line

counselling because of the duty of the therapist to report in certain situations and

confidentiality is waived. These situations include threat to himself or herself or someone

else, harm or neglect to a minor and situations in which a court may subpoena the clients

information. This means that issues such as suicidal thoughts, eating disorders, and violence

in relationships cannot adequately be dealt with in an on-line environment. This is for the

protection of yourself and others. It is also important to note who has access to your computer

and/or pass codes. You may or may not want others to know you are receiving counselling

and so keeping your computer or pass codes private, will help to ensure your privacy.

According to Stephen (2001) In an increasingly high-tech world, more and more people are

going online. As of the first quarter of 2001, 27 nations and about 429 million people have

Internet access, with about 41% of them from North America.(Goosley,2001).

As availability of online technology rises, the number of people seeking and

providing online counselling via the Internet is increasing. But while this new technology

has attracted many users for counselling purposes, there is extremely little research to show

its impact. Researchers are just beginning to explore questions concerning the effectiveness

of online therapy, which makes assessment efforts particularly difficult...such a lack of

research is especially problematic. (Oravec 2000).

(Oravec, 2000 ,APA, 2001).The combination of the newness of the medium and the

lack of substantive research into its efficacy has placed licensing and certifying bodies at a

disadvantage. Still, "the novelty of counselling does not excuse it from traditional standards

of the counselling practice (Riemer-Reiss, 2000).That many counsellors and clients use the


22/44

Internet at the present time raises serious ethical concerns about whether this practice is

appropriate and, if it is appropriate, under what circumstances.

Because the communicate take place the people who don't really know each other, you can

share tremendous amounts about yourself and still not really be known, and vice-versa.

According to Stephen (2001) Since people often don't really know each other, they

might have little compunction about dropping out of even a counselling relationship; online,

people can literally disappear without notice, leaving a sense of emptiness, frustration and

abandonment. These are more subtle difficulties with the medium but need to be addressed

before entering into an online counselling relationship. It is the Internet can vest in a person a

measure of personal control that can be powerful. It is a tremendously empowering source of

information and advice, and changes the dynamic between people and information. It can

bridge distances and help overcome a wide assortment of isolations - economic, physical,

emotional, geographical - but it has many limitations that should be carefully explored before

the technology is used widely. As counsellors, our most important responsibility is protecting

the welfare of the client. So careful assessment is needed at the outset of whether this is the

optimum medium to provide care, not merely one choice, or merely a choice of convenience.

There are several relevant codes related to the use of Internet technology for counselling, in

addition to the welfare of the client.

2.7 CONFIDENTIALITY AND PRIVACY

The Internet is an open network, which means it is not secure. Typically, an e-mail

message will go though many points on its path from one computer to another. Clients who

happen to use a computer at work are subject to corporate policies regarding e-mail being

read. "The computer equipment belongs to the employer, and so does everything on it. Paris (


23/44

2001). Paris also notes that the American Management Association "reports that 27% of

companies it surveyed monitor employee e-mail.

Paris (2001). This is one reason the American Counselling Association notes that to

mitigate the risk of potential breaches of confidentiality, professional counsellors provide

one-on-one counselling only through 'secure' web sites or e-mail communication applications

which use appropriate encryption technology ACA ( 1999). But even working at home, using

a secure connection, does not guarantee lack of intrusion by family members or others.

Paris (2001). Only the most sophisticated encryption offers a high level of security.

However, e-mail communication "feels" confidential, which makes it all the more important

to disclose to clients this limit of online counselling. While the actual likelihood of e-mail

being intercepted is small, clients have a priority right to know that it could be, and the

counsellor has the responsibility to make sure that every possible step is taken to assure that

communication remains confidential. "Adoption of digital certificates will quicken over the

next years and personal e-mail will be sufficiently protected but until e-mail users

confidentiality is secured, counsellors should not engage in online counselling due to the

possibility for interception of the messages.

Reiss (2000).Confidentiality and privacy also are concerns regarding client

information. E-mail creates a permanent electronic record of conversations. Clients need to

know how that information is to be handled and disposed off

2.8 NEED FOR COUNSELING IN TERTIARY INSTITUTIONS

Before counselling were incorporated into the school setting other school personnel were

relied into deliver guidance to the students. At the levels, this was required mainly from

teachers.


24/44

Guidance was focused primarily on career and vocational interests for students in high

school, and students at any level were not considered to be part of this or any other

component of guidance.

Gibson and mitchal (1999) reported that by the 1970s it had become increasingly

evident that the developmental requirements of age youth were often neglected and

unrecognized. As more states become aware of the importance of guidance programs in

schools. It is likely that more schools will adopt this trend and put counsellors in school to

begin primary prevention in student line. Many approaches to school counselling are

considered to be developmental in nature. Basically developmental guidance is an attempt to

provide an organized structure of services designed to assist the school to meet the students

developmental need more effectively.

Myrick (2003), an expert in the field stated that developmental guidance has been best

recognized for many years to be best approach for school students. Although school

counsellor, typically deliver developmental guidance, it is considered to be a comprehensive

effort, it is a collaboration of ideas, employed from teachers, administrators, parents and

community. The intent is to provide services to students that are systematically and

preventative in nature. School counsellor provide many services to students at all level,

according to Gidson and Mitchell (1999) provided an example of specific objective of a

guidance program:

(1). Providing classroom guidance to enhance learning and relate learning to preparation.

(2). Developing multi culture awareness; pride in our culture diversity and respect for the

uniqueness of all culture/ ethnic groups.


25/44

(3). Providing for the socialization (social development) of all children including respect for

self and others.

(4). Providing for the development of each individuals human potential.

2.9 SCHOOL COUNSELING

According to Wrenn ( 1962) the early school counselling and guidance program emphasized

occupational information. As time went by the role of the counsellor was redefined to

include:

(1). Counselling students

(2). Counselling teachers, parents and administrators about students

(3). Studying the changing nature of the students population.

More over Ryan (1978) and Makinde (1984) argue that counsellor should be able to :

(1). Plan and develop guidance program

(2). Help students to understand themselves, develop decision making and solve problems.

(3). Interpret and explain information about students to students themselves, teachers, parents

and professionals.

(4). Identify students with special needs make appropriate referrals and collaborate with

specialist and agencies.

2.10 SCHOOLCOUNSELINGPROGRAMME.

Goals of guidance programs will also vary by schools. The interest of the students,

however is always kept in top priority. For most programs goals for the student, state that all


26/44

children will derive personal meaning from learning activities, develop and enhance

academic skill to their maximum ability, value their individuality, realize they are responsible

for their own behaviour, and develop a positive attitude towards life, among others (Muro

1995).

The key to development and successful implementation of a school guidance

programme the involvement of the school staff. Determining the specific objective, goal and

responsibility of the counsellor, it is important to note that too much in a guidance program,

using resource such as school staff will provide assistance and support in the roles and

functions expected of a counsellor.

2.11 STUDENT PERFORMANCE TO COUNSELING.

According to Kondal and Bobson (1993) stated that students having impaired

information processing skills may likely have problems in the acquisition, storing and recall

of academic materials to be learned. Such students may not be able to manage their time

(making and adhering to schedules) study environment, work with others and seek help from

other learners who are more knowledgeable, students with high psychopathology may have

lower

level of academic self efficacy, believe that they have less control over academic outcomes

and have higher text anxiety. According to Bracknay and Korabonick (1995) reported that

such students may not be motivated to perform the text needed for academic success

including use of efficient study method. Bracknay emphasise on psychopathology;

psychopathology can also reduced the motivation of students to learn, and also Back (1991)

resulting in poor academic performance.


27/44

According to European Communities (2004),reported that this is link to ensuring that

students understand the usefulness of their studies at their various field of studies and why

they are studying them. To implement this concept, the number of qualified guidance

specialist is being increased here.

In addition the active involvement of all stakeholder is being promoted first by encouraging

discouraging discussion and collaborate between teacher and guidance staff, and then by

developing partnerships with parent and the community. School are being permitted

considerable flexibility in determining what a guidance oriented school is, within the broad

parameters provided.

2.12 PORTFOLIO SYSTEM

Some countries have developed strategies to help students integrate the knowledge, skill and

attitudes concerning work that they have learnt from different teachers. These include the use

of portfolios, where students record their career related learning and experiences. Such a

portfolio is referred to as a job passport (Austria), an education log (Denmark), and a career

choice passport (Germany), it can help students to manage their own learning and see its

relationship with their career plan.

2.13 BUILDING BRIDGES WITH THE WORLD OF WORK :

a variety of work experience, work tasters, work shadowing and work visit initiatives may be

organized to help students develop insight into the world of work and their own occupational

orientations. In Germany, exploratory visits to enterprises are an integral part of career

guidance, and generally involve an element of work experiences.


28/44

Career guidance as a cross-curricular responsibility of all school staff members: in Finland,

teacher and other partners have an operational description of their respective so that delivery

of services is guaranteed. This ensures an improvement of the minimum level service

provision while at the same time promoting institutional responsibility for career education

and guidance at the school level.

Ensuring that career guidance personnel use people who about the world of work, several

countries are encouraging school to develop partnership in the provision of career guidance.

Often such partnership include calling on significant stakeholders such as parent alumni and

representative from the business community, trade union and non-government organizations

to make an input into the career education programme. In some cases the school devolve

some of the responsibility for career guidance to an external agency, which it considers to be

closer to the world of work. Such external provision should be seen as a complement to,

rather than a substitute for school-based provision. In such cases a formal co-operation

contract is desirable (as in the German model,)

2.15POTENTIALLY USEFUL APPLICATIONS

Determining the appropriate setting for a client is of utmost importance. A number of factors

enter into this, including location, availability, issues (realizing the presenting problem is not

always the core issue), client comfort level and competence. E-mail, if its limitations are

taken into account especially regarding confidentiality, privacy and availability), may serve

some uses for adjunct services.

Stamm (1998). In some unusual situations, such as clients who are deaf, shut in or

unavailable, e-mail might be considered if there are no other means. If this is the only option

available, then the counsellor must assure the highest possible standard of care. Electronic


29/44

mailing lists, also called Listserv, serve a different purpose. For group discussion, for support

and mentoring, they appear to have significant value.

Murray ( 1998). At the same time, prudence would indicate extreme caution in

considering whether to attempt to conduct online group counselling through this method. The

problems mentioned for individual counselling are only multiplied in a group setting.


30/44

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 INTRODUCTION

Thischapter explains the design, population and sample, research instrument description and

validation of instrument, data collection and method of data analysis.

3.2 RESEARCH DESIGN

This study is designed to establish an information for the success of establishing an online

counselling services in Obafemi Awolowo University community. The instrument derived

information from the students concerning their attitude to online counselling and their online

counselling need preferences.

3.3 POPULATION AND SAMPLE

The target population of this study consisted of all students of the Obafemi Awolowo

University Community, comprising above twenty five thousand students (25000) in the

community. According to the computer centre 2009, while the fifty two respondents who

showed their interest in online counselling, were used as sample

3.4 METHODOF COLLECTING DATA

The investigation based on online counselling needs of Obafemi Awolowo University

community. Two e-mail addresses were created which are [email protected] and

[email protected] collect data and also posters were used to pass across the information

to students and other members of the community. The poster showed the likely issues that

students may want to discuss with online counsellor. The information were generated through
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


31/44

the mail that the respondents sent to express their online counselling needs, such as the

examples listed below

Academic or educational problem or issues

Relationship, friendship love or sex matters Career or job matter or problems Conflict with parents friends or any other person and

Any other of worriesVALIDITY OF THE INSTRUMENT

The validation of instrument, the two e-mail address [email protected] and

[email protected] were created and pasted to every notice boards of Obafemi Awolowo

University Community, they were approved by the project supervisor. Amendments and

corrections were made on the instruments and reliability is based on the fact that it can

measure adequately what it purposed to measure.


32/44

CHAPTER FOUR

RESULT AND DISCUSSION

4.1 Introduction

This chapter deal with the result of finding on online counselling needs preferences and

attitude of Obafemi Awolowo University community.

Research Question one: What are the prevalent online counselling need as reported is their

mail.?

To answer this question, two e-mail address were created, [email protected] and

[email protected] were widely advertised by pasted two hundred and sixty five copies

of posters on the notice boards of various faculties and halls of residences to notify the

students and other member of the Obafemi Awolowo University community about online

counselling. The poster contain an invitation for online counselling for those who may want

to obtain it. Fifty two students responded by expressing their online counselling needs in the

mails they sent to the research address listed above and the result of descriptive analysis and

the frequency was as presented in the table below

Table 1. Students counselling needs

No Issues Frequency Percentage (%)

1 Relationship 25 48.1

2 Academic 18 34.4

3 Career 6 11.5

4 Family 3 5.8

Total 52 100


33/44

This table show that most of the respondents 48.1% discuss the issues of relationship in

course of online counselling this was closely followed by those who requested for

counselling on academics with 34.4% and only11.5% request for career guidance while 5.8%

discuss family with online counselling. This table show that prevalent issues discussed with

the online counsellor was relationship issues.

Research Question two: What are the online counselling preferences of the students

To answer this question. The reply to mail sent by respondents to online counselling mail

boxes they we asked to set the method which the clients will prefer either( mail or chatting )

in course of online counselling. The table bellow shows the descriptive analysis of their

result.

Table two

Respondents Frequency Percentage %

Mail 50 96.2

chat 2 3.8

Total 52 100

This table show that most of the respondents 96.2% prefer to discuss with online counselling

by mail while 3.8% prefer chatting with online counsellor


34/44

Research Question three: What Are The Frequency With Which Students Show Their Interest

In Online Counselling.

To answer this question, the frequency number of year and months of which respondents sent

mail to inline counselling and the percentage of developments that occurred during the

research from 2009 to 2010, table below indicate the percentage of respondents per month

and the responded year.

Table three. The frequency table

The table showed the development of students responded to online counselling at April 2009

while it got reduced to 1.9 between July and August 2009, moreover the progress started

2009 Mount Issues Frequency Total

frequency

Percentage

%

April Academic 1

Relationship 1 2 3.8

July Relationship 1 1 1.9

August Relationship 1 1 1.9

September Academic 1 2 3.8

Relationship 1

Oct Academic 2

relationship 4 7 13.5

family 1

November Academic 1

Relationship 5

Family 1

Career 2 9 17.3

December Academic 6

Relationship 3Family 1 12 23.2

Career 2

2010 Jan Academic 7

Relationship 9

Career 2 18 34.6

Total 52 100


35/44

again with 3.8% from September 2009 to 23.2% in December 2009. While in January 2010

improved to 34.6%.

4.5 Table four

Percentage of Relationship toward sex


Male 15 6o

Female 10 40

Total 25 100

This table show the percentage of respondents male and female towards relationship problem.

Male percentage is 60% while percentage of female students is 40%. This indicate that the

male have the greater number than female based on relationship issues

Percentage of academic toward sex


Male 11 61

Female 7 38.9

Total 18 100

This table show the percentage of male and female choosing academic as their Problem. The

percentage of male is 61.1% while the percentage of female is 38.9% this indicate that the

percentage of female is low to percentage of male


36/44

Percentage of career toward sex

Respondents frequency Percentage %

Male 5 83.3

Female 1 16.7

Total 6 100

The table show the percentage of respondents male and female towards career problem.

Male percentage is 83.3% while percentage of female students is 16.7%. This indicate that

the male have the greater number than female based on career issues.

Percentage of family toward sex

Respondents Frequency Percentage%

Male 1 33.3

Female 2 66.7

Total 3 100

This table show the percentage of respondents female and male towards the family problems.

The female have the higher percentage than male, the percentage of female is 66.7% while

the male percentage is 33.3%.

The investigation show that the number of male towards online counselling is greater than the

female


37/44

CHAPTER FIVE

SUMMARY CONCLUSION AND RECOMMENDATION

5.1 SUMMARY

This research examine the need of online counselling needs in the Obafemi Awolowo

university community Ile- Ife Osun State Nigeria

Specifically, the study investigate the performances and attitude of students towards online

counselling and also in-depth understanding of the student attitude towards online

counselling will promote the process of discouraging negative and encouraging positive

attitude

The study was carried out only in Obafemi Awolowo University ile-ife Osun State. A

structured of chatting and mailing were used to collect information from students about their

worries. Fifty two students respondents [email protected] [email protected]

Data were described with students counselling needs percentage and frequency table,

research hypothesis on preferences were tested with number and percentage of respondents

who prefer mail or chat, 96.2% preferred mail while 3.8% only preferred chatting.

A review of relevant literature was conducted to look at various view of previous writer in the

related topics, to investigate the needs of online counselling in the school system, posters

was created by researcher which was validated and found reliable and relevant to the topic of

investigation, the poster consist the five problem items that they mighty probably have in the

O A U community, and each item listed bellow indicate the various kind of problems they

might have in the selected community.
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


38/44

Academic or Educational problem or issues Relationship , Friendship, Love ,Sex matter Career or Job matter or problems Conflict with parents friend or any other person Any other kind of worries

A total number of two hundred and fifty (250) posters were pasted on notice boards in every

department including the halls of residency,

The following result were obtained during and after the investigation

The students generally did not show interest on online counselling, may be because ofcost problem or any other problems

It occurred to the researcher that male students patronise online counsellor thanfemale students in the selected community

The larger percentage of students prefer mail to any other systems of communication

The percentage of students with relationship problems are greater than any otherproblem(s)

None of them was able to proceed with the online counsellor5.2 CONCLUSION

It could then be concluded that most students of Obafemi Awolowo University are not

interested in online counselling to share or to disclose some certain issue(s) probably because

of poor establishment of online counselling. according to the result obtained by the researcher


39/44

5.3 RECOMMENDATION

It is recommended that the other researcher can extend the online counselling to not only

students but to staffs and non-teaching staffs in the community. The researcher used only

students due to financial and time constrain

The administration also have a lot to do for establishment of online counselling needs in the

school. To be effective, students and others members of the community should be well

understand the purpose of online counsellors in the O A U community.


40/44

REFERENCES

Paris John J (2001):Ethics issues in cybermedcine: petentmedicine

salesmen did not out of style with the conestoge way on America

184,15-24

Riemer (2000):Utilizing distances technology for metal

health journal of mental health counselling 22, 189-206

B. Hidnal (1998): clinical application of teleheath in mental care

APA journal 29,536-542

Oravect (2000): online counselling and internet perspective for

health care supervision and Education 9,121-136

Halm (1999):using race and cultural in counselling

and psychotherapy theory and process bestor Allyn & becon

Bridget (1998): mentoring via the internal is thriving the

A P Amoniter 29,11


41/44

Happner (1998): online counselling and internet perspective

for mental health care supervision and Education 9, 121-136

Brayfiled, c (1950): modern method of counselling .NewYork: Appleton

century-cofts press.

Rudolf Dreikurs, M.D. (1970):counselling in the school setting.

New York: Hurper and Row Press.

Okunrotifa P.O. (1959):Results of an inquiry into counselling

in Nigeria School. Nigeria Counselling Journal. Vol2, N0.2pp 82-

89

Gerald, C.(2001):Theory and practices of counselling

and psychotherapy. Canada: Thomson Learning Press Inc,


42/44

APPENDIX

OBAFEMI AWOLOWO UNIVERSITY

FACULTY OF EDUCATION

DEPARTMENT OF EDUCATIONAL FOUNDATION AND

COUNSELLING

The information gathered through the two e-mail addresses for the establishment of online

counselling needs preferences and attitude of Obafemi Awolowo University. Therefore the

fifty two respondents are listed below with their expression towards online counselling needs

Sex Date Time Main issues

Male 12/04/2009 6:49pm Academic

Female 26/11/2009 3:48pm Academic

Female 26/11/2009 4:00pm Relationship


Male 20/11/2009 12:37am Family

Female 20/11/2009 12:16pm Others

Female 20/11/2009 12:00am Career


43/44



Male 11/09/2009 11:16pm Relationship


Female 11/04/2009 11:20am Sexual




Male 30/10/2009 1:09pm Family

Male 26/09/2009 11:37am Academic

Male 07/08/2009 9:55am Relationship










Male 10/12/2009 9:40pm Others


Male 16/12/2009 6:53pm Family

Male 16/12/2009 6.56 pm Career



44/44

Female 18/01/2010 9:47am Relationship


Female 13/01/2010 10:12am Academic



Female 18/01/2010 9:45 am Relationship







Male 19/01/2010 5:46am Others




Female 13/01/2010 10:24am Relationship

Male 28/01/2010 1:50pm Others



Documents

Oline Counseling Needs