Journal of Guidance and Counselling Studies
This journal aims to foster and extend the professional growth and development of guidance counsellors at every level. It publishes research, reviews, theoretical and empirical studies in all spheres of counselling. The essence is to facilitate the sharing of ideas, information, research findings, and reports that will ensure the professional development of budding and seasoned counsellors alike. The editorial board appreciates and acknowledges the encouragement and support of all in this regard. It is indeed our collective resolve and commitment to continual growth. Be assured that every edition will continue to get better, higher quality and ready to meet expectations.
Department of Guidance and Counselling, Faculty of Education, Nnamdi Azikiwe University, Awka
Efficacy of Acceptance-Commitment Therapy and Social Skills Training in Mitigating Depressive Symptoms among University Students in Ogun State, Nigeria
Depression among university students has emerged as a growing mental health concern, significantly affecting academic performance, social functioning, and overall well-being. This study investigated the efficacy of Acceptance Commitment Therapy (ACT) and Social Skills Training (SST) in mitigating Depressive Symptoms Among Undergraduate Students in Ogun State, Nigeria. The study was anchored on two theories: Cognitive Behavioural Therapy and Learned Helplessness Theory of Depression. Five research questions and hypotheses guided the study and quasi-experimental pre-test post-test research design was adopted. Also, the multi-stage sampling process was used to select a total of 292 respondents from three Universities within Ogun State. Furthermore, three research instruments namely: Goldberg Depression Inventory (GDI), Beck Anxiety Inventory (BAI) and Coopersmith Self-Esteem Inventory-Adult Form (CSEI-AD) were utilized to collect pre-test and post-test data. Additionally, the selected respondents were divided into three treatment groups namely: ACT group, SST group and the control group. Thereafter, the pre-test post-test data collected was analysed using Descriptive Statistics, Analysis of Co-variance (ANCOVA), Fisher’s t-tests and Multivariate Analysis of Variance (MANOVA). The findings revealed that there is a significant difference in the pre-test post-test mean scores of University students with depression symptoms, anxiety and low self-esteem exposed to ACT, SST and the control group. Conversely, there is no significant gender difference in their pre-test post-test mean scores. Also, there is no significant difference in the pre-test post-test mean scores based on the type of university. These results underscore the value of integrating evidence-based interventions like ACT and SST into university counselling programs to enhance students’ mental well-being. It is therefore recommended that Universities should intensify effort in tackling depression among students by integrating ACT and SST programes into student counseling services as evidence-based interventions to promote mental well-being on campuses. Also, given the emerging trends of manifestations of depression among students, regular training on how to effectively manage incidences of depression using treatment techniques like ACT and SST should be held for Counsellors, Social Workers and Psychologists. This will help to mitigate depressive symptoms among University undergraduate students.
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Perception of Counsellors’ Behaviour on the Treatment of Drug-Addicted Clients in Minna Rehabilitation Center, Niger State
This study investigated the perception of counsellors’ behaviour on the treatment of drug-addicted clients in Minna Rehabilitation Center, Niger State. Guided by two objectives, and two null hypotheses, the study adopted a descriptive survey research design, which enabled the collection of information from both counsellors and clients without manipulating variables. The population comprised 261 respondents, consisting of 106 counsellors and 155 registered drug-addicted clients. From this, a sample size of 155 was determined using Krejcie and Morgan’s sampling table and selected through simple random sampling technique to ensure representation. Two researcher-developed instruments were used for data collection: the Perceived Influence of Counsellors’ Behaviour Questionnaire (PICBQ) and the Treatment of Drug-Addicted Clients Questionnaire (TDACQ). These measured counsellors’ behavioural attributes such as empathy, and non-judgmental attitude, along with treatment outcomes including adherence, coping ability, craving reduction, readiness to change, and relapse control. The instruments were validated by experts, yielding a strong Content Validity Index of 0.89, and reliability was confirmed with a Cronbach Alpha coefficient of 0.82 from a pilot study. Descriptive statistics were used to analyse demographic data and research questions, while Chi-square tested the hypotheses at 0.05 significance level. Findings revealed that counsellors’ interpersonal qualities greatly shaped recovery outcomes. Empathy enhanced adherence, and non-judgmental attitudes promoted openness to change. The study concluded that effective rehabilitation outcomes depend largely on counsellors’ professional conduct and interpersonal skills. It recommended regular training to enhance counsellors’ behavioural attributes, consistent ethical practice, avoidance of stigmatization, and prioritizing counsellor-client relationship quality in evaluating treatment effectiveness. It further emphasized integrating counsellors’ behavioural qualities into drug rehabilitation programmes as essential components for improving recovery outcomes.
In-Law Interference and Emotional Stability of Married Women in Kwara State, Nigeria
Emotional stability of married women is a complex and multifaceted phenomenon, is influenced by numerous factors, including domestic violence. This research investigated In-law interference and emotional stability of married women in Kwara State, Nigeria. At 0.05 level of significance, one research question was postulated and three null hypotheses were tested. The study employed a descriptive survey of correlational type. A total of 403 married women were selected from nine out of sixteen local government in Kwara State took part in the study. A researcher-designed questionnaire titled “In-law Interference and Emotional Stability Questionnaire (IIES)” was the instrument used to collect data from the respondents. The data collected was analyzed using descriptive and inferential statistics. Demographic factors such as years in marriage, education, religion, and number of children influenced both interference and stability. The findings show that in-law interference could lead to stress, marital dissatifaction, and emotional instability in a marriage. Counselling interventions were recommended to help couples set healthy boundaries and improve communication in order to achieve effectiveness and a wholesome marriage.
Substance Abuse and Gambling Behaviour among Undergraduates in Oyo State, Nigeria
The prevalence rates of gambling behaviour among undergraduates in Nigeria are alarming, raising serious concerns due to its strong association with substance abuse, which poses risks to their physical, emotional, and academic wellbeing. In the light of this, this study examined the relationship between substance abuse and gambling behaviour among undergraduates in Oyo State, Nigeria. The study adopted a correlational survey research design, and a total of 420 undergraduates were selected from three universities in Oyo State using a multistage sampling procedure. A research instrument, titled Substance Abuse and Gambling Behaviour Questionnaire (SAGBQ), was used for data collection, with reliability coefficients of 0.81 and 0.87. Data analysis was conducted using descriptive and inferential statistics, including percentages, Pearson Product Moment Correlation (PPMC), and Correlation Matrix. Three null hypotheses were tested at a 0.05 level of significance. The findings of the study revealed that the majority (86%) of undergraduates in Oyo State had a high level of substance abuse and 85% were involved in gambling behaviour. The study further revealed a significant predictive relationship between substance abuse and gambling behaviour among undergraduates in Oyo State (R = 0.183, p < 0.05). Further findings revealed that gender, age, place of residence, and course of study had significant predictive effects on substance abuse and gambling behaviour among undergraduates. It was recommended that undergraduates struggling with gambling problems should seek guidance and counselling, as well as other support services such as mental health services from professionals in school, as this will help to prevent incidents that could lead to substance abuse and its negative effects on their academic activities.
Investigating the Prevalent Aggressive Behaviour and the Psychosocial Factors Responsible for such among Secondary School Students in Kogi State, Nigeria
The purpose of this study is to investigate the prevalent aggressive behaviour and the psychosocial factors responsible for such among secondary school students in Kogi State, Nigeria. Specific objectives were raised based on which research questions and hypotheses were generated. The designs adopted for this study are descriptive survey research design where a sample of 394 students were randomly selected from the population of 25,537 students in secondary school in Kogi State. A Multi-stage sampling was employed in this study which involved stratified random sampling to select schools and proportionate sampling technique to select number of participants and simple random sampling at the final stage. Structured questionnaires were administered, and the data collected subjected to analysis using frequency distributions, percentages, means, t-test and Analysis of Variance. The result revealed most prevalent aggressive behaviour among the secondary school students to include becoming so mad that they may want to break things, wanting to exchange blows or engage in a fight, feeling like a powder keg ready to explode, trouble controlling their temper, threatening people, wanting to hit another person when provoked. The study also found that growing up in a crowded home, inadequate family income, single parenting, addiction to alcohol and drug abuse are some factors that constitute the psychosocial factors of aggressive behaviour. In comparison to other literatures, it is hereby concluded the prevalent aggressive among secondary school students is peculiar to each locality.
Cognitive Behavioural Therapy as a Counselling Strategy for Handling Gambling Behaviour among Undergraduates in Nigeria
Gambling behavior among undergraduates in Nigeria has become an increasing concern for stakeholders, particularly school counsellors. This issue poses significant challenges to students’ academic performance, mental health, and overall well-being. Therefore, effective interventions are needed to address gambling addiction within this population. This paper aims to examine the relevance of Cognitive Behavioural Therapy (CBT) as a counselling intervention for managing gambling behaviour among undergraduates. It presents a comprehensive review of the concept of gambling behaviour, explored the factors contributing to gambling addiction, and discussed the core components of CBT tailored to address gambling problems. Additionally, the therapeutic process of CBT and its proven effectiveness in treating gambling addiction are analyzed. Based on the review, it was suggested that counsellors support students in identifying and challenging cognitive distortions linked to gambling. Counsellors should also equip students with alternative coping strategies to replace gambling behaviours and promote healthier emotional regulation. By integrating CBT into counselling services, school counsellors can play a pivotal role in helping students overcome gambling addiction and enhance their overall well-being.
Parenting Styles and Family Communication Patterns as Predictors of Secondary School Students’ Academic Achievement in English Language in Enugu State, Nigeria
This paper focuses on parenting styles and family communication pattern as predictors of secondary school students’ academic achievement in English language in Enugu state, Nigeria. Three research questions guided the study. Three null hypotheses were tested for study. Correlation survey research design was adopted for this study. The population for this study comprised 24456 senior secondary school two (SS II) students from over 300 secondary schools situated in the six education zones in Enugu state. The sample for this study comprised 2448 SS II secondary school students drawn from the six education zones in the state. The instruments adopted for data collection are: Parenting Style Inventory (PSI), Communication Pattern Questionnaire (CPQ) and Students Academic Achievement Scores in English language. In 1991, Buri developed parental authority questionnaire (PAQ) to assess Baumrind’s (1966) permissive, authoritarian, and authoritative parenting styles consisting of 30 Likert type items. The test provides 30 items for each parent, and the children need to respond on a 5-point response options of Never to Always 1 - 6. The communication pattern questionnaire (CPQ) is developed by Christensen and Sullaway (1984). The questionnaire adopted for this study are standard questionnaires which have been adopted for use in Nigeria by other scholars and researchers to conduct studies in related study areas. The reliability of the scale was established by test-retest method after an interval of one week. The test-retest coefficient of reliability of responsiveness variable in the scale is 0.81 and for control it is 0.83. The index of validity and index of reliability indicate that the scale has validity and reliability for measuring the parenting style of higher secondary school students (Gafoor and Kurukkan, 2014). The communication pattern questionnaire (CPQ) is developed by Christensen and Sullaway (1984). The reliability of this scale has been established and confirmed by many researchers. The average value of Cronbach alpha was 0.79 for conformity and 0.89 for conversation. In the same vein, Jokwar and Rahimi cited in Geetika (2019) had reported reliability of this scale for the dialogue orientation 0.93 and 0.88 for conformity orientation by using Cronbach alpha. The administration of the instrument was done through direct delivery approach. The research questions 1 to 2 was answered using linear regression analysis while research questions 3 with the null hypotheses was analyzed using multiple regression analysis. The findings of the study revealed that This indicates that authoritative parenting style had contributed to 62.5 percent for the student’s academic achievements in English language. authoritative parenting style is a significant predictor of the secondary school student’s academic achievements in English language in Enugu State. This indicates that authoritarian parenting style had contributed to 34.5 percent for the student’s academic achievements in English language. authoritarian parenting style is a significant predictor of the student’s academic achievements in English language in Enugu State. Permissive parenting style had contributed to 3.8 percent for the student’s academic achievements in English language. Permissive parenting style is a significant predictor of the student’s academic achievements in English language in Enugu State. Conversation communication pattern had contributed to 12.9 percent for the student’s academic achievements in English language. Conversation communication pattern is a significant predictor of the secondary school student’s academic achievements in English language in Enugu State. Conformity communication pattern had contributed to 4.6 percent for the student’s academic achievements in English language. conformity communication pattern is a significant predictor of the secondary school student’s academic achievements in English language in Enugu State. parenting styles and communication patterns had contributed to 54.1 percent on the student’s academic achievements in English language in Enugu State. Parenting styles and communication patterns of secondary school students are significant predictors of their academic achievements in English language. Conclusions were drawn and recommendations made accordingly.
Influence of Psychologically-Informed Motivational Strategies on Teacher Commitment in Public Secondary Schools in Awka North LGA, Anambra State
The study investigated the influence of psychologically informed motivational strategies on teacher commitment in public secondary schools in Awka North Local Government Area (LGA) of Anambra State. Specifically, the study examined the influence of financial incentives, recognition of teachers’ achievements, and supportive working environment on teacher commitment. The study was guided by four research questions and four null hypotheses tested at 0.05 level of significance. A correlational survey research design was adopted for the study. A total 486 participants were drawn for the study using census sampling of the whole population of teacher and principals in the study area. Data were collected using a structured questionnaire titled “Psychologically Informed Motivational Strategies (PIMS) and Teacher Commitment Questionnaire (TCQ)”, which was developed by the researcher. The instrument was subjected to face validation by three experts in Department of Educational Foundations. The reliability of the instruments was determined using Cronbach’s Alpha method, and a reliability coefficient of 0.78 for PIMS and 0.87 for TCQ) was obtained, indicating high internal consistency. The data were collected through direct administration of the questionnaire and analyzed using the Statistical Package for Social Sciences (SPSS) version 23. Pearson Product Moment Correlation Coefficient was used to answer the research questions and test the null hypotheses. Findings revealed that financial incentives, recognition of achievements, and a supportive working environment each had a significant moderate positive influence on teacher commitment. The study also found a significant joint influence of these motivational strategies on teacher commitment. It was concluded that the implementation of psychologically informed motivational strategies plays a critical role in enhancing teacher commitment in secondary schools. Based on the findings, the study recommended that government and school administrators should ensure timely provision of adequate financial incentives, establish structured teacher recognition programs, and foster supportive working environments. The study further recommended capacity-building programs for school leaders and the institutionalization of motivational strategies through education policy for sustainable teacher commitment and improved school performance.
Acceptance and Commitment Therapy (ACT) as a Counselling Strategy for Reducing Post-Traumatic Stress Disorder Associated with Rape
Rape is an unlawful sexual intercourse between a man and a woman, and the act is becoming very rampant in Nigeria. Most of the time, perpetrators go unpunished, while most rape survivors develop Post-Traumatic Stress Disorder (PTSD), leading to social, psychological, and emotional pains. Rape victims thus require therapeutic intervention to adjust to this situation. This paper therefore highlights the usefulness of Acceptance and Commitment Therapy (ACT) as a counselling strategy for mitigating PTSD among victims of rape. ACT is designed to defuse emotional rigidity and emphasises engaging clients in value-based positive behaviours while experiencing difficult thoughts, emotions, or sensations. It is a therapeutic approach used in helping rape victims overcome emotional and psychological trauma, such as hopelessness, low self-esteem, suicidal ideation, self-blame, and flashbacks. The paper also covers a review of relevant literature on the concepts of rape, theories of rape, rape trauma syndromes, as well as the application of ACT in reducing PTSD among rape victims in Nigeria. Based on the review, it was suggested that counsellors in Nigeria should adopt ACT in assisting rape victims to cope with the challenges associated with PTSD.
The Impact of Noise-Induced Stress on Cognitive Development of Students and Its Implication for Academic Performance
Environmental noise pollution is a significant stressor with lasting consequence for cognitive development and academic performance. Previously dismissed as irrelevant, noise is now recognized for triggering physiological stress responses, mainly through the activation of the hypothalamic-pituitary-adrenal (HPA) axis, which result in increased cortisol levels and potential impairment of brain region responsible for memory and learning, such as the prefrontal cortex and the hippocampus. This paper explores the impact of noise-induced stress on cognitive development of students and its implication for academic performance. Drawing on recent research, the paper examines the various sources of noise in the school environment and how its impact contributes to stress response. It also explores the implications of noise-induced stress on cognitive abilities and performance outcome in academics. The paper finally, offered recommendations to mitigate noise-induced stress to foster healthy learning environment for optimum academic performance.
Re-Envisioning Gender Equity in Students' Achievement in English Vocabulary using Bingo Games Strategy
The study examined the influence of gender on academic achievement of Upper Basic II students taught English vocabulary with Bingo games strategy in Okura District of Dekina Local Government Area of Kogi State. The study adopted a pretest- post-test quasi experimental research design. One research question and two null-hypotheses guided the study. The population of the study was 732 Upper Basic II students drawn from 11 public schools in Okura District. Using Krejcie and Morgan's table of sampling, a sample size of 248 students (128 males and 120 females) was used for the study. Data was generated through English Vocabulary Development Achievement Test (EVDAT). The instrument for data collection was subjected to both face and content validation. For the face validity, the instrument was validated by two experts in the field of Language Education, Department of Arts Education, and one expert from Measurement and Evaluation, Department of Educational Foundation, all from Prince Abubakar Audu University, Anyigba, Kogi state. The content validity was ensured through the use of a table of specification. A reliability index of 0.75 was realized using Kuder Richardson formula 20 (KR20). Mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 alpha level of significance. The finding of the study revealed that the female students achieved higher than their male counterparts. However, the test of hypotheses show that statistically, gender is not a significant factor influencing students' achievement when taught English vocabulary using Bingo games instructional technique. Based on this finding, the study recommends, among others, that both male and female students should be properly guided by the teachers of English in terms of helping them to develop high interest and promote their academic achievement in English vocabulary.
Parenting Styles as Predictors of Self-Esteem among Secondary School Students in Awka Education Zone, Anambra State
The development of self-esteem among secondary school students relies on supportive parenting and positive peer interactions, which together foster confidence, resilience, and emotional strength to handle academic and social challenges. This study investigated parenting styles as predictors of self-esteem among secondary school students in Awka Education Zone of Anambra State. The study was guided by three research questions and tested three null hypotheses at a 0.05 significance level using a predictive correlational survey research design. A multi-stage sampling method was employed to draw a sample of 840 students from a population of 5,028 senior secondary two (SS2) students from public secondary schools in Awka Education Zone of Anambra State. Two research instruments were adapted and used: Parenting Styles Questionnaire (PSQ) and Rosenberg Self-esteem Scale (RSES). A pilot test conducted with 40 SS2 students in Onitsha Education Zone produced strong internal consistency values: PSQ (α = 0.87), PPPS (α = 0.85), and RSES (α = 0.83). The instruments were administered directly to the participants. Regression analysis was applied to examine the predictive relationships between the variables and test the null hypotheses at 0.05 level of significance. The findings revealed that parenting styles (authoritative p = 0.795 (p > 0.05), authoritarian, p = 0.796 (p > 0.05) and permissive, p = 0.359 (p > 0.05) were not a significant predictor of the secondary school students’ self-esteem in Awka Education Zone of Anambra State. Based on these findings, it was recommended that school counsellors should adopt holistic strategies that take into account a range of other factors that influence self-esteem. These may include academic performance, emotional resilience, social competence, and mental health.
Copyright (c) 2025 G. C. Nnadi, A. E. Oguzie, C. J. Okonkwo https://creativecommons.org/licenses/by/4.0
Assessing Nigerian Pre-Service Teachers’ Inclusive Education Pedagogical Knowledge
This study aimed at assessing pre-service teachers’ inclusive education pedagogical knowledge. One hundred thirteen pre-service teachers who had completed their teaching practice in two colleges of education in Zamfara State, Nigeria were sampled for the study. The descriptive survey research design was employed in the study. The data collection instrument consisted of a 49-item cognitive assessment scale designed in a true or false format. Data were analyzed using frequencies and percentages. Results revealed that participants had good understanding of the dimensions of inclusive pedagogical content knowledge but showed a lower understanding in areas like assistive technologies, collaborative strategies, and flexible instructional approaches. It was concluded that there is a positive impact of curriculum and policy reforms in colleges of education, as evidenced by the participants’ reported knowledge. Nonetheless, gaps in specific areas of knowledge highlight the need for further strengthening of the teacher education curriculum to ensure comprehensive preparation for inclusive teaching. Recommendations were made for the improvement of the teacher curriculum in colleges of education.
Influence of Spelling Competency on Students’ Achievement in Vocabulary Acquisition
This study was carried out to find out the influence of spelling competency on Upper Basic II students’ achievement in English vocabulary acquisition. one research question and one null-hypothesis guided the study. The ex post facto research design involving pre-test and post-test, was adopted for the study. A total of 197 Upper Basic II students in Anyigba Education Zone of Kogi State were drawn from four schools using the disproportionate stratified sampling technique. In each of the four sampled schools, one intact class was used for the study. Two instruments were used for data collection in this study. These are English Vocabulary Spelling Competency Test (EVSCT) and English Vocabulary Acquisition Achievement Test (EVAAT). EVSCT is a fifty-item multiple choice spelling competency test. This was used for pre-test. EVAPT is also a fifty-item multiple choice vocabulary test which subjects were required to choose one correct option out of four. This was used for post-test. The instruments were subjected to face-validation after which they were adjudged good and therefore used for data collection. Reliability of the instruments were ensured through trial testing using the Kudar-Richardson’s formula 20 (K – R 20). The reliability co-efficient based on K – R 20 estimates were 0.87 and 0.75 respectively. Mean and standard deviation and Pearson’s Product Moment Correlation were used to analyze the research questions while the hypotheses were tested using multiple regression analysis at 0.05 level of significance. The findings of the study revealed positive correlation between spelling competency and students' achievement in vocabulary acquisition. Based on these finding, recommended that English Studies teachers should place greater emphasis on systematic spelling instruction as a foundation for vocabulary development.
Teachers’ Self-Efficacy as Correlate of their Occupational Stress in Public Primary Schools in Agbani Educational Zone of Enugu State
This study determined teachers’ self-efficacy as correlate of their occupational stress in public primary school in Agbani Education Zone of Enugu State. Three purpose statements, three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. This study adopted the correlation survey research design. The population of this study consists of 1904 public primary school teachers. The sample of the study comprises of 300 primary school teachers in Agbani Educational zone. Two instruments were used for data collection. They are Self-efficacy Scale (SES) by Sheker, Maddux, Mercadante, Prentice-Dunn, Jacobs and Rogers in 1982. The second instrument is titled Social Anxiety Questionnaire (SAQ- A30) developed by Caballo, Irurfia and CISCO-A Research Team (2010). The instruments were validated and its reliability established. Data was collected by the researcher with the help of Ten research assistants who assisted in the distribution and collection of the instrument. Data collected was analyzed using Pearson Product Moment Correlation (r) and multiple regression analysis. The findings of the study revealed that a moderate positive relationship exists between teachers’ self-efficacy scores and their occupational stress, a very low positive relationship exists between male teachers’ self-efficacy scores and their occupational stress; a very low positive relationship exists between female teachers’ self-efficacy scores and their occupational stress; there is no significant relationship between male teachers’ self-efficacy scores and their occupational stress; there is no significant relationship between female teachers’ self-efficacy scores and their occupational stress; there is a significant relationship between teachers’ self-efficacy scores and their occupational stress scores in public primary school in Agbani Education Zone of Enugu State. The study recommends among others that seminars and workshops should be organized to improve the level of self-efficacy among teachers. Workshops on yoga and meditation for women teachers should be organized to minimize the level of their occupational stress and increase the level of spiritual intelligence and teacher self-efficacy.
Awareness and Practicing of Preventive Measures of Sexually Transmitted Diseases among Senior Secondary School Students in Lapai Local Government Area of Niger State, Nigeria
This study examined awareness and practicing of preventive measures of sexually transmitted diseases among senior secondary school students in Lapai Local Government Area of Niger State, Nigeria. Four objectives and four research questions guided the study. Four null hypotheses were formulated and tested at 0.05 levels of significance. Hypothesis one (1) and two (2) measured difference in the awareness and practicing of preventive measures of sexually transmitted diseases on the basis of gender. While hypotheses three (3) and four (4) measured difference in the awareness and practicing of preventive measures of sexually transmitted diseases on the basis of age. Survey design was adopted in this study. The population of this study comprised of four thousand, seven hundred and twelve (4,712) senior secondary school students. A total number of three hundred and sixty two (362) were selected as sample for the study. Students’ Awareness and Preventive Measures of Sexually Transmited Diseases Questionnaire (SAPMSTDQ) was use for the collection of data for the study. The data collected were analyzed using independent sample t-test and analysis of variance (ANOVA). The finding of hypothesis one revealed that there is no significant difference between male and female senior secondary school students in the awareness level of sexually transmitted diseases in Lapai Local Government Area of Niger State. The finding of hypothesis two indicated that there is no significant difference between male and female senior secondary school students in the practicing of preventive measures of sexually transmitted diseases in Lapai Local Government Area of Niger State. The finding of hypothesis three showed that there is no significant difference on the awareness level of sexually transmitted diseases among senior secondary school students in Lapai Local Government Area of Niger State on the basis of age. The finding of hypothesis four revealed that there is no significant difference in the practicing of preventive measures of sexually transmitted diseases among senior secondary school students in Lapai Local Government Area of Niger State on the basis of age. Based on these findings, it was recommended among others that school counsellors and psychologists should organize group guidance programme for secondary school adolescents with the aim of educating young people about STDs. The content of the programme should be creating awareness of STDs and ways to reduce the risk of STDs; and school guidance counsellors should intensify efforts and encourage secondary school adolescents to practice preventive measures of sexually transmitted diseases. This will help to reduce risk of sexually transmitted diseases.
Counselling for Social Change: A Review of Behavioural Interventions Targeting Violence, Addiction, Mental Health, and Value Reorientation among Youths in Anambra State, Nigeria
This systematic review explored the role of counselling in addressing behavioural issues among Nigerian youth population in Anambra State, focusing on interventions targeting violence, addiction, mental health disorders, and value reorientation. A comprehensive search of academic databases identified relevant peer-reviewed studies published between 2014 and 2025. The review synthesizes findings from interventions such as Rational Emotive Behavioural Therapy (REBT), Cognitive Behavioural Therapy (CBT), and socio-cognitive skills training, highlighting their effectiveness in fostering attitudinal reformation and psychosocial adjustment. Key themes identified include the positive impact of counselling on reducing maladaptive behaviours, promoting psychological well-being, and enhancing academic performance. However, gaps in the literature, such as the lack of longitudinal studies, underrepresentation of rural and out-of-school youth populations, and insufficient mixed-methods research, were also noted. The review highlights the need for context-sensitive counselling frameworks, the integration of counselling services into school curricula and youth development programmes, and capacity-building for counsellors to address emerging behavioural challenges. Furthermore, it calls for policy reforms that embed counselling as a core strategy for youth empowerment and national development. The findings contribute to the growing body of knowledge on youth counselling in Nigeria and suggest directions for future research and practice in this field.
Perception of Community Leaders on Escalation of Neo Paganism in Aguata Local Government Area of Anambra State
This study examined perception of community leaders on escalation of idol worship in Augata Local Government Area of Anambra State. Four research questions guided the study. Descriptive survey research design was used for the study. The population of the study comprised 1,268 community leaders who are community elders and religious leaders in the 12 towns in Aguata Local Government Area of Anambra State. The sample size consisted of 100 community leaders (65 community elders and 35 religious leaders) using the purposive sampling technique. Data for the study was collected by means of questionnaire titled “Perception of Community Leaders on Escalation of Idol Worship Questionnaire” (PCLEIWQ). The questionnaire was validated by two experts. Mean and standard deviation were used to answer the research questions. It was found that community leaders in Aguata Local Government Area of Anambra State have agreed on strategies to reduce idol worship among youths, including escalating shrine patronage, native doctors' patronage, and masquerade cult initiation. They also agreed on strategies to reduce idol worship in the area. Based on the findings, it was recommended amongst others that religious bodies should develop support networks within families, churches, and community centers that offer guidance, counseling, and mentorship to youths.
Growth Mindset Intervention and Academic Achievement: Examining Effects on Underachieving Secondary School Students with Gender Considerations
This study examines the impact of a structured growth mindset intervention on the academic achievement of underachieving secondary school students in Anambra State. A quasi-experimental pretest-posttest control group design was used, involving 70 academically underachieving secondary school students who were assigned to either an experimental group (N = 37) or a control group (N = 33). The experimental group participated in a 13-week growth mindset intervention, incorporating sessions on neuroplasticity, effort-based learning, and academic resilience, while the control group received no intervention programme. Academic achievement was measured using teacher-made test scores, and ANCOVA was used to test the hypotheses. The experimental group (M = 71.76, SD = 9.78) demonstrated significantly higher post-test academic achievement than the control group (M = 58.50, SD = 10.08), F(1, 65) = 1206.71, p < .001, partial η² = .949, indicating a substantial intervention effect. Additionally, a significant gender difference was found, with female students achieving higher post-test scores than their male counterparts. The intervention was effective across all students, reinforcing the role of growth mindset programmes in enhancing academic outcomes. It was concluded that growth mindset interventions can significantly improve the academic performance of underachieving students, offering a practical, evidence-based strategy for addressing academic challenges.
Drug Involvement among Undergraduate Students: Age and Gender Differences
This study investigated drug use among undergraduate students, looking at age and gender disparities and if these factors affect drug use differently among undergraduate students. Two research questions and hypotheses guided the study. The study employed a descriptive survey research design. A sample of 360 students were selected using multi-stage random sampling technique from a population of 47,233 undergraduate students of Nnamdi Azikiwe University, Awka and Chukwuemeka Odumegwu Ojukwu University, Igbariam campus Anambra State to ensure the representation of age and gender differences. The instrument for data collection was the adolescent drug involvement scale. Data collected were analyzed using descriptive and inferential statistics. Mean scores were utilized to answer the research questions while t-test was used to test the hypothesis at significant level of 0.05. The result of the findings revealed that there are no significant age differences in undergraduate students’ drug involvement and that male undergraduate students are more involved in drug than female. It was recommended that there should be implementation of Age-Specific and Gender-Sensitive Prevention Programmes that will develop prevention programs that cater to the unique needs and vulnerabilities of different ages; Provision of Access to Counseling and Mental Health Services ensuring that undergraduate students have access to confidential counseling and mental health services, including substance abuse treatment and support groups etc.
Influence of Small Group Tutorial on Communication Skills among Second-Year Students of Kogi State Universities, Nigeria
The study examined the influence of small group tutorial on the communication skills among second-year students Kogi State Universities, Nigeria. The study was guided by three research questions and three hypotheses. Descriptive research design was used for the study. A sample of 368 respondents was randomly drawn through the use of multistage sampling technique. The data collected were analyzed using mean and standard deviation to answer the research questions, one way Analysis of variance (ANOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study among others revealed that small group tutorial always influenced communication skills of second-year students of Kogi state Universities, Nigeria; that one-on-one tutorial always influence the second-year students` communication skills; that online tutorial often and always influence the second-year students` communication skills; small group tutorial influence the second-year students` communication skills among second-year students of Kogi State Universities. The study concluded that small group tutorial influence the communication skills among second-year students of Kogi State Universities, Nigeria. Based on the findings above, the study recommended that; Institutions should emphasize on interactive and participatory tutorial to achieve more and greater improvements in students' communication abilities.
Teachers’ Awareness and Utilization of Artificial Intelligence (AI) Tools for Curriculum Implementation in Secondary Schools in Anambra State
This study ascertained teachers’ awareness and utilization of Artificial Intelligence (AI) tools for curriculum implementation in secondary schools in Anambra State, Nigeria. Five research questions guided the study while five hypotheses were tested at 0.05 level of significance. Descriptive Survey research design was employed for the study. The population of the study comprised all the 6145 secondary school teachers in the 266 public secondary schools in Anambra State. The sample for the study comprised 600 secondary school teachers drawn from the population of the study using simple random sampling technique. The instrument for data collection is a questionnaire titled “Teachers Awareness and Utilization of Artificial Intelligence for Curriculum Implementation (TAUAICI)’’. The questionnaire was validated by three experts in Faculty of Education in Nnamdi Azikiwe University, Awka. The questionnaires were trial-tested using 20 secondary school teachers in public secondary schools in Asaba Delta State which was subjected to reliability testing using Cronbach Alpha statistics. This yielded reliability coefficient of 0.73. Frequencies, Percentage, Mean and Standard Deviation were used to answer research questions while t-test was used to test the hypothesis at 0.05 level of significance. The findings of the study revealed that while there is some exposure to a few globally recognized AI tools, the majority of AI resources remain unknown in secondary education in Anambra State. The study further revealed that AI tools serving as reference materials for the students and AI tools being used to enhance instructional delivery are the topmost benefits associated with the use of AI tools for curriculum implementation in secondary schools. On the other hand, epileptic power and poor education funding are the topmost challenges associated with the use of AI tools for curriculum implementation in secondary schools. The study further revealed that increasing fund allocation to secondary schools and equipping the school with artificial intelligence tools for curriculum implementation are the topmost strategies for enhancing teachers’ utilization of AI tools for curriculum implementation in secondary schools. The test of hypotheses showed no significant difference between the mean ratings of male and female teachers except in the utilization of AI tools they are aware of. Based on the findings of the study, it was recommended among others that Anambra State should increase funding for secondary schools, specifically targeting the purchase and maintenance of AI tools and technology infrastructure. Efforts should be made to ensure consistent power supply in schools, facilitating the reliable use of AI tools for educational purposes
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Sensitization and awareness on Importance of Girl-Child Education: Implications for counselling
This study examined the concept of education, significant roles of counseling service, concept of girl-child, importance of education, girl-child education in Northern part of Nigeria, government policies on girl-child education, culture and girl-child education in Nigeria, importance of girl-child education, challenges of girl-child education in Nigeria, strategies for promoting girl-child education in Nigeria, implications for counseling, conclusion as well as recommendations were made to promote girl-child education in Nigeria such as: Governments should prioritize girls' education through allocation of adequate funds, develop strategic plan to implementing inclusive policies, and monitor progress so as to promote quality girl-child in education. School managements/guidance counsellor should collaborate with School-Based Management Committee (SBMC) to provide safe and secured learning environments, provide facilities, train and re-train to enhance quality of girl-child. Community-based organizations such as old boys, women associations, students’ associations and other related advocacy groups should rise to create awareness, and providing support to implement girl-child education initiatives in our societies.
Effect of Self-Management Technique on Academic Self-Concept of Secondary School Students from Broken Homes in Delta State
This study determined the effect of self-management technique on academic self-concept among secondary school students from broken homes in Delta State. The study was guided by three research questions and tested three null hypotheses at 0.05 significance level. A quasi-experimental research design of the non-randomized pretest-posttest, control group was employed. A sample of 34 students was drawn from a population of 354 students from broken homes, identified with low academic self-concept. The research instrument “Academic Self-Concept Survey (ASCS)" was adopted and used for data collection. The instrument has a reliability coefficient alpha of 0.81. The instrument was administered directly to the participants before treatment and after treatment, with the help of trained research assistants. Data analysis was carried out using the Statistical Package for Social Science (SPSS) version 23 software. Research questions were answered using the statistical mean while analysis of covariance (ANCOVA) was used to test the null hypotheses. The findings of the study revealed the self-management technique was significantly effective in enhancing academic self-concept of secondary school students from broken homes. The study recommended that Guidance counsellors working in secondary schools, especially in Delta State, should implement self-management technique as part of the school counselling curriculum.
Overview of Counselling Approaches to Stem Domestic Violence among Intimate Partners
Domestic violence disrupts individual lives and fractures communities, jeopardizing societal peace. This research explores the effectiveness of various counselling approaches in mitigating domestic violence and fostering community peace. The paper delves into the prevalent types of domestic violence and their impact on individuals, families, and the wider social fabric. Besides, the paper identified - Physical abuse, Emotional abuse, Verbal abuse, Sexual abuse, Intimate Partners Violence (IPV) and Economic abuse as most prevalent examples of domestic violence. It then critically examines a range of counselling approaches, including cognitive-behavioral therapy, psychodynamic therapy, and couples therapy. The analysis considers the strengths and limitations of each approach in addressing the root causes of domestic violence, empowering victims, and facilitating healthy behavioural patterns within relationships. Furthermore, the research explores the potential of these counselling approaches to foster community peace. It examines how effectively interventions can transform societal attitudes towards violence, promote healthy relationship models, and empower families and communities to identify and address domestic violence. The research employs a critical review methodology, drawing on scholarly literature, relevant data, and case studies to evaluate the efficacy of counselling approaches in curbing domestic violence and fostering community peace. The findings contributed valuable insights for policymakers, social workers, and mental health professionals working to create safer and more peaceful families and communities.
Students’ Perception of the Implementation of Guidance Services as Correlates of Antisocial Behaviour in Selected Universities in Edo South Senatorial District, Nigeria
The study examined students’ perception of the implementation of guidance services as correlates of antisocial behaviour in selected universities in Edo south senatorial district, Nigeria. Three research questions were raised to guide the study. The design of the study was a correlational research design. The population of the study consist of 27,104 students in Edo South Senatorial District. A sample size of 271 undergraduate students in three different university both in public and private establishments which are University of Benin, Benson Idahosa University and Igbinedion University Okada was used. This was selected using a simple random sampling technique. Therefore, the research instrument used for this study was a questionnaire. The data collected were analyses using the descriptive statistics of mean, standard deviation, and the Pearson Product Moment Correlation Statistics. The findings revealed that majority of the students agreed that guidance services were available to them in both public and private universities; majority of the respondents agreed that there were high incidences of antisocial behaviour of students in both public and private universities in Edo State; there was significant correlation between guidance services and antisocial behaviour in Edo State. Based on the findings, it was recommended that government should either start or strengthening existing guidance services rendered in higher institutions both in public and private university, counsellors should be well trained on how to carry out their duties by being sent to attend seminars and workshops.
Factors Responsible for Kidnapping, Psychological Effects on Victims, and the Need for Guidance and Counselling Interventions
Kidnapping remains a pervasive and traumatic crime that has far-reaching consequences for victims, their families, and society at large. This paper explores the multifaceted factors contributing to the prevalence of kidnapping, including poverty, insecurity, corruption, and drug abuse, which serve as underlying causes of this crime. The analysis further examines the profound psychological effects on victims, such as Post-Traumatic Stress Disorder (PTSD), emotional trauma, acute anxiety, depression, substance abuse, and suicidal ideation. In light of the mental health challenges faced by victims, the paper emphasises the critical role of guidance and counselling interventions in mitigating these effects. Trauma-informed psychological support, along with family and community-based counselling programmes, is essential to address the emotional and psychological distress experienced by victims and their families. The paper therefore highlights the concept, types, and prevalence of kidnapping, the factors responsible for its occurrence, its psychological effects, the impact of trauma on victims, and the need for guidance and counselling interventions. Based on the suggestions provided; government and relevant agencies should prioritise poverty reduction, enhance security, and implement community-wide education campaigns on personal safety, while making psychological counselling services accessible to victims of kidnapping to facilitate their recovery and reintegration.
Relationship between Self Concept and the Social Adjustment of Physically Challenged Persons in Special Secondary Schools in Anambra State
Unfavourable attitudes towards physically challenged individuals can lead to social exclusion and loneliness, whereas a supportive society fosters positive views, promoting their social adjustment and integration. This study examined the relationship between self-concept and the social adjustment of physically challenged persons in special secondary schools in Anambra State, Nigeria. The study was guided by five research questions and while three null hypotheses was tested at a 0.05 significance level using a correlational survey research design. The whole population of 521 persons in special secondary schools in Anambra State made up the sample for the study. Census involving all the 521 persons in special secondary schools was carried out. Two research instruments were adopted and used: Bryant Self-Concept Survey (BSCS) and the Social Adjustment Questionnaire (SAQ). These instruments are standardised questionnaires that have been previously validated by experts and used in conducting studies in Nigeria. The instruments were administered directly to the participants. Research questions 1-2 were answered using range of scores and percentages. The research questions 3-5 were answered with the Pearson Product Moment Correlation Coefficient (r). The hypotheses were tested at the.05 level of significance using t-tests for significance of relationships and simple linear regressions. The finding revealed that most physically challenged persons have a moderate self-concept and Moderate social adjustment. The findings further revealed a none significant very low and negligible relationship between self-concept and social adjustment, a significant a very low positive relationship between self-concept and social adjustment. Based on these findings, it is recommended among others that school administrators and policymakers should implement policies that ensure inclusive practices, making schools more accessible for physically challenged students. This includes constructing ramps, providing assistive devices, and making classrooms and extracurricular activities adaptable for all students.
Effect of Cognitive Restructuring Technique on Test Anxiety among Secondary School Students in Anambra State
The quest for a permanent solution to decreasing test anxiety among young people necessitated the study on the effect of cognitive restructuring technique on test anxiety among secondary school students in Awka- South L.G. A of Anambra State. two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study adopted a quasi- experimental design, specifically the pretest posttest non randomized control group. five hundred and eighty students constituted the population. The sample for the study comprises of one hundred and sixty four senior secondary year one and two (SS1 and SS2) students who are test anxious sampled from three government owned co – educational schools in Awka-South L.G.A of Anambra State. The sampled students were assigned to experimental and control groups respectively. The instrument used for data collection was an adopted Speideger test anxiety inventory. The reliability of the instrument was that of internal consistency established using Alpha Cronbach. The experimental group were taught cognitive restructuring technique for eight weeks while the control group were given the conventional counselling. Mean was used for answering the research questions while analysis of covariance (ANCOVA) was used in testing the null hypotheses. The findings of the study revealed cognitive restructuring technique were effective in modifying test anxiety behaviour among secondary school students. Moreover, the findings further revealed that cognitive restructuring technique was more effective in reducing female secondary school students’ test anxiety behaviour. It was therefore recommended that school counsellors, teachers and psychologists should employ appropriate psychotherapies, particularly cognitive restructuring technique in modifying test anxiety of students, teacher training colleges and institutions should emphasize and adopt cognitive restructuring technique in training pre-service guidance counsellors. Seminars, symposia, workshops, and conferences should be organized for guidance counsellors by the government, education stakeholders and professional bodies like Counselling Association of Nigeria (CASSON) to familiarize guidance counsellors with this innovative technique that can help reduce test anxiety behaviour among student.
Relationship between Secondary School Students’ Self-Esteem and their Academic Achievement in Edo State
This study investigated the relationship between self-esteem and academic achievement secondary school students in Edo State. Five research questions guided the study, and two null hypotheses was tested at 0.05 level of significance. Correlation research design was adopted for the study. The population for this study consisted of 20,098 senior secondary school (SS2) students. The sample of the study consisted of 2,040 students drawn through multi-stage sampling procedure. The instrument used for the study were Hare Self-esteem Scale (HSS) with a reliability coefficient alpha of 0.83. Descriptive statistics and Pearson Product Moment Correlation were used for data analysis. Results obtained from the study showed that majority of the students in Edo state have high self-esteem. The results also showed that most of the students have high academic achievement in English language and mathematics. Moreso, the result revealed a high positive significant relationship between students’ self-esteem and their academic achievement in English language and Mathematics respectively. The study concluded, among others that secondary school students’ self-esteem is highly related to their academic achievement in English language and Mathematics. It was recommended, among others that counsellors should provide both group and individual counselling services to boost students’ self-esteem. This will help the students to feel worthy and capable of achieving higher academic success through diligence and personal effort.