DELTA STATE UNIVERSITY ABRAKA, NIGERIA ...PROVOST, ASABA CAMPUS Professor E.P. Oghuvbu PROVOST, OLEH...

DELTA STATE UNIVERSITY

ABRAKA, NIGERIA

DEPARTMENT OF GUIDANCE AND COUNSELLING

FACULTY OF EDUCATION

DEPARTMENTAL HANDBOOK

Name:…………………………………………………………………………

Matric. No:……………………………………………Level:……………….

Phone No:…………………………………………………………………….

Residential Address:…………………………………………………………

Department of Guidance and Counselling

2019/2020 Departmental Handbook

@ 2020 AD by the Department of Guidance and Counselling, Faculty of Education,

Delta State University, Abraka Nigeria.

ISBN:

First published by

Department of Guidance and Counselling

Faculty of Education

Delta State University, Abraka Nigeria.

All Rights reserved. No part of this publication may be reproduced, stored into

retrieval system or transmitted in any form or any form or by any means;

electronic, mechanical, photocopying, recording or otherwise without the prior

permission in writing of the Department of Guidance and Counselling, Delta State

University Abraka Nigeria.

THE VISITOR, CHANCELLOR, PRO-CHANCELLOR AND PRINCIPAL

OFFICERS OF THE UNIVERSITY

THE VISITOR

His Excellency, Senator Dr. Arthur Ifeanyi Okowa

Executive Governor, Delta State of Nigeria

CHANCELLOR

Vacant

PRO- CHANCELLOR

Professor Sam Oyovbaire

VICE-CHANCELLOR

Professor Andy Egwunyenga

DEPUTY VICE-CHANCELLOR (ADMINISTRATION)

Professor S.O Asagba

DEPUTY VICE-CHANCELLOR (ACADEMICS)

Professor (Mrs.) G.N. Ogwu

PROVOST, ASABA CAMPUS

Professor E.P. Oghuvbu

PROVOST, OLEH CAMPUS

Professor I.A. Amata


DELTA STATE UNIVERSITY, ABRAKA

Dean

Professor E.Kpangban

Associate Dean

Dr.(Mrs.) G. Obaro

Ag. HOD, Educational Admin. And Policy Studies

Dr. (Mrs.) R.I. Asiyai

Ag. HOD, Guidance and Counselling

Dr. A.E. Oghounu

Ag. HOD, Curriculum and Integrated Science

Dr. E.O. Oyovwi

Ag. HOD, Library and Information Science

Dr. (Mrs.) F. Ogbomo

HOD, Human Kinetics & Health Education

Prof. (Mrs.) U.I. Igbudu

Ag. HOD, Social Science Education

Dr. E.C. Ogheneakoke

Ag. HOD, Vocational Education

Dr. (Mrs.) J.E Azonuche

Ag. HOD, Technical and Business Education

Dr. (Mrs.) C. Ayomike



NON-ACADEMIC STAFF

(DEAN’S OFFICE)

S/N Name Rank

1. Mr. Emuawore Monday Emorighoye Principal Assistant Registrar

2. Mr. Atuama F.C. Chief Executive Officer

3. Mr. Otutu B. Kenneth Senior Assistant Registrar

4. Agiri Julie Higher Executive Officer

5. Vacant Senior Typist 11

6. Miss. Emunotor Felicia Senior Typist 1

7. Utuoyo Austin Senior Clerical Officer

8. Miss. Okiti Onojighofia Caretaker

9. Lucky Aguba Driver




NON-ACADEMIC STAFF

(HOD’S OFFICE)

S/N Name Rank

1. Vacant Administrative Officer

2. Miss. Idiale Bridget Hall Supervisor

3. Mrs. Ijomah Okoboshi Isioma Higher Executive Officer

4. Vacant Senior Typist 1

5. Vacant Caretaker

SCHEDULE OF DUTY

RESPONSIBILITY NAME OF LECTURERS

PG (M.Ed. & Ph.D.) Coordinator Dr. C. Enwefa

Sandwich/CEP/Weekend Degree

Coordinator

Dr. E.E. Enakpoya

Students Staff Adviser Dr. (Mrs.) G.O. Akpochafo

Quality Assurance and Quality Audit

Committee

Prof. R.I. Okorodudu (Chairman),

Dr. P.U. Osadebe,

Dr. (Mrs.) A. Onoyase,

Prof. (Mrs.) E.E. Ebenuwa-Okoh,

Miss. R. Ozuri (Secretary)

Examination Officer/Time Table Dr. P.A.U. Ossai/HOD

Research Project Allocation Coordinator Dr. C. Enwefa

Departmental Screening Officer Dr. (Mrs.) E.O. Egbule and Miss. R. Ozuri

Continuous Assessment Committee Dr. C. Enwefa/ Dr. P.A.U. Ossai

Lecture/Examination Monitoring Dr. J.J. Obiunu,

Dr. P.U. Osadebe

Dr. (Mrs.) A. Onoyase

Counselling Practicum Committee Dr. A.E. Oghounu (Chairman),

Dr. E.E. Enakpoya (Secretary),

Dr. (Mrs.) E.O. Egbule,

Dr. J.J. Obiunu

Staff Welfare Committee Dr. (Mrs.) A. Onoyase (Chairman),

Dr. (Mrs.) G.O. Akpochafo,

Dr. (Mrs.) E.O. Egbule,

Prof. (Mrs.) E.E. Ebenuwa-Okoh,

Dr. P.A.U. Ossai

COURSE ADVISERS

GUIDANCE AND COUNSELLING

100 LEVEL Dr. P.A.U. Ossai

200 LEVEL Dr. (Mrs.) E.O. Egbule

300 LEVEL Miss. R. Ozuri

400 LEVEL Dr. E.E. Enakpoya

POST GRADUATE SEMINAR COORDINATORS

S/N NAME PROGRAMME CATEGORY

1. Prof. R.I. Okorodudu Educational

Psychology

Ph.D.

2. Dr. (Mrs.) G.O. Akpochafo

Educational

Psychology

M.Ed.

3. Prof. (Mrs.) Ugoji Guidance and

Counselling

Ph.D.

4. Prof. (Mrs.) E.E. Ebenuwa-Okoh

Guidance and

Counselling

M. Ed.

5. Prof. J.N. Odili Measurement and

Evaluation

Ph.D.

6. Dr. P.U. Osadebe Measurement and

Evaluation

M. Ed.



LIST OF ACADEMIC STAFF

S/

N

Name of Staff Rank/Designat

ion

F/

T

Qualifications, dates obtained and

specialization.

1. Prof. (Mrs.) O.C.

Okobiah

Professor B.Sc. Hons., 1977, M.Ed. 1978, Ph.D.

1989, Family Counselling and Practicum.

2. Prof. R.I. Okorodudu Professor B.Ed. Hons., 1987, M.Ed., 1990, Ph.D.

2000, Counselling Psychology.

3. Prof. J.N. Odili Professor B.Sc. Ed, Biology, 1986; M.Ed.,

Measurement and Evaluation, 1992; Ph.D.

Measurement and Evaluation, 2004.

4. Prof. (Mrs.)

E.EEbenuwaOkoh

Professor B.Ed. Chemistry, 1984; M.Ed. Guidance &

Counselling, 1990; Ph.D. Guidance &

Counselling, 2007.

5. Prof.(Mrs.) F.N. Ugoji Professor B.Sc. Hons., 1993, M.Ed. 1997, Ph.D.

2004, Adolescent Psychology and

Reproductive Health Knowledge

6. Rev Fr. Dr. Jude J,

Obiunu

Reader B.A. Philosophy, 1990; M.A. Religious

Education, 2000; Ph.D. Guidance and

Counselling, 2006.

7 Dr.(Mrs.) G.O.

Akpochafo

Reader NCE, 19980, B.Ed., 1986, M.Ed., 1994

Ph.D. 2004, Vocational Guidance.

8. Dr. P.U. Osadebe Reader B.Ed. 1992, M.Ed. 1996,Ph.D. 2001,

Measurement & Evaluation,

9. Dr. (Mrs.) A. Onoyase Reader NCE, 1981, B.Ed. 1986, M.Ed. 1996,

Ph.D. 2004, Vocational Guidance

10. Dr.A.E. Oghounu Senior

Lecturer

NCE, 1981, B.Ed. 1987; Guidance and

Counselling, M.Ed.Guidance and

Counselling, 1993; Ph.D. Guidance &

Counselling, 2015.

11. Dr. P.A. Ossai Senior

Lecturer

B.Sc. Ed, Mathematics, 1989; M.Ed.

Measurement and Evaluation, 2004, Ph.D.;

2014. Measurement and Evaluation

12. Dr. E. Enakpoya Lecturer 1 NCE, 1986; B.A. Ed. 1989; M.Ed. 1996.

Ph.D., Guidance & Counselling 2017.

13. Dr. (Mrs.) E. O.

Egbule

Lecturer 1 B.Sc. Ed. Political Science, 1998; M.Ed.,

Guidance and Counselling, 2005. Ph.D.

Guidance and Counselling, 2017.

14, Dr. C. Enwefa Lecturer 1 B.Sc. Ed, Mathematics 1996; M.Ed.

Measurement & Evaluation, 2005; Ph.D.

Measurement & Evaluation, 2016.

15, Miss R. Ozuri Lecturer 11 B.Ed. Guidance & Counselling, 2012;

M.Ed. Counselling Psychology, 2017.

General:

In this discipline area, students study education and guidance and counselling for the award of a

Bachelor‟s degree in Education with Guidance and Counselling.

Philosophy and Aims and Objective of the Programme

The philosophy of guidance and counselling is derived from the National Philosophy of

Education in Nigeria. The aims and objective of the course are as follows:

a) To provide a wide background in education as a field of study as basic tool for giving

adequate education in guidance to clients.

b) To expose students to studies in educational psychology and other related disciplines

which will enable them adequately perform their functions of guidance counselors. To

generally prepare students to be able to undertake the functions of teachers/counselors in

order to give academic career and social personal guidance to learners and others in need

of such within the educational system and in non-school settings.

SENATE APPROVED GENERAL GUIDELINES FOR STUDENTS’ DISCIPLINARY

COMMITTEES

TYPES OF EXAMINATION MALPRACTICE OFFENCES AND THEIR PENALTIES

1. a. COPYING

i. Copying from another student‟s work in the examination hall is an offence. If

caught copying from a student‟s work, the student (culprit) is guilty of the

offence.

Penalty: Rustication for 2 semesters.

ii. If the student whose work is being copied consented to the act of the examination

malpractice above, he/she is also guilty of the offence.


b. SPYING

A student spying another student‟s work in the examination hall is guilty of an

offence.

Penalty: Rustication for 2 semesters

c. DISCUSSING IN THE EXAMINATION HALL

A student who engages in any form of discussion in the examination hall with the

purpose of soliciting helpful information is guilty of an offence.

Penalty: Rustication for two semesters.

2. GROSS MISCONDUCT

a. A student who brings into the examination hall materials relevant to the course

being examined whether in the form of „micro chips‟ that is, special writing;

writing on the body of calculator, school fees receipts, registration forms, storing

in mobile phones or in any gadget whatsoever, if caught whether the material has

been used or not, the student is guilty of the offence.


b. Any student who gives or receives money from fellow students to influence

result.


c. A student who brings prepared answer booklet/answer relevant to or tallying with

those for the examination into the examination hall is regarded as having a

foreknowledge of the examination questions and is guilty of an offence.

Penalty: “Expulsion”

d. A student caught smuggling in or out of the examination hall answer booklets is

guilty of an offence.


e. IMPERSONATION: This is where a student or individual writes an examination

for another student either for a fee or any other agreed term(s). The person

(impersonating and the impersonated) are guilty of an offence. Where the

impersonator is a graduate of DELSU, his/her certificate will be withdrawn, while

the impersonator will be handed over to the police.


f. Refusal to fill examination malpractice form: Any student suspected/caught in any

form of examination malpractice and fails to fill the examination malpractice

form when issued to him/her is guilty of an offence.


g. Causing distraction in the examination hall: A student who causes distraction in

the examination hall either as a result of (1) above or being insulting to the

examination officer or lecturer in charge of the examination or a member of the

examination monitoring team is guilty of an offence.


h. OTHER ACTS OF GROSS MISCONDUCT

The following acts constitute unruly behaviours with punishment attached thereto:

Abuse of any University Ceremony

(i) Rowdy matriculation/convocation celebration


(ii) Rowdy celebration on completion of examination


(iii) Pouring of water or other substances on graduating students with or without their

consent.


(iv) Reckless driving on or outside the campus in celebration of matriculation,

completion of examination or convocation.


(v) Fighting on campus: The two or more students involved in a fight are each liable

to an offence.


(vi) Running of more than one academic program is prohibited.

(vii) Assault: A student who assaults another student on campus is liable to an offence.


(viii) Going to the university club/guest house: A student who goes to the university

club/guest house without being in the company of a staff is guilty of an offence.


(ix) Membership of secret cult: Any student known to be a member of a secret

cult/group is liable to grievous offence.


(x) Demonstration/vandalisation of property.


(xi) Mere participation as a follower.

Penalty: From warning to rustication for 2 semesters.

(xii) Rape.

a. Proved cases based circumstantial evidence.


(xiii) Fraud/Forgery or Alteration


(xiv) Cases of stealing


Note:

(i) Where a student is guilty for more than one of these offences, the penalties of two

semesters each shall run concurrently.

(ii) The Students‟ Affairs Division should publish the names of students that are to

appear before the panel one week upon receiving the charges.

(iii) Approved punishments should be displayed on Students‟ Notice Boards, by the

Students‟ Affairs Division and by the Deans and HODs, immediately the

university assents to them.

(iv) Any student not satisfied with the approved punishment, has the right to appeal

through the Students‟ Affairs Officer to the Chairman of the University

Governing Council for further hearing not later than three (3) months after the

punishment has been handed down.

(v) The examination monitoring committee should as a matter of mandate, submit the

details of an alleged culprit, (Name, Matriculation Number, Department, Course,

etc) and the alleged offence within three (3) weeks of committing the offence to

the Students‟ Affairs Division which is charged with cases of examination

malpractice.

3. The charge(s)/offence(s) leveled against a student must be clearly stated.

4. The exhibits in terms of answer booklets, phones or any other material by means

of which the offence is alleged to have been perpetrated must be presented with

the charge.

5. The Students‟ Affairs Division should publish the names of students who are to

appear before the Students‟ Disciplinary Committee on Examination Malpractice

Panel one week upon receiving the charges.

6. Approved verdict (punishment or exoneration) should be displayed on students‟

Notice Board immediately the university senate assents to them.

7. Heads of Departments/Directors of Programs concerned must implement speedily

the approved verdict by the university senate; failing to do this, such Head of

Department/Director of Program will be held responsible for any lapses.

8. No students should be punished twice for the same offence. Therefore, members

of the Examination Monitoring Committee and invigilators must not give on-the

sport disciplinary action.

Admission Graduation Requirements

There are two levels of admission into the department of Guidance and Counselling. These are

UME and Direct Entry. This is in line with the National University Commission Benchmark and

Minimum Academic Standard for Education.

a) UME: Candidates for admission into the four - year degree programme should possess a

Senior Secondary School Ordinary level Certificate or General Certificate of Education or their

equivalents with at least five Credit passes which must include English Language and

Mathematics.

b) Direct Entry: Candidates for direct entry into the degree programme in Guidance and

counselling should possess five credit passes in the ordinary level General Certificate of

Education and Senior Secondary School Certificate or their equivalents, which should include

English Language and Mathematics. In addition, candidates must possess credit passes in three

relevant subjects at the Advanced level in the General Certificate of Education or its equivalent

such as Nigeria Certificate in Education(NCE) and Diploma in Education.

LIST OF COURSES FOR REGISTRATION AT VARIOUS LEVELS : A GUIDE.

100 LEVEL

FIRST SEMESTER

Course Code Course Title Units Status

EDU 100 Introduction to Teaching Profession 2 C

EDU 101 Foundations of Education 2 C

GCE 101 Introduction to Guidance and Counselling 2 C

GCE 102 Principles and Techniques of Guidance and Counselling 2 C

GCE 103 Introduction to Psychology 2 C

GCE 104 Developmental Psychology 2 E

SSE 100 Elements of Social Studies 2 E

GST 101 Use of English and Library 4 C

GST 102 Logic, Philosophy and Human Existence 2 C

Total Units of

Core Courses

16

Total Units of

Elective Courses

4

Semester Total 20

NB: Students are to take at least one elective course from SSE and another from area of

specialization or Education in each semester.

As a rule;

i. Maximum units per semester is 24

ii. Minimum units per semester is 15

SECOND SEMESTER


GCE 111 Rehabilitative Counselling 2 C

GCE 112 Organisation of Guidance and Counselling in Schools 2 C

GCE 113 Development of Guidance and Counselling 2 C

GCE 114 Counselling Ethics 2 C

SSE 112 Family Based structure of society 2 E

EDU 114 Introduction to Language Education 2 E

GST 111 Nigerian Peoples and Culture 2 C

GST 112 History and Philosophy of Science 2 C

GST 114 Communication in French 2 C

Total Units of

Core Courses

14

Total Units of

Elective courses

4

Semester Total 18


Specialization or Education.

As a rule;



200 LEVEL

FIRST SEMESTER


EDU 200 Principles of Instruction 2 C

EDU 201 Philosophy of Education 2 C

EDU 202 Curriculum Theory and Development 2 C

GCE 201 Theories of Counselling 2 C

GCE 202 Group Dynamics in Guidance and Counselling 2 C

GCE 203 Biological Psychology 2 C

GCE 204 Method of Psychotherapy 2 C

GCE 205 Counselling for Special Needs 2 C

CSC 200 Introduction to Computer 2 C

EDU 203 Micro Teaching (Teaching Skills) 2 E

SSE 205 Population & Economic Development in Nigeria 2 E

GST 101* Use of English and Library 4 C

GST 102* Logic Philosophy and Human Existence 2 C

Total Units of

Core Course

22

Total Units of

Elective Courses

4

Semester Total 28

* For Direct Entry students



As a rule;



SECOND SEMESTER


EDU 211 Special Methods of Teaching 2 C

EDU 212 Test and Measurement 2 C

CES 211 Entrepreneurship and Innovation 2 C

GCE 211 Personality Development and Social Adjustment 2 C

GCE 212 Behaviour in Organisation 2 C

GCE 213 Laboratory Work: Preparation for Counselling 2 C

GCE 214 Sex and Marital Counselling 2 C

SSE 212 Sociology of the Family 2 E

GST 111* Nigerian Peoples and Culture 2 C

GST 112* History and Philosophy of Science 2 C

GST 114* Communication in French 2 C

Total Units of Core Courses 20

Total Units of Elective Courses 2

Semester Total 22

* For Direct Entry students



As a rule;



300 LEVEL

FIRST SEMESTER


EDU 300 Teaching Practice 3 C

EDU 301 Introduction to Educational Administration & Planning 2 C

EDU 302 Educational Technology 2 C

GCE 301 Practicum in Guidance and Counselling 1 3 C

GCE 302 Psychology of Deviant Development 2 C

GCE 303 Techniques in Continuous Assessment and Testing in

Counselling

2 C

GCE 304 Social and Psychological Factors in Human Learning 2 C

GCE 305 Information and Communication Technology and

Counselling

2 C

EDU 305 Educational Statics 2 E

SSE 303 Nigerian Cultural Patterns and Historical Origin 2 E

Total Units of

Core Courses

18

Total Units of

Elective Courses

4

Semester Total 22



As a rule;



SECOND SEMESTER


EDU 311 Educational Psychology 2 C

EDU 312 Research Methods and Data Processing 2 C

EDU 313 ICT in Education 2 C

CES 311 Entrepreneurship Studies (Business Creation and

Growth)

2 C

GCE 311 Occupational Information, Job Analysis and Job

Evaluation

2 C

GCE 312 Management and Counselling of the Aged and Disabled 2 C

GCE 313 Conflict and Conflict Resolution in Work Place 2 C

GCE 314 Crisis Counselling and Adjustment 2 C

EDU 314 Emergent Problems in Nigerian Education 2 E

SSE 312 Nationalism and Patriotism in Nigeria Education 2 E

Total Units of

Core Courses

16

Total Units of

Elective Courses

4

Semester Total 20



As a rule;



400 LEVEL

FIRST SEMESTER


EDU 402 Guidance and Counselling 2 C

EDU 403 Continuous Assessment 2 E

EDU 404 School Administration and Law 2 C

GCE 401 Practicum in Guidance and Counselling II 3 C

GCE 402 Behaviour Modification 2 C

GCE 403 Introduction to Culture and Psychopathology 2 C

GCE 404 Programme Development and Evaluation in Counselling 2 C

GCE 405 Inter-Cultural Practices in Counselling and Education 2 C

SSE 404 Politics, Power and Government in Nigeria 2 E

Total Units of

Core Courses

15

Total Units of

Elective Courses

4

Semester Total 19



As a rule;



SECOND SEMESTER


EDU 410 Research Project 6 C

EDU 412 Comparative Education 2 C

GCE 411 Family Counselling and Child Guidance 2 C

GCE 412 Counselling in Special Settings 2 C

GCE 413 Abnormal Psychology and Career Guidance and

Counselling

2 C

GCE 414 Teenage Counselling 2 C

GCE 415 Pastoral Counselling 2 E

SSE 413 Marriage and Kinship 2 E

Total Units of

Core Courses

16

Total Units of

Elective Courses

4

Semester Total 20



As a rule;



COURSE DESCRIPTION

GCE 101: INTRODUCTION TO GUIDANCE AND COUNSELLING

Introductory course in the nature, aims, objectives, theories and methods of guidance and

counselling in the Nigerian educational system. An examination of students‟ educational needs

and problems – biological and environmental, and the importance of guidance and counselling as

probable measures for coping with them; such aspects of guidance and counselling– vocational,

placement, orientation and evaluation, and tools for cumulative records, tests and inventories and

their uses.

GCE 102:PRINCIPLES AND TECHNIQUES OF GUIDANCE AND COUNSELLING

An overview of the meaning, history and basic principles and techniques of guidance and

counselling. The stages of counselling, interviews, interactions with the learners, his parents,

school and administrators. The importance of principles and techniques in guidance and

counselling and in problem solving in Nigeria and other countries. Stages of a typical

counselling situation e.g. referral, diagnosis (building of rapport, identification needs); therapy;

termination; follow – up are emphasized.

GCE 103: INTRODUCTION TO PSYCHOLOGY

The course enables undergraduates to have a general introductory knowledge of the concept of

psychology. The course of historical development of psychology will be discussed. The

relationship of psychology with education will be discussed. The various psychological concepts

upon which guidance and counselling is founded are examined.

GCE 104: DEVELOPMENTAL PSYCHOLOGY

This course exposes students to the basic concepts in developmental psychology, principles of

growth and development, life cycle of human beings from conception to birth. It discusses the

characteristics of the individual at each level of human development. It discusses the stage

theories of Freud, Erikson and Piaget. It also looks at language, intellectual, emotional, moral

and social development and their attendant theories and relevance in guidance, counselling and

education.

GCE 111: REHABILITATIVE COUNSELLING

Rehabilitation Guidance and Counselling is the branch of guidance and counselling which assists

the physically handicapped (lepers inclusive) and the maladjusted individuals like drug addicts,

and ex-convicts to regain fuller physical, mental, social, and vocational usefulness. Some of such

persons are usually treated and housed at a rehabilitation centre. The counsellor helps such

persons to gain emotional control over their conditions and become more self-reliant. The

programme provides health, educational, vocational and psychological abilities that reduce

problems of labelling, encourage adjustment and efffective coping skills, develop positive

attitude and accept limitations. The prospective counsellor learns techniques of achieving these

objectives.

GCE 112: ORGANISATION OF GUIDANCE AND COUNSELLING IN SCHOOLS

An examination of guidance and counselling programs and models, their selection criteria,

control and supervision; use of paraprofessional and other support personnel; appraisal of

Nigerian Policy on Educational Provision for guidance and counselling and the procedures and

processes involved in setting up and managing guidance and counselling units and activities in

school and non-school settings.

GCE 113: DEVELOPMENT OF GUIDANCE AND COUNSELLING

A study of the psychological basis of guidance and counselling. A discussion of test and non-test

techniques including the use of psychological tests and observation. The historical development

of Guidance and Counselling in Nigeria, U.S.A and Europe are highlighted including guidance

services for instance, the various school guidance services Personnel and techniques of

disseminating educational, vocational and personal- socio guidance to learners in primary and

secondary schools.

GCE 114: COUNSELLING ETHICS

This course outlines the ethical standard guiding the practice of guidance and counselling. It

focuses attention in the ethical responsibilities of the professional counsellor. Also included in

the course are the cultural, social and rural practices affecting professional counselling. The

course should expose students to ethical considerations in therapeutic relationship between the

counsellor and clients, the educational and professional competence of the counsellor and

boundary within legal provisions of the land or cultural practices and counselling practices.

GCE 201: THEORIES OF COUNSELLING

The focus of the course is directed towards the exposition of the various counselling techniques

which are derived from the different theoretical counselling approaches such as traits and factors,

reality therapy, behavioural, client-centred, rational emotive behaviour therapy, transactional

analysis and the psychodynamic counselling theories. In doing these, emphasis will be laid on

proponents of the theories, views of nature of man,sources of psychological problems,

counselling goals, criticisms and their major contributions to guidance and counselling.

GCE 202: GROUP DYNAMICS IN GUIDANCE AND COUNSELLING

The course aims at exposing students to the dynamics of group counselling, types of groups,

nature of groups, formation of groups, processes of groups and team building with its advantages

and disadvantages and how to recognise symptoms of break down. The course will focus

attention on the meaning of group guidance and counselling, the characteristics, goals and

principles of group guidance and counselling. The course also discusses the merits and the

demerits of the mode of guidance and counselling. Finally, it deals with the various procedures

of group guidance and counselling in the Nigerian culture.

GCE 203: BIOLOGICAL PSYCHOLOGY

Introductory course to the biological basis of human behaviour. Emphasis is on the role of the

central Nervous system and the hormones vis-à-vis human behaviour. The effect of other

biological systems on behaviour is explored. Relevance of the course to counselling and

education is highlighted.

GCE 204: METHOD OF PSYCHOTHERAPY

This is an introductory course on various psychological processes for handling deep emotional

problems. The principles underlying each method are explored and their corresponding

techniques discussed. Advantages and limitations of each method are identified.

GCE 205: COUNSELLING FOR SPECIAL NEEDS

A study of the special problems and needs of the handicapped and gifted children and the place

of guidance and counselling in fostering stable growth and development in teaching and learning

situation in particular. The course shall expose students to the provisions in the National Policy

on Education and the Sustainable Development Goals for exceptional persons and students and

the role of guidance and counselling in identifying and meeting the needs of the exceptional

child. Various programmes and activities for enhancing the exceptional child as well as funding

sources and modes of delivering guidance and counselling services to them are to be explored in

this course.

GCE 211: PERSONALITY DEVELOPMENT AND SOCIAL ADJUSTMENT

The development of personality characteristics of individuals, their differences and social

adjustment/maladjustment and the implications for teaching and learning situation form the focus

of the course. A few of the theories of personality such as Psychoanalytic, Behavioural, Trait and

factor, Socio-cognitive, Body type, Constitutional and the Big five are examined. Simple

approaches to the measurement of personality can be introduced. An emphasis on the

interventional role of guidance and counselling when and where necessary will be discussed.

Personality theories would stress how they relate to social adjustment of students within and out

of school settings including career, family life and inter-personal relationship.

GCE 212: BEHAVIOUR IN ORGANISATION

An introductory study of why people behave the way they do in organisations. The

organisational environment including organisational structure and design, technology and

people, the individual in the organisation, formal organisation, motivational pattern, leadership

and organisational development, communication and regard systems in organisations should be

examined.

GCE 213: LABORATORY WORK: PREPARATION FOR COUNSELLING

A practical course on procedures for counselling and interviewing. An exploration and

demonstration of the skills utilised in effective counselling and interviewing. Emphasis is on

activity.

GCE 214: SEX AND MARITAL COUNSELLING

This course focuses on the nature, characteristics and forms of sexuality problem and social

needs of teenagers. It also focuses on the various psychological approaches to the resolution of

teenage problems to enhance sexual and social adjustments. The course shall also expose

students to how to guide and counsel teenagers in preparing to take on the developmental task of

marriage, how to adjust, survive and sustain it.

GCE 301: PRACTICUM I IN GUIDANCE AND COUNSELLING

An application of the principles and techniques of guidance and counselling in a clinical setting.

Skills in observation, interviewing and cumulative record keeping, visits and interviews with

personnel in various counselling settings such as elementary, secondary and tertiary schools,

juvenile courts, remand homes and welfare offices to be carried out. The course shall utilise the

counselling Practicum laboratory and students shall be exposed to how to complete daily records

of activities in the log book while in the field. There should also be practical demonstration of

the use of some psychological tests in diagnosis of students psychological, emotional ,vocational

and educational problems or challenges.

GCE 302: PSYCHOLOGY OF DEVIANT DEVELOPMENT

The concept of deviant behaviour and its identifying characteristics. Some common forms of

deviant behaviours and their causes. Common forms of deviant behaviour found among Nigerian

school children are to be examined. Effects of deviant behaviour on school performance and

methods of handling deviant behaviour among children.

GCE 303: TECHNIQUES IN CONTINUOUS ASSESSMENT AND TESTING IN

COUNSELLING

The concept of testing is explained. Testing as a means of gathering solid information about

individual strength and limitation and a guide to assisting him in the resolution of his problems

are discussed. Testing techniques and methods of communicating test results to clients are

explored.

GCE 304: SOCIAL AND PSYCHOLOGICAL FACTORS IN HUMAN LEARNING

The course exposes students to the concept of intra personal phenomenon focusing on attitude,

perception, social cognition and self-concept, and inter personal phenomenon focusing on social

influence, group dynamics and inter personal attraction. The course examines the role of social

and psychological factors in facilitating or inhibiting learning; different theories relating to

learning and the environmental factors. The educational implications of the course are to be

emphasised.

GCE 305: INFORMATION AND COMMUNICATION TECHNOLOGY AND

COUNSELLING

The course provides students with the opportunity of studying about the computer, using

computer to assist counselling process involving decision-making skills, obtaining information

and acquiring greater skills for internet assessment and E-mail counselling.

GCE 311: OCCUPATIONAL INFORMATION, JOB ANALYSIS AND JOB

INFORMATION

An introduction to the study of the nature of jobs, their demands on workers and methods of

determining their relative importance. Various sources of occupational information at both the

primary, post primary levels of occupational information in the vocational development of the

child will be explored. Vocational theories are examined especially in their contribution to

occupational choice and adjustment. It gives opportunity for students to explore the complex

nature of the world of work, career choice and career development and adjustment. Students are

expected to acquire skills and techniques for vocational guidance, job analysis and job

information

GCE 312: MANAGEMENT AND COUNSELLING OF THE AGED AND DISABLED

The course exposes students to who the aged and disabled are, their self-concept and health

status. The gerontological aspects of aging with emphasis on the aged. Adaptation, adjustment

and the management strategies for both the aged and the disabled.

GCE 313: CONFLICT AND CONFLECT RESOLUTION IN WORK PLACES

A study of the nature of conflict, its various forms, and how it can be resolved in work places.

Sources of conflict, effects of conflicts between the employer and employee will be discussed.

Typical examples of conflicts in Nigerian work places will be on focus.

GCE 314: CRISIS COUNSELLING AND ADJUSTMENT

The course is designed to expose students to crisis events which threaten normal adaptation and

adjustment for people in school and non-school settings. Of course, when crisis events occur, the

individual be it student or not, is thrown into panic, frustration, danger, threat, hopelessness,

confusion, conflict and disappointment which result in emotional, psychological, social and

mental health problems. The objective of the course is to equip students with counselling skills

required to help individuals confronted with crisis situations to manage crisis events, make

necessary interventions and return the individual to normal adaptations. The various crisis events

for primary and secondary school students, how to identify those in such crises situations and

strategies to help them form part of the course.

GCE 401: PRACTICUM IN GUIDANCE AND COUNSELLING II

An extension of clinical experience to field experience culminating in specific group/individual

study of specific problems; the designs and implementation of counselling strategies. Students

conduct counselling sessions in selected sites on various problems stemming from vocation,

educational and personal psychological areas. Students are posted to the field in both school and

non- school settings for six week at the beginning of the first semester of 400 level to work and

interact with clients and supervised by lecturers and superiors at the field.

GCE 402: BEHAVIOUR MODIFICATION

An introduction to the basic principles, assumptions and applications of the use of clinical and

experimental methods of studying and changing behaviour. An application of the scientific

approach of methodological behaviourism to behaviour change. Discussions will range from the

application of the principles of operant conditioning or classical conditioning to the more broadly

based clinical approaches of Dandure and Lazarus.

GCE 403: INTRODUCTION TO CULTURE AND PSYCHOPATHOLOGY

The concepts of culture and psychopathology. The use of culture in defining normality and

abnormality. Cultural differences in behavioural patterns of people. The concept of taboos,

aspects of culture and the new culture and factors in consideration of psychopathology and

people and students are examined as well as Common forms of psychopathology and their

cultural implications. Everyday psychopathological expressions amongst school children, their

effects on school authority and property, objects, self and school adjustment and performance are

to be discussed.

GCE 404: PROGRAMME DEVELOPMENT AND EVALUATION IN COUNSELLING

The concepts of programme are explained. Survey of some counselling oriented programmes and

characteristics of programmes are examined. Essentials of programme development are explored.

Procedures of evaluating programmes are outlined. Examples of programmes in Guidance and

Counselling are given and discussed.

GCE 405: INTER-CULTURAL PRACTICES IN COUNSELLING AND EDUCATION

Inter cultural practice will provide opportunity for both native and migrant students to co-exist,

interact and communicate by uniting any racist manifestations. Intercultural education focuses on

the development of an emphatic attitude towards differences, on creating a notion against

stereotypical way of thinking, on promoting solidarity, on cultivating a collective awareness that

goes beyond race and Nation and finally on promoting intercultural respect. The course concerns

all fields involved in maintaining social welfare more especially, counselling and psychotherapy.

There is need for students to be familiar with intercultural competences at the cognitive,

emotional and rational levels which endow counsellors with the ability to operate in

linguistically and culturally contests. The course will also focus on the teaching of cultural

practices in a multi-cultural environment and will examine the relevance of values, norms and

traditional factors in the provision of counselling services in the society, specifying the caution

that the counsellor needs to take in counselling with clients in a multi-plural culture.

GCE 411: FAMILY COUNSELLING AND CHILD GUIDANCE

The course covers the pre-marital and post-marital interactions between the man and the woman.

The effects of parents on children and vice versa as well as the strategies for the psychological,

emotional and personality disturbance originating from childhood as a result of dysfunctional

patterns of parents-parent and parent- child interaction are explored, family and marital therapies

are discussed.

GCE 412: COUNSELLING IN SPECIAL SETTINGS

Counselling is helping profession meant to help individuals in school and out of school

understand themselves, identify and manage their problems effectively in this area of

diversification. Students are therefore trained in building upon the counselling skills so as to

make themselves relevant and marketable in various settings.

GCE 413: ABNORMAL PSYCHOLOGY AND CAREER GUIDANCE AND

COUNSELLING

Basic theories of vocational development, choice and career patterns e.g. Super‟s, Roe‟s,

Holland‟s, and Ginzberg‟s definitions of career, occupation, vocation, job and profession from

cognitive and the psychomotor domains, study of the theoretical basis and approaches of

counselling-psychoanalytic, client-centred; behavioural, rational: emotive and eclectic.

Implication of the theories for vocational development and choice in the Nigerian setting should

be treated. Role of guidance and counselling in facilitating decision making relating to selection,

placement and academic pursuit.

GCE 414: TEENAGE COUNSELLING

An exploration of the nature and forms of the needs and problems of teenagers and a survey of

the various psychological approaches to their resolutions. A knowledge of the characteristics of

teenagers is a fundamental tool for appreciating behavioural pattern for instance, an examination

of the maturational, physical, emotional and intellectual problems associated with development

and adjustment needs of adolescents including, developmental tasks, sex roles and the facilitative

role of Guidance and Counselling with teenagers form part of the course.

GCE 415: PASTORAL COUNSELLING

The use of the scriptures in assisting the emotionally conflicted to resolve his/her problems.

Various forms of problems requiring pastoral counselling. Forms of pastoral counselling, the

advantages and limitations.

DELTA STATE UNIVERSITY ABRAKA, NIGERIA ...PROVOST, ASABA CAMPUS Professor E.P. Oghuvbu PROVOST, OLEH...

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Transcript of DELTA STATE UNIVERSITY ABRAKA, NIGERIA ...PROVOST, ASABA CAMPUS Professor E.P. Oghuvbu PROVOST, OLEH...