Tag Archives: counsellor education

Revitalizing Counsellor Education for Peace and National Integration in Nigeria: Rehabilitating a Nation in Trauma. (Published)

In Nigeria, there are issues of terrorism, youth restiveness, hate speech, disintegration, lawlessness occasioned by kidnapping, ritual killings, banditry, armed robbery, as well as heightened corruption among other vices. Issues of this nature need the role of counsellors when stakeholders are formulating critical policies for national integration. Nigeria is currently in trauma having been besieged on all fronts by all manner of impunity in all facets of our national life. Hence, it is on this premise that this paper examined how counsellor education can be rebranded and revitalized to mitigate the scourge of all these threats to our nationhood. In this paper, the authors underscored the need to revitalize counsellor education to produce counsellors that can effectively use appropriate counselling skills and approaches to foster peace and national integration in Nigeria. virtues such as religious tolerance, patriotism, dignity of labour, peaceful co-existence, unity in diversity, honesty among others have been conceptualized as veritable instruments for peace and national integration through counsellor education in theory and practice. Consequent upon this, the authors recommended that well trained counsellors should enlighten students on the need for unity and integration among Nigerians. Seminars and workshops should equally be organized by counsellors in collaboration with the government, non-governmental organizations and other stakeholders in order to discuss and tackle contemporary issues for peace and national integration and stability.

 

Keywords: National integration, Peace, Rehabilitation, Revitalization, counsellor education

A COMPARISON OF COUNSELLOR EDUCATION PROGRAMMES IN TWO UNIVERSITIES IN SOUTH-SOUTH NIGERIA (Published)

This paper discusses the training patterns of two universities running counsellor education programmes in South-South Nigeria. The purpose was to compare whether the programmes offered in these universities were the same or different, and their relevance in meeting the needs of the people. This has become pertinent due to the role of counselling in modifying maladaptive behaviour, which is posing a threat to the educational system in Nigeria. The areas of comparison include: the admission policy, course contents, methods of training, academic staff quality and staff development as well as availability of facilities for the programmes The analysis revealed that there were similarities between the counsellor training programmes of both universities in terms of admission policy and entry requirements, academic staff quality/staff development and methods of training using lectures and practicum. However, differences were found in their course contents, credit hour allocations and facilities, in which the programmes from the University of Port Harcourt were more diversified in meeting the needs of the society than that of the Niger Delta University as at the period of this research. Although both were involved in practicum, too much emphasis was placed on theory with little practical knowledge and skills in both universities.. This can be attributed to the way that counsellor educators themselves were taught in the various universities where they graduated. It was recommended that the Counselling Association of Nigeria should evolve a professional enhancement programme for its members in addition to the government offering sponsorship for counsellor educators to visit other universities outside Nigeria in an exchange programme in order to gain adequate practical experience, ensure programme uniformity and ensure the provision of better facilities by the government for counsellor training. Others include the extension of the period of practicum and requesting TETFUND assistance in training/re-training of counsellor educators.

Keywords: Universities, counsellor education, in-service training, practical skills, programme uniformity