Educational Guidance and Counselling

This study examined the influence of gender and age on suicidal ideation among undergraduates of University of Ilorin. A descriptive survey design was used, and 422 undergraduates were selected through simple random sampling technique during General Studies Classes at the University of Ilorin. Data were collected using the Suicidal Ideation Scale (SIS) developed by Rudd in 1989. The instrument was modified and validated by five experts in the Department of Psychology at the University of Ibadan and the test-retest method was employed using Pearson's Product Moment Correlation, which yielded a correlation coefficient of 0.89. Data were statistically analysed using Independent t-test at the 0.05 level of significance. The findings indicated that gender and age significantly influence suicidal ideation among undergraduates at the University of Ilorin. The study concluded that there is need for counselling services that incorporate age-and gender-responsive strategies to address students' mental health needs and reduce suicidal ideation on campus. It was therefore recommended that; university counselling services should provide gender-sensitive support and interventions, acknowledging the distinct challenges and experiences of male and female undergraduates. University administrators, school counsellors and mental health professionals should implement preventive measures such as early identification and intervention for undergraduates at risk of suicidal ideation, especially in more vulnerable age groups.

Attempts of undue separation of the philosophy of education and curriculum theory and development in the teaching of systematic functional education have been seriously criticized. This has been so because it is not in the best interest in the teaching of an intelligent and national curriculum which forms the bedrock to the development of a truly vibrant educational system in Nigeria. This paper, therefore, is an attempt to investigate the relevance of the philosophy of education to the development of an intelligent curriculum which is imperative to the teaching of functional education in the technical, the sciences, the humanities and social sciences towards the revitalization of the Nigerian educational sector. 

The incidence of suicidal ideation among university students has pose a great concern to school counsellors in various universities in Nigeria. School counsellors are in good position to curb the menace of suicidal ideation among students in school. However, students are vulnerable to the problem of suicidal ideation due to frequent occurrence of academic conflicts, low academic performance, anxiety, sexual harassment, substance abuse, financial problems, hostility, anger and others. Therefore, the paper intends to examine the role of school counsellors in curbing the menace of suicidal ideation among university students in Nigeria. The paper also highlights the concept of suicidal ideation, types of suicidal ideation, warning signs of suicidal ideation, prevalence of suicidal ideation, and strategies for reducing the menace ofsuicidal ideation. Based on the suggestions made in this paper; government and education stakeholders should help in the training and retraining of school counsellors in tackling the menace of suicidal ideation among university students; University based-mental health services should be established in various universities in Nigeria and these services should aim at finding out and taking care of those with mental health illness and prevent the incidents of suicidal ideation.

This study examined strategies for coping with suicidal ideation as expressed by polytechnic students in Oyo State, Nigeria. The study employed the descriptive survey design. A sample of 450 students was randomly selected and administered questionnaires across various faculties. However, only 443 responses were properly retrieved and analysed for this study. A research instrument, titled: "Strategies for Coping with Suicidal Ideation Questionnaire (SCSIQ)", was used to collect data from the respondents. The content validity of the instrument was done by five experts from the Department of Counselling and Human Development Studies at the University of Ibadan and the reliability was established using test re-test reliability method, which yielded a correlation coefficient of 0.79. The data collected were analysed using both descriptive and inferential statistics at 0.05 level of significance. The findings revealed that polytechnic students cope with suicidal ideation by seeking support from friends when feel overwhelmed, seeking professional counselling services when in distress, and engaging in physical activities (e.g., sports, exercise) to improve their mood. Findings also indicated that there were no significant differences in the strategies for coping with suicidal ideation as expressed by polytechnic students in Oyo State based on age and religion. However, there were significant differences in the strategies for coping with suicidal ideation as expressed by polytechnic students in Oyo State based on gender and place of residence. It was therefore, recommended that students struggling with suicidal ideation should seek help from friends for support, access professional counselling services, engage in physical exercises and relaxation techniques, and set achievable goals to mitigate academic frustration and cope more effectively. Guidance counsellors, social workers, academic advisors, and mental health professionals should provide support services, including mental health counselling, academic advising, social skills training, and guidance, without hesitation to students struggling with suicidal ideation in school.

The study examined the relationship between academic stress and suicidal ideation among undergraduates in Oyo State, Nigeria. The study adopted a descriptive correlational survey design. Three hypotheses were tested using Pearson Product Moment Correlation (PPMC) and Correlation Matrix. A simple random sampling technique was employed to select 420 participants from three universities in Oyo State. Data were collected using the Academic Stress and Suicidal Ideation Questionnaire (ASSIQ). The findings revealed that undergraduates in Oyo State experienced high levels of academic stress and suicidal ideation. A significant relationship was found between academic stress and suicidal ideation (r = 0.199, p < 0.05). Further findings indicated that gender, age, class level, place of residence, and course of study significantly predict academic stress among undergraduates in Oyo State. Also, gender, class level, and place of residence significantly predict suicidal ideation, while no significant predictions were found for age and course of study. The study recommended that undergraduates experiencing academic stress in tertiary institutions should seek mental health counselling from professionals to prevent situations that could lead to suicidal ideation in Oyo State. Universities should collaborate with lecturers, level advisors, health practitioners, and school counsellors to launch awareness campaigns in a way to educate undergraduates on coping strategies and resilience-building techniques to manage academic stress and suicidal ideation, considering their gender, age, place of residence, course of study and class level.

Many adolescents are facing a lot of challenges that have exposed them to the dangers of trauma in
schools. Trauma is a very serious, harmful and public health challenge and the most common forms
are physical, sexual, psychological, and emotional abuse; anxiety, stress and physical illness,
failure to protect from harm, neglect of basic needs, exposure to domestic violence and substance
abuse which could threaten the physical and mental well-being of adolescents in school. Exposure to
trauma in school has been found to increase absenteeism, suspensions, expulsions, dropout rates,
and teacher attrition. Trauma-informed counselling intervention is a strengths-based framework
that is grounded in an understanding of and responsiveness to the impact of trauma, emphasises
physical, psychological, and emotional well-being and safety for adolescents, and creates
opportunities for survivors to rebuild a sense of control and empowerment. Therefore, the paper
highlights the concept of trauma, types of trauma, the prevalence of trauma, causes of trauma, signs
and factors inducing trauma, the impact of trauma, the role of teachers, parents and counsellors in
handling traumatic issues, and principles and benefits of trauma-informed counselling for
adolescents in schools. Based on the suggestions provided; school counsellors are needed in all
schools most especially primary and secondary schools to help and educate adolescents on the
effects and dangers of trauma. Counsellors are needed in schools to provide education, prevention,
intervention and referral services to adolescents whose trauma has posed a barrier to learning and
development.

Students undergo a significant transitional phase from adolescence to adulthood, which is widely recognized as one of the most challenging periods in an individual's life. These students grapple with various issues such as adapting to school life, impulsive behaviour, feelings of isolation, cultural identity, academic performance, homesickness, financial difficulties, and depression, among other concerns. The paper therefore highlights the concept and types of depression, concept and types of suicidal ideation, symptoms of depression and suicidal ideation, risk factors for depression and suicidal ideation, effects of depression and suicidal ideation, and counselling strategies for reducing depression and suicidal ideation. Based on the review, it was suggested that students in school should seek guidance and counselling when experiencing depression so that early intervention would prevent the problem of suicidal ideation from escalating. Counsellors and other professional personnel should become aware of the potential factors that can lead to depression and suicidal ideation in order to provide adequate counselling to students where necessary on campus.

The purpose of this study is to identify the problems faced by guidance teachers in their professions and to suggest solutions to resolve these problems. The data of this qualitative study, which was designed as a case study, were obtained from interviews with 31 guidance teachers working in kindergarten, primary and secondary schools. A semi-structured interview form was used as a data collection tool. The data was analyzed using the descriptive analysis technique. Results revealed that guidance teachers had various problems in the provision of appropriate space for interviewing and procurement of necessary equipment for the school administration. In addition, guidance teachers have indicated that school administrators and teachers are lacking in guidance. The results were discussed in line with the related literature and some suggestions were presented. Cite this article as: Bayraktar Y, Ekşioğlu S. Determining the opinions of guidance teachers on the problems they encounter at sc...

Attempts of undue separation of the philosophy of education and curriculum theory and development in the teaching of systematic functional education have been seriously criticized. This has been so because it is not in the best interest in the teaching of an intelligent and national curriculum which forms the bedrock to the development of a truly vibrant educational system in Nigeria. This paper, therefore, is an attempt to investigate the relevance of the philosophy of education to the development of an intelligent curriculum which is imperative to the teaching of functional education in the technical, the sciences, the humanities and social sciences towards the revitalization of the Nigerian educational sector. 

Attempts of undue separation of the philosophy of education and curriculum theory and development in the teaching of systematic functional education have been seriously criticized. This has been so because it is not in the best interest in the teaching of an intelligent and national curriculum which forms the bedrock to the development of a truly vibrant educational system in Nigeria. This paper, therefore, is an attempt to investigate the relevance of the philosophy of education to the development of an intelligent curriculum which is imperative to the teaching of functional education in the technical, the sciences, the humanities and social sciences towards the revitalization of the Nigerian educational sector. 

Bu çalışmanın amacı; 14 Eylül 2011 tarihinde 652 sayılı Kanun Hükmünde Kararname ile değişimi başlatılan ve sonrasında 6528 sayılı kanun, çeşitli yönetmelikler ve son olarak 6764 sayılı kanun ile değişimi sürdürülen Türkiye'nin çağcıl eğitim denetim sisteminin merkezi ve taşra teşkilatı yapısını, işleyişi, Milli Eğitim Bakanlığı'nın hiyerarşik yapısındaki yeri, roller ve görevleri, değişen unvanları ve güncel durumunu detaylı biçimde aktarmaktır. Çalışmada, nitel yöntem çeşitlerinden doküman analizi ile toplanan veriler betimsel ve içerik analizi teknikleri ile çözümlenmiştir. Çalışmada, amacında belirtilen süre içerisinde ve boyutlarda, Türk Eğitim Denetimi Sisteminde çok sık ve peşi sıra gerçekleştirilen bu değişiklikler sistemli ve açık biçimde aktarılmıştır.

On the issue of patrimony and its importance to a people's worldview, Oakeshott (1967) says "every man is born an heir into an inheritance of human achievements which include among others, an inheritance of thoughts, emotions, feelings, images, visions, beliefs, language, relationships, organizations, utensils, arts and books, rituals, skills, values, intellectual and practical enterprises, procedures, canons and maxims of conduct." He went further to add that "a people also provide Abstract: One of the major philosophical challenges emerging from the issue of art, religion and culture in Africa is the relegation of the essential attributes which constitute them. And the adoption of a strange civilization in their places seems to make the African learner a confused being. Unfortunately, the African learner becomes a victim of miseducation because the education offered has little or no bearing on the African worldview. The purpose of this paper is to attempt a philosophical examination of the emergent issues arising from art, religion and culture, and how education can help to resolving them in order to train the mind so that he can understand the world around him. This is against the belief that with education the human mind is capable of transcending the issues which becloud the reality of the African worldview. What impact, then, can education make in the development and promotion of art, religion and culture in Africa? Because the dimensions of education are ubiquitous, covering every aspect of human endeavour, it was presupposed that education needs to take into consideration the nature of our being and existence, in order to build and maintain the qualities which make man human, have sense of cooperation, togetherness and belongingness, as well as free the mind from unverified belief. This is because the uniqueness of a people is inherent in art, religion and culture. African philosophical approach was adopted in examining the emergent philosophical issues surrounding the totality of the African continent.

Bu çalışmanın amacı; 14 Eylül 2011 tarihinde 652 sayılı Kanun Hükmünde Kararname ile değişimi başlatılan ve sonrasında 6528 sayılı kanun, çeşitli yönetmelikler ve son olarak 6764 sayılı kanun ile değişimi sürdürülen Türkiye'nin çağcıl eğitim denetim sisteminin merkezi ve taşra teşkilatı yapısını, işleyişi, Milli Eğitim Bakanlığı'nın hiyerarşik yapısındaki yeri, roller ve görevleri, değişen unvanları ve güncel durumunu detaylı biçimde aktarmaktır. Çalışmada, nitel yöntem çeşitlerinden doküman analizi ile toplanan veriler betimsel ve içerik analizi teknikleri ile çözümlenmiştir. Çalışmada, amacında belirtilen süre içerisinde ve boyutlarda, Türk Eğitim Denetimi Sisteminde çok sık ve peşi sıra gerçekleştirilen bu değişiklikler sistemli ve açık biçimde aktarılmıştır.

This study discusses the place of pragmatism in teacher education in Nigeria. The training of students to become professional teachers is an essential element in the growth and development of educational system of every nation. Since national development relies on the quality of teachers, teacher education cannot be overemphasized. Pragmatism, as a school of philosophy, involves metaphysics alternatively known as theory of ultimate reality, epistemology also called theory of knowledge and the truth, and axiology called theory of value. Pragmatism is a school of thought that emphasizes science, technology and solution to problems of individuals and the society. However, teacher education in Nigeria is yet to involve sufficient technological advancement and problemsolving skills as this manifests in the retarded development of Nigeria in the areas of science, technology and finding solutions to problems. In order to solve this problem, application of sufficient pragmatism in teacher education in Nigeria is a way out. Application of pragmatism involves pursuit of scientific and technological knowledge and development for Nigeria, the appropriate use of learner-centred approach by considering the needs of learners in the educational policy and practice, and by solving problems of Nigerian society which include terrorism, rape, murder, unemployment, corruption and kidnapping.

This paper examined peace education as a vital tool to prevent conflicts and enhance national development in Nigeria. Conflicts, wars, violence of different forms, fear and general absence of peace have been the major obstacles to the development of Nigeria in the areas of political administration, economic affairs, social events, security and education. The analysis showed that these problems and their resultant effects can be minimized or eliminated through the education directed towards realization of peace at the local, state and national levels. This type of education whose value is pricelessly humanitarian and whose fruits are stability, order and development is called peace education. In order to enhance national development, peace education is a vital tool. Therefore, it was suggested that Nigeria promotes peace education for national development.

This paper examined the meaning of philosophy of education in various perspectives or senses which include etymology, popular thinking as well as professional reasoning. It also discussed the discipline of philosophy of education. It also looked into the contents of Nigerian education in accordance with the 2013 National Policy on Education (NPE) and the practice of education in the present-day Nigeria. Following this, it shed light on the relevance and usefulness of the meaning and discipline of philosophy of education to educational development in the country. The relevance is conceptual, epistemological and socio-moral development. Finally, it suggested what Nigerians should do for educational and societal development in the light of the meaning and discipline of philosophy of education. In this paper, philosophical analysis is employed for logical, linguistic, critical, objective and expository standing of this work.

This study examined the effect of two psychological strategies; Self-statement modification and Relaxation technique on the reduction of the test-anxiety level of fresh students of the National Open University of Nigeria (NOUN). A quasi-experimental design was adopted. The 66 subjects who scored highly on the test anxiety questionnaire were randomly assigned to experimental and control groups. Two research questions were formulated and answered using descriptive statistics. Two hypotheses were tested at 0.05 level of significance, using t-test statistics. The result showed that a combination of the two therapeutic methods was quite effective in reducing the anxiety level of the students. The scores of the control group did not differ significantly at pre and post treatment measures which shows that the change that occurred in the experimental group was as a result of therapy. It was recommended that fresh students be availed such therapeutic services right from inception at college so as to put them on the right pedestal for academic success.

Among the many new initiatives that were added to education, Guidance and Counselling services became one of the important programmes, which could meet the personal-social and educational-vocational goals. The present study is an attempt to Determine different Guidance Needs Required for Occupational Aspiration of Adolescent Girl Students at Secondary Level" with the objectives of trends analysis of occupational aspiration, studying the guidance needs required by, and determining the guidance programmes organized for adolescents girl students at secondary level. In order to collect data a self developed Questionnaire-cum-Checklist has been used and percentage and column charts are used for analyzing and interpreting the data.

Bireyin gelişiminde eğitim ve öğretim sürecinin önemi yadsınamaz. Rehberlik faaliyetleri, eğitim ve öğretimden bireyin en iyi şekilde faydalanarak yaşama hazırlanabilmesine yönelik destekleri içermektedir. Bu faaliyetler içinde kapsamlı ve gelişimsel rehberlik anlayışı içerisinde, bireyin, içinde bulunduğu ve geçiş yapacağı gelişim aşamalarına yönelik akademik yeterliliklerinin gelişimi için okullarda eğitime ve öğretimi destekleyici “eğitsel rehberlik” çalışmaları, kişisel ve mesleki rehberlik çalışmaları ile aynı öneme sahiptir. Bu çalışmalar eşgüdümle yürütülmek durumundadır. Bu bağlamda, çalışmada okul rehberlik servislerinin somut algılanabilir çıktılarının hissedilebilmesi açısından da ayrı öneme sahip olan eğitsel rehberlik çalışmalarının önemi açıklanmıştır.
Anahtar Kelimeler:
Rehberlik, eğitsel rehberlik, akademik başarı, okul tür seçimi
ABSTRACT
The importance of the education and training process in the development of the individual can not be denied. Guidance activities include support for the preparation of life for the individual in the best way possible from education and training. These activities have the same prescription as personal and vocational guidance work, in the context of comprehensive and developmental guidance, "educational guidance" studies supporting the education and training of the school for the development of the academic competence of the individual for the developmental stages in which he or she is going. These studies must be carried out in coordination. In this context, the importance of educational guidance work, which has a separate prescription in terms of being able to feel concrete perceptible outputs of school guidance services in the work, is highlighted.
Keywords: Guidance, educational guidance, academic achievement, school type selection

The effect of counseling and instructional audiotape on the acquisition of Oral English skills in selected secondary schools in Minna, Niger State was examined. 80 senior secondary two students were selected randomly from two co0educational secondary schools in Minna, Niger State for the study. The subjects were randomly assigned into two groups; the experimental group and control group. The instrument for data collection was Oral English Achievement Test (OREAT), which was developed by the researcher and validated by five experts in Educational Measurement and Evaluation. Before the teaching commenced, the two groups were pretested and the result showed no significant difference. After four weeks of counseling and intensive teaching, with one week revision period, a posttest was administered to the two groups. The test was scored according to the marking scheme developed by the researchers. The data obtained were analyzed using the t-test statistics. The findings indicated that counseling and the use of instructional audiotape in teaching Oral English significantly improved the performance of students in the subject. There was no significant difference between the posttest mean scores of male and female students counseled and taught with audiotape. The implication of the findings for Oral English were discussed and recommendations made.

Öz
Bu çalışmanın amacı; 14 Eylül 2011 tarihinde 652 sayılı Kanun Hükmünde Kararname ile değişimi başlatılan ve sonrasında 6528 sayılı kanun, çeşitli yönetmelikler ve son olarak 6764 sayılı kanun ile değişimi sürdürülen Türkiye'nin çağcıl eğitim denetim sisteminin merkezi ve taşra teşkilatı yapısını, işleyişi, Milli Eğitim Bakanlığı'nın hiyerarşik yapısındaki yeri, roller ve görevleri, değişen unvanları ve güncel durumunu detaylı biçimde aktarmaktır. Çalışmada, nitel yöntem çeşitlerinden doküman analizi ile toplanan veriler betimsel ve içerik analizi teknikleri ile çözümlenmiştir. Çalışmada, amacında belirtilen süre içerisinde ve boyutlarda, Türk Eğitim Denetimi Sisteminde çok sık ve peşi sıra gerçekleştirilen bu değişiklikler sistemli ve açık biçimde aktarılmıştır.

Abstract
The purpose of the current study is to present Turkey's contemporary educational supervision system, the latest changes in it and the final overall structural framework. It also aims to give information about its functioning, the position in the hierarchical structure of the Ministry of Education, roles and up to date titles which have been altered a number of times by The Decree Law on the Organization and Duties of Ministry of National Education (Law No: 652; Date: 14 September 2011), the law numbered 6528 (Date: 1 March 2014) and 6764 (Date: 2 December 2016). The data was collected through document analysis and analyzed by means of descriptive and content analysis. In this study, often and subsequent changes within a certain period of time and dimensions were presented in a clear and systematic way.

This paper presents a model of internship and vocational guidance counselling in the field of educational practices. The contribution intends to suggest the organization of an experience performed by the students as educators in their experience of internship, according to a framework that focuses on the educational professions and is based on reflectivity and transformative learning. The Introduction presents the theoretical and methodological framework of 'reflective and transformative epistemology of professional practices in education'. Chapter 2 focuses on the rule of educators training for supporting professional epistemologies, considering workshops and internships as meaningful and transformative education experiences. Chapter 3 focuses on vocational guidance for educators, considering the practice of guidance for internship in the field of educational practice. Internship as transformative reflective experience is an experience of vocational guidance to support transition in education for educators because it contributes to support the development of attitudes and tensions of self-education.

En este artículo se presenta una propuesta de innovación en el área de la intervención tutorial y de la orientación educativa en Radio ECCA . Para poder realizar la propuesta de innovación previamente se inició un proceso de análisis dentro de un modelo de proceso y de trabajo colaborativo entre un grupo de profesores-tutores de bachillerato y su alumnado junto a un asesor de la Universidad de La Laguna. A través de esta revisión se pudo extraer una priorización de necesidades a atender para mejorar el sistema de tutorías y de orientación educativa del centro, proponiendo para ello el diseño de unos talleres que conformaron la experiencia preliminar a partir de la cual se propuso un programa de innovación basado en la investigación-acción en torno a la mejora de la acción tutorial en Radio ECCA.

This article presents a proposal for innovation in the area of tutorial intervention and educational guidance in Radio ECCA. In order to carry out the innovation proposal previously, a process of analysis was initiated within a process model and collaborative work between a group of teachers-tutors of the baccalaureate and their students together with an advisor from the University of La Laguna. Through this review, it was possible to extract a prioritization of needs to be addressed to improve the system of tutoring and educational orientation of the center, proposing for it the design of some workshops that formed the preliminary experience from which a program of innovation based on action research around the improvement of the tutorial action in Radio ECCA.

El presente trabajo se centra en el proceso de elaboración y desarrollo de una propuesta de innovación concreta  en la mejora de la relación familia-escuela. El reto que se plantea con este trabajo es hallar y crear un canal de intervención, dando protagonismo al conocimiento y experiencia de los diversos agentes educativos del centro escolar, de modo que se logre activar el cambio hacia la mejora y sean los propios implicados quienes lo mantengan vivo.  Se parte de una realidad en la que la participación de las familias en el centro tiene una connotación más formal que real.  El centro donde se llevó a cabo la experiencia de innovación manifestaba una necesidad clara de afianzar las relaciones y la integración de la familia dentro de la escuela, además de incrementar su participación en el desarrollo de programas o actividades propuestas por el centro. Para ello se llevó a cabo un proceso de trabajo colaborativo entre la Universidad de La Laguna y el propio centro, a modo de sistema de asesoramiento externo. En este trabajo se presenta el desarrollo de una primera fase del “Modelo de Procesos”,  denominada “Creación de Condiciones” con una línea de asesoramiento basada en la acción colaborativa, a modo de experiencia piloto.

This paper focuses on the elaboration process of a specific family-school innovation proposal. The challenge which arises in this paper is to find and create an intervention channel, giving relevance to the knowledge and experience of the different educational agents present within the school, so as to activate a change towards improvement and also, that those implicated keep it alive. The reality which is counted on is that the participation of the family in school has a more formal than a real connotation. The school where the innovation experience was conducted, exhibited a clear need to strengthen the relationship with, and the integration of the family in the school, as well as their involvement in the development of programmes or activities suggested or planned by the school. To accomplish this, a collaborative work process was carried out, between the University of La Laguna and the school, which acted as an external advice system. The development of a first stage of the “Process Model”, called “Creation of Conditions”, with a collaborative line based on a collaborative action worked on as a pilot experience, is what is presented in this paper.