Professional Documents
Culture Documents
By
Dr. Adeyemi Idowu
ABSTRACT
The purpose of this paper is to examine the concept of roles and functions in
counselling and in so doing the writer highlights the expected roles of
counsellors and their functions in Nigerian Schools.
CONCLUSION
It is clear from this paper that a basic issue that any school counsellor must address
concerns his/her role and functions. As stated in the National Policy on Education, does the
school counsellor want only to play the role of a career expert and a behaviour modifier or does
he/she want to add other responsibilities? Should the counsellor be an advice-giver? A teacher's
helper? A disciplinarian? Should he/she play all these roles at the same time or at different times?
There seems to be no simple or straight-forward answers to these questions. In seeking answers
to these questions, a problem that counsellors may have to contend with has to do with their view
of their role when it is in congruence or in conflict with that dictated by the school. There is usually
no problem when the roles as perceived by the counsellor and the school are congruent.
However, when for example, the principal wants the counsellor to be the disciplinarian, the
secretary of the PTA, or the librarian, these duties may limit the time the counsellor has to do
his/her real work. In such instances, it should be the responsibility of the counsellor to define
his/her role or provide for scrutiny by the principal the general guidelines prescribed for the
profession.
This paper has given general guidelines under which school counsellors can function in
playing their professional roles. It is anticipated that the Counselling Association of Nigeria (CAN)
would soon agree on the roles and functions of school counsellors, following which such a
document would be made available to members. If this is implemented counsellors would then
be able to operate easily in schools within professional boundaries and the seeming jealousy
between administrators and teachers on the one hand and counsellors on the other hand can be
settled. It is then, and only then, that counselling in Nigeria can be said to have made giant
strides toward professionalism.
REFERENCES
Durojaiye, M.O.A. (1976). A New Introduction to Educational Psychology. Ibadan: Evans Bros.
Ltd.
Ipaye, B (1986). Roles and Functions of Counsellors in Nigerian schools. The Nigerian Journal
of Guidance and Counselling, 2(1), 87-106.
Nwoye, A. (1983). Towards a policy definition of the counsellor. An unpublished M.Ed thesis,
University of Nigeria, Nsukka.
Shertzer, B. & Stone, S.C. (1980). Fundamentals of Counselling. (3rd Ed.), Boston: Houghton
Mifflin Co.
Wrenn, C. C. (1962). The Counsellor in a Changing world Washington, D.C.: APGA.
Wrenn, C.G. (1973). The Contemporary world of the Counsellor. Boston: Houghton Mifflin Co.