Use of counselling services by school-attending adolescent girls in Nigeria

Azfredrick, Ezinwanne Christiana

doi:10.2989/17280583.2014.953955

Cited by 3 publications

(2 citation statements)

References 38 publications

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“…Confidentiality is considered as a major factor in the effectiveness and delivery of counselling services. Studies done by Azfredrick (2015), Chan and Quinn, (2012), Jenkins (2010), Wu, et al (2012), Kamunyu, et al, (2015), Mushaandja et al, and Momanyi, (2013), found that lack of confidentiality was one of the major factors inhibiting the use of counselling services by students.…”

Section: Back Ground Of the Studymentioning

confidence: 99%

Gender Differences in Secondary School Teacher Counsellors Perception of Ethical Standards in Counselling in Kiambu County, Kenya

2023

JEP

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Ethical standards are at the core of counselling practice and are aimed at ensuring the welfare of the client and the counsellor are safeguarded. Counselling, like any other profession is governed by ethical standards and unless it's provided on ethical basis, it may cease to serve its intended purpose. Despite the critical role of ethical standards in a counselling relationship, the extent to which a counsellor will adhere to these standards may be dependent on the way he/she perceives these standards. This study presumed that perception of ethical standards may be contingent on ones gender. This is the assumption that motivated this study with a desire to validate whether gender influences perceptions of ethical standards among teacher counsellors in secondary schools in Kiambu County, Kenya. The study was guided by the moral development theory and adopted the mixed method research design. The target population was the 281 heads of guidance and counselling departments of secondary schools in Kiambu County and the five officials of guidance and counselling association in the county. The sample was 170 participants who comprised 165 heads of guidance and counselling departments and five officials of the guidance and counselling association in the County. The study utilized stratified and purposeful sampling methods. Data was collected through self-administered questionnaires and focused group discussion. The instruments were validated by subjecting them to expert's scrutiny. The instrument's reliability coefficient was 0.80 which was accepted. Data accruing from the focus group discussion was transcribed for ease of analysis while responses to the questionnaire were analysed through independent sample test. Five areas were focused by the study. These included ethical standards relating to counsellor-client relationship, counsellor integrity, clients informed consent, clients confidentiality and putting clients first. Accruing findings demonstrated that teacher counsellor's had an unfavourable perception of ethical standards (mean =2.84). and that gender had a statistically significant influence on the perception of ethical standards among teacher counsellor's in secondary schools in Kiambu County, Kenya (p= 0.000, t= -2.276). The study recommends that gender be an important factor for guiding the appointment of teacher counsellor's and capacity building targeting male counsellors be initiated. Additionally, the study recommends that further research be carried out to establish whether there will be gender differences in perception of ethical standards and psychological gender. The study contributes to the body of knowledge as it provides a model of predicting the perception of ethical standards given the gender of teacher counsellors.

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Section: Back Ground Of the Studymentioning

confidence: 99%

Gender Differences in Secondary School Teacher Counsellors Perception of Ethical Standards in Counselling in Kiambu County, Kenya

2023

JEP

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“…"Becoming an object": sexual harassment and violence It is on record that significant unconventional sexual behaviours such as rape, sexual harassment and paedophilia are perpetrated against girls by men who see them as sexual objects due to beliefs, culture and socioeconomic grounds (Esiet et al, 2001;Izugbara, 2010;Azfredrick, 2015;Khoja-Moolji, 2015). There are misguided perceptions by some males in relation to sexual maturation with such saying as "when a tree begins to produce ripe fruits it start attracting plucking throws".…”

Section: Ill Health and Inadequate Facilities And Servicesmentioning

confidence: 99%

“Of age – off school”: sexual maturation, girls’ education and capabilities

Ogamba¹

2019

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Purpose Over the years, efforts to ensure equal participation of girls in school in Nigeria have been met with some setbacks, amidst significant progress in mobilising communities for gender equality and mainstreaming. The purpose of this paper is to explore a number of features associated with sexual maturation that affect girls’ non-enrolment, limited attendance, performance at school and gender inequality in primary and secondary education in Nigeria. Design/methodology/approach The analytical engagement with the capability approach draws out elements of inequalities and demonstrates that issues of sexual maturation do not just constitute personal health challenge for adolescent girls, but bring up wider issues of socio-cultural, community and institutional deprivation and injustice. Findings Though laudable initiatives have been in place to improve girls’ participation and attainment in education, there is a dire need for appropriate policy and actions to address the supply and demand barriers to meeting girls’ needs, including making schools more girl-friendly and safe, providing school-based health programmes, sex education and sanitation facilities, train teachers against gender-stereotype, flexible school schedules and enforce re-admission policy. But beyond school policy and environment, there is also the need to respond to opportunity costs of schooling and leverage collective capabilities. Originality/value This paper argues that cultural and socioeconomic factors surrounding sexual maturation are implicated in gender differentials in participation and performance of girls and gender inequality in education. It suggests the need for the application of collective capabilities for action towards addressing girls’ sexual maturation issues and education in the society.

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