1. GUIDANCE AND COUNSELLING SERVICES IN SCHOOLS IN KENYA
Dr. Geoffrey Wango is a Senior Lecturer and teaches counselling and psychology at the University of Nairobi. . Dr. Wango has authored several publications on Counselling and Education including: Counselling in the School: A Handbook for Teachers (Wango and Mungai, 2007); School Administration and Management: Quality Assurance and Standards in Schools (Wango, 2009); School Finance Management: Fiscal Management to Enhance Governance and Accountability (Wango and Gatere, 2012); and, Counselling Psychology in Kenya: A Contemporary Review of the Developing World (Wango, 2015).
Dr Geoffrey Wango
Department of Psychology
University of Nairobi
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

2. Presentation Outline Contextual background
Why guidance and counselling
Guidance and counselling in schools
Context for effective guidance and counselling programmes in schools
Specifics for guidance and counselling
Issues and concerns in schools: Contemporary issues and enhanced guidance and counselling services
Assessment: Monitoring and evaluation
Future of guidance and counselling in schools in Kenya
Counselling came more into prominence in Kenya after the 1998 August bomb blast of the American Embassy in Kenya when 298 people lost their lives. The grieved families as well as the victims of the bomb blast needed help. This was intensified as pupils and students especially in Nairobi schools were counselled on trauma and disaster management.
in 2001, corporal punishment in schools was banned to be replaced with guidance and counselling of pupils and students.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

3. Contextual Background
In traditional society, children were guided and counselled by parents, relatives and older siblings who inducted them in societal norms
Stories, songs and dance, proverbs, riddles and wise sayings were a form of counsel that inculcated the values and virtues of society
Formal education takes in certain social roles such as guidance and counselling of pupils and students
The government of Kenya implemented Free Primary Education (FPE) in 2003 and Free Day Secondary Education (FDSE) in 2007, that has resulted in many would be out of school children attending school
Kenya’s education system majorly attracted attention after the introduction of Free Primary Education (FPE) in 2003 when over 1.2 million children who would otherwise not have accessed school enrolled in class one. In the developing world, education is a universal equaliser; it is seen as the key to ending abject poverty and children will burn the midnight oil to attain good grades and pursue higher education. Parents will sacrifice all they have to ensure the child is in school. Discipline and hard work will be emphasized. The stakes are high for the children and parents alike as they aspire for a more equal and equitable society. The need to understand and address the emotional and other concerns of the growing child in school emerged early after independence and as educational institutions revised the earlier curriculum that was racially based. As a result, psychology and educational psychology became part of courses in teacher training and at universities.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

4. Contextual Background
The Ministry of Education set up a guidance and counselling section in 1971 to assist pupils and students with various issues.
The need for guidance and counselling in schools has been a government policy well articulated and emphasized in various policy documents.
The Constitution of Kenya 2010 is very comprehensive and includes equality, equity, inclusion, integration, cohesion, non discrimination and the rights of the individual, as well as key aspects of administration
In addition, Sub-Saharan Africa is greatly affected by HIV and AIDS and the epidemic leads to affected and infected children as well as orphaned children
The Ministry of Education implementation of guidance and counselling services and programmes in educational institutions has been based on recommendations contained in various Education Commission Reports and Government Policy documents (Republic of Kenya, 1964; 1976; 1988; 1999; 2005). For example, Sessional Paper No. 1 of 2005 provided for strengthening of Guidance and Counselling services in learning institutions. The government policy states that every school should have a teacher appointed for the purpose of guidance and counselling of pupils / students.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

5. Contextual Background
Several issues in Kenya and internationally have prompted a need for counselling. They include the following:
Terrorism including the 1998 bombing of the American Embassy in Nairobi in which 298 people died
There have been incidence of violence in schools in Kenya such as the deaths in St. Kizito, Bombolulu, Nyeri and Kyanguli schools
Ethnic violence in 2007 that led to an estimated 1,200 deaths and many other people displaced
Cancer and other terminal illnesses
Many other social economic factors such as gender in traditional setting, poverty, road accidents, divorce and separation that make individual susceptible to trauma
All these aspects impact on guidance and counselling in schools in Kenya
The need for counselling psychological services became more apparent and took a dramatic prominence especially in secondary schools in the 1990s following a series of unrest and incidents that resulted in loss of human life. These include:
(a) 13th July 1991 when 19 students died at St. Kizito Girls School.
(b) 25th March, 1998 at Bombolulu Girls School when 26 students died.
(c) In 2000, 6 students died at Nyeri High School.
(d) On 26th March, students died at Kyanguli Boys School.
(e) There have also been several instances of students committing suicide.
Terrorism has had an effect as well. For example, the 1998 bombing of the American Embassy in Nairobi that resulted in 298 deaths. On 21st September, 2013 terrorists attacked Westgate Mall, an up market shopping centre in Nairobi, killing 67 people and the death of the four attackers.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

6. Need for Guidance and Counselling in Schools
Character Formation and Personality Development
Career Choices and Development
Psychological concerns (emotional disturbance, mood, adjustment issues)
HIV and AIDS
Alcohol, Tobacco and Drug Abuse
Relationship and Sexuality
Bullying and Violence in Schools
Adolescence and Reproductive Health
Pregnancy and Abortion
The Ministry of Education recognizes guidance and counselling as an essential service that must be provided to every child in the school for personal development. The word counselling is used as a general term to refer to several activities in school conducted as guidance and counselling. Activities include mass guidance (on a variety of aspects such as character building, career guidance and career choices, spiritual nourishment, relationships, peer influence) group counselling (especially in times of crisis), individual counselling and parenting. There is a teacher in charge of counselling (guidance and counselling teacher, teacher counsellor or counsellor in the school). The teacher is selected from among the teachers by the Principal (Head teacher) based on their interest in the helping profession.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

7. Need for Guidance and Counselling in Schools
Chaplaincy and Pastoral Care (spiritual nourishment)
Trauma Management
Peace, Conflict Resolution and Reconciliation
Disadvantaged Families and Vulnerable Groups
Mentoring and Mentorship Programme
Student Support Services (peer educators)
Student Referral services
Counsellor Support Services
Life Skills Education
Since the 1970s, educational counselling has been developed such as in teaching through educational psychology. Chaplaincy services have only been available in the more established schools. Career guidance and child counselling has gained eminence and will continue to expand in various areas. Several counselling training institutions have also been established that offer short courses, diploma, higher diploma in guidance and psychological counselling.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

8. Context for Effective Guidance and Counselling Programmes in Schools
The system of educational counselling in Kenya was developed in three levels:
Education guidance and counselling (school counsellor) in schools;
Counselling psychological-educational psychology courses in colleges and universities to enhance teacher preparedness; and,
Counselling in other institutions including colleges and universities.
In several of these institutions, chaplaincy is included.
Even among urban and rural schools, there are differences in guidance and counselling services and it is obvious that some schools especially the more prominent schools and others in urban centres are more endowed that others creating discrepancies in services provided to pupils and students. Most colleges and universities have counsellors who assist students with various issues that include emotional disturbance, relationships, career and financial issues. Personal issues include sexuality, pregnancy, HIV and AIDS, family, alcohol and drug abuse.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

9. Context for Effective Guidance and Counselling in Schools
Counsellor Competence
Safe environment – secure environment
Comfortable environment – lighting, air, space, furniture
Confidentiality – trusting relationship and room
Non-distracting clock(s)
Furniture arrangement – chair and /or couch
Record taking and record-keeping in confidence
Quality assurance and quality audit
Networking and referral
Notwithstanding, the implementation of guidance and counselling in schools has been hampered by a weak policy as argued by Wango (2006). Wango (2006) and Wango and Mungai (2007) further propose the need to enhance a more professional approach to counselling in the schools in Kenya. The major issue is allocation of resources (both human – counsellor in the school, teacher counsellor or counsellor in the school, and time – allocation of time and timing). This is because the system of education is highly academic that targets at Top Notch qualification, the very best of the best including ranking in newspapers, television and radio of the best of the best. Achievement in academic achievement for positions in top schools (National schools for tops and now County and ‘other’ schools for others), in public universities (top careers and ‘others’ of course) and best paying lucrative jobs takes precedence over aspects of life such as psychological well being, emotions life coping. All aspects of life are interpreted in academic triumph.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

10. Context for Effective Guidance and Counselling in Schools – Organizational support
Ministry of Education
Ministry of Devolution
Kenya Institute of Curriculum Development (KICD)
Teachers Service Commission (TSC)
Kenya Education Management Institute (KEMI)
National Authority Against Alcohol and Drug Abuse (NACADA)
Universities
Teacher Training Colleges
Counselling and psychological associations
Non Governmental Organizations (NGOs)
The expression ‘guidance and counselling’ or simply counselling is a term that has been used in common parlance, particularly in education and schools where the teacher offers knowledge and information on careers and therapy as well. However, an understating of what the term actually means is not always apparent to professionals or the general public. This is evident in expressions such as ‘I need your advice’, ‘can you advice me on...’, ‘I need your help’. Clients seek advice and often counsellors provide advice and information. In essence, this has continued such that the provision of psychological help and support is still perceived in terms of information giving or advice often for people with a ‘problem’, rather than a person in situational difficulty.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

11. Context for Effective Guidance and Counselling in Schools – Organizational support
Kenya National Union of Teachers (KNUT)
Kenya Union of Post Primary Teachers (KUPPET)
Kenya Counsellors Psychologists Association (KCPA)
Kenya Guidance and Counselling Psychological Association (KGCPA)
Kenya Secondary Schools Heads Association (KSSHA)
Representation from Primary school head teachers
Institutions that provide counselling psychological services and related services such as adolescence education, career information, human rights, and many others
There are various stakeholders in education and in counselling and their involvement is critical for the well being of the programme.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

12. Assessment: Monitoring and Evaluation
Question #1 - What are we looking for (aim, purpose, goal of counselling)?
Question #2 - What is the outcome of counselling (impact of programme on child, and school)
Focus: communicates that schools have a responsibility in the growth and development of a child/ren
Perspective: helps identify child needs
Outcome: enables evaluate the effectiveness of guidance and counselling programmes
Overall, it is important to understand how certain aspects such as counselling and its application in education are pertinent in the new Constitution of Kenya (Republic of Kenya, 2010).
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

13. Challenges in Provision of Guidance and Counselling in Schools in Kenya
Teenage pregnancy
HIV and AIDS infected and/or affected pupils and other terminal illnesses
Alcohol, Tobacco and drug abuse
Career choices, placement and advancement
Pornography
Occultism
Incest
Truancy
Time management in school, at home and in life
Ethnicity characterized by cultural stereotypes
Character formation (values and virtues)
We must as educationalists (teachers, teacher counsellors, counsellors in the school, educational psychologists, psychologists) accept the fact that certain children in school including at early stages engage in activities society may consider a matter of concern such as sexual activity. Persons at risk for early first sex for example should be a particular target for sexuality education. Some of the children may be in upper primary or in their early years in secondary school. Sexuality education and life skills has a positive and protective influence for some sexual health behaviour especially with the prevalence of HIV and AIDS and with risks of cervical cancer. Life skills education should aim to equip young people in school with responsible decisions now and in future.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

14. Counsellors in the school must begin to determine the outcome of Guidance and Counselling Programmes in schools
In 1971, a guidance and counselling section was set up in the Ministry of Education. This was on the realization that academic work alone is inadequate in producing an all round person useful to the self and to the community s/he serves.
Teachers especially the teacher in charge of guidance and counselling in the school, are entrusted with the role of mentoring, moulding and nurturing learners. However, majority of ordinary teachers lack adequate knowledge and skills to deliver quality counselling services. Therefore, the existence of guidance and counselling structures in many schools may not be supported by operational guidance and counselling services that ensure effective implementation of diverse activities.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

15. Specifics for Counselling in the School
There is a teacher in charge of Guidance and counselling in the school.
Most of the teachers may not be adequately trained in guidance and counselling
Amongst the challenges include:
Dual relationship of teacher and counsellor
Confidentiality of information received in counselling
Appointment and the personnel
Role of the teacher counsellor
Number of students that require help
Resources such as counselling room
For a long while, guidance and counselling was conceptualised in form of career, and career choices that has culminated in a Careers Booklet (Republic of Kenya, 2009) to guide in this significant task. The career teacher was also the guidance and counselling teacher and was markedly on subject choices and career development. In addition, the secondary school represents a very important transition period in the growth and development of the child.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

16. Supportive Counselling
The type of counsellor responses/interventions include the following:
Evaluative - judgment of behaviours, actions, attitudes
Interpretive - informing; teaching
Supportive - reassurance to reduce anxiety
Probing - gather more data; questions
Understanding - communicate empathy; reassurance and understanding
Advising - recommendations; suggestions; psychosocial support
It is significant to note that counselling continues to gain prominence in Kenya. For example, counselling was introduced in 2006 in the Department of State for Public service as an integral component of Human Resource Management. A policy document was developed and launched in June 2008 to provide operational guidelines and set standards for mainstreaming workplace counselling services in the public service.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

17. Never Underestimate the Effectiveness of a listening caring partner in a reassuring relationship such as counselling . . .
The operationarization of guidance and counselling in schools should be a national framework and thus involve a working policy. That working policy must be juxtaposed with the professional ethic and hence the role of professional organizations is essential. Government and other stakeholders must align resources for the purposes of counselling.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

18. The guidance and counselling school programme must be: Purposeful, Practical, Preventive and Programmed
One of the functions of a school Board of Management will be to facilitate and ensure the provision of guidance and counselling to all learners.
Guidance and counselling, career development and mentoring services currently do not exist in sufficient depth. However, there are certain good practices in certain schools and institutions. Guidance and counselling services is not provided in a comprehensive programmed whole. Specifically, the school guidance and counselling programme should address in a holistic way the personal development, educational, career and mentoring needs of pupils and students. In certain instances, teachers particularly in primary level lack the competence to provide this support. It is also important that parents and teachers work together to provide life skills support and training, and advice on entry into the world of work and business.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

19. Guidance and Counselling of the Future
Guidance and counselling of the future will be in a global context, conducted by more competent practitioners (professionals with knowledge and skills) and will embrace the rights of all persons.
Purposeful counselling will prepare the young generation for their personal development, in academic studies and for the world of work (vocational guidance).
This may include application of prevailingly psychometric orientation as well as the development of intelligence tests and questionnaires on interests.
The Government will in future mainstream guidance, counselling, moulding, nurturing and mentoring in schools and colleges. Schools, colleges and universities will provide both general guidance and counselling support and mentoring to all learners. This will require a restructuring of the provision of Guidance, Counselling, Moulding and Mentoring to ensure effectiveness at all levels across all education institutions.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

20. Guidance and Counselling of the Future
The system of educational Guidance and Counselling will be at three levels:
Education counsellor (school counsellor) in schools
Psychological- educational consultancies in the counties
National psychological consultancies. These include guidelines on conducting counselling in schools, colleges and universities
Guidance and Counselling aims at promoting psycho-social wellbeing of learners through provision of requisite knowledge and skills to address life challenges. This is because education must promote the integrating of cross – cutting issues such as follows: Guidance and Counselling, Gender in Education, Peace Education, HIV and AIDS, Learner Friendly Environment and Life Skills Education.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

21. Guidance and Counselling of the Future
Systems of counselling will provide the following:
Psychological Counselling and Prevention (PCP)
Special pedagogy consultances (children with special needs)
School educational counsellors
Crisis intervention (pregnancy, domestic violence)
Drug prevention (including specialized care)
Child care and intergration
University consultances
Education in Kenya nurtures responsible, enlightened and skilled individuals and citizens able to contribute to national social economic and political agenda envisaged in the Kenya Vision The school guidance and counselling programme must provide career guidance and placement services to support pupils and students in career planning, future placement and overall advancement in life.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

22. School guidance and counselling must lead to opportunities that enable us to provide equitable education for all students as well as support their social, emotional and academic needs.
The government recognizes the following as cross-cutting issues that affect the delivery of quality and relevant education in the country: Guidance and Counselling; HIV and AIDS; Life skills Education; and, Peace Education. All schools should have a teacher appointed to assist pupils / students in guidance and counselling. Life Skills Education is a strategy to address the numerous psychosocial challenges that affect pupils and students. Subsequently, life skills education taught as a stand-alone subject based on a curriculum and curriculum support materials developed by Kenya Institute of Curriculum Development (KICD).
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

23. Help seeking in counselling
All children require fitting guidance and counselling with particular focus on the following:
Learning difficulties
Behavior concerns
Attention problems
Problems at home or with peers
Fears about war, violence, terrorism
Depression and other mental health issues
Coping with crisis and trauma
Poverty, violence, or life changing events
Advocacy of their learning and mental health needs
The work of a teacher and counsellor are highly related. This is because they aim to facilitate child personal growth and development and to remediate personal and social problems of the children within the entire range of human growth and development. This is in an entire range from pre-school children through schooling, college and career to enable the individual adjust to life, society, family, retirement and into old age. Teachers and counselors will align the school guidance and counselling programme to fit the individual and communal needs of the child. This involves careful selection of personal, social, educational, career, placement and and internship programmes.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

24. Guidance and Counselling of the Future
The school guidance and counselling programme must aim at the following:
Competence, self-esteem, character formation and resiliency
Promoting positive appropriate social values and the virtues of society (tolerance, self respect, respect for others)
Personal achievement according to individual talents
Positive social skills and behaviour (effective communication)
Healthy relationships (intrapersonal and inter personal skills) and connectedness
All children need support and guidance on various aspects of life. This include assisting child/ren to settle in class and in school, assisting child/ren in their studies as well as personal and career development. Counsellors in the school should pay special attention to the following:
(a) Child/ren with such symptoms / problems like restlessness, panic, sleep disturbances, nightmares, frequent recollection of traumatic events and frequent crying.
(b) Child/ren who are seen to remain isolated / withdrawn most of the time and show no overt interest in the activities going on around them.
(c) Child/ren showing reluctance to communicate when approached.
(d) Child/ren who have significant loss (like loss of an item, death of family member/s)
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

25. Guidance and Counselling in the School
Work undertaken by counsellors in the school is THREE dimensional, namely developmental, preventive and remedial.
Developmental guidance programmes. These focus on nurturing the overall emotional and social well-being of pupils. Programmes in school include career guidance and academic performance. Teacher counsellors conduct classroom and school psycho-education programmes to promote and develop the self-esteem of students.
Preventive guidance and counselling programmes. Personal counselling include issues that affect pupils and students. These include alcohol, tobacco and drug use, handling peer pressure, and stress management especially due to the pressure in handling of examinations . Counsellors largely seek to prevent problems arising.
Remedial work. There are immediate interventions to assist various pupils and students in already existing issues such as disciplinary or abuse cases, bereavement and failing academic performance. counsellors provide therapy to various pupils and students
Counsellors in the school use multiple approaches to deal with the large group of students. The multiple approaches included personal (individual) one-on-one counselling, group guidance, group counselling, teacher parenting, working with parents and referral of certain cases.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

26. Guidance and Counselling Activities in the School
Teacher - child support
Parent - child support
Parental support
Health clubs
Preventive guidance and Life skills education
Mass guidance
Group counselling
School chaplaincy
Promoting (positive) values and virtues
An active school guidance and counselling programme is clearly structured and child centred
Guidance and counselling must promote positive social values. We must promote character building, good life habits, ensure children in particular are secure and happy. Study skills and habits must complement character formation. In essence, the programme will positively transform the teacher and child.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

27. Role of a Counsellor in the School
Assessment
Consultation for student and systems-level change
Prevention
Intervention
Staff, parent, and student education
Research and program development
Psychological and mental health care
Advocacy
Research and publications
Team approach includes working with the school administration, other teachers, support staff, peer counsellors and parents. The counsellor in the school should seek for specialized assistance from counsellors, psychiatrists, psychologists, social workers, nurses, doctors and pharmacists. Interventions include individual and group counselling.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

28. Way Forward for Counselling in Schools
Guidance and counselling must be an integral element of the education system and the teacher counsellor must effectively make a contributing to the child/ren through activities in practice
Guidance and counselling must be operationalized using international counselling standards
Standards of school guidance and counselling programme must be established. Offering help to all children particularly those in need of assistance and the most vulnerable must be part of education and the school strategic plan. Guidance and counselling will adopt a multi-disciplinary approach and a multi-cultural approach. Child guidance and counselling is life counselling not crisis management and includes characteristics such as character formation, life habits, study skills, career choices as well as other facets of life including personality and emotions, happiness and joy, hardship and perseverance, grief and grieving.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

29. Way Forward for Counselling in Schools
In Kenya, at the moment, there is a greater possibility that counsellors by any name (counselling psychologist, counsellor in the school, educational psychologists, guidance and counselling teachers, psychologists), will be located in more and more educational institutions (schools, colleges and universities).
Two major factors that will impinge on the success or otherwise of the educational guidance and counselling venture are:
(1) The component of the guidance and counselling programme; and as a matter of course
(2) The extent of acceptance by pupils, students and staff in the institutions.
Counsellors in the helping profession and teachers are vital, not only in terms of achieving educational goals but also in sustaining overall health especially in application of psychology to personal development. This includes academic achievement, career development and overall well being. The quality of education must be described and measured, and this includes both a standard of quality and a means to assess education quality. Thus, guidance and counselling is a priority in policy-making in education.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

30. Way Forward for Counselling in Schools
Three aspects will be outstanding in the overall success of the school guidance and counselling programme:
The attitude of the counsellor;
The perception of clients (pupils, students and staff); and,
Individual teachers and tutors discernment of, and the particular significance they attach to guidance and counselling in educational institutions.
Teachers and tutors in Kenya are by and large highly receptive to guidance and counselling in schools and other educational institutions and are reasonably well informed as to its nature. Nevertheless, in some instances, the perception of counselling is skewed towards a directive/advice/solution focused conceptualisation.
Guidance and counselling services in schools must focus on identifying, defining, designing and implementing key components for the service. These components must be identified as some of the success factors in providing a quality service. In that case, they include the client (pupils and students) and the therapist (teacher counsellor, counsellor in the school).
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

31. Way Forward for Counselling in Schools
Guidance and counselling services must be integrated into the wider school community.
Counsellors and other professionals working with pupils, teachers and parents in schools and in a community must also remember that although schools are a microcosm of society, educational institutions are also complex organizations. Schools have a number of change factors working at any one time including for instance the prevalence of HIV and AIDS in sub-Saharan Africa. Education is a measure of success and there is an obvious overwhelming pressure for success. In addition, there are development concerns including adolescence issues, ethnicity and cohesiveness and the threat of terrorism.
The development of formal quality guidance and counselling services must include assessing clients’ satisfaction and perception of the services offered. All educational institutions must aim to implement a comprehensive quality framework hence the need for formal training (counsellor competence) and standard guidelines. All of the above should be embedded within the service strategy in order to truly benefit from the formalisation of counselling services.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

32. Way Forward for Counselling in Schools
Further studies in schools and educational institutions are therefore needed in the area of guidance and counselling.
Counselling will require a systematic analysis of all the factors affecting the successful implementation and /or integration of guidance and counselling in schools
Guidance and counselling services must also be a comprehensive part of the National Education Policy rather than counselling for crisis management
Overall, Counsellors and Psychologists will be guided by the Counsellors and Psychologists Act
The Counsellors and Psychologists Act 2014 provides for the approved training, registration and licensing of psychological practitioners. The Act provides for practice and standards, and to ensure practitioner effective participation in matters relating to guidance, counselling and the offering of therapeutic services in the community and for connected services in the community. This include: registration of psychological practitioners and qualifications, certificate of registration, counselling supervision, and other matters to enhance professional conduct. This forms the basis for a coherent and comprehensive overall framework for guiding counselling within the different and diverse settings such as schools.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

33. Enhancing Professional Counselling in Schools
It is suggested that school counsellors create a professional alliance such as Association for School Counsellors in Kenya (ASC(K))
The government through the Ministry of Education could also establish a centre to promote guidance and counselling in schools, such as Counselling and Leadership Centre (CLC) at the Kenya Institute of Curriculum Development (KICD). The Centre would:
Coordinate guidance and counselling in schools including programme of activities and training materials in liaison with TSC and others
Establish National standards for guidance and counselling in educational institutions (ECDE, Primary, Secondary, Colleges)
The Kenya Institute of Curriculum Development (KICD) should establish National guidelines for school guidance and counselling programme (Guidelines for School Counsellors). KICD would establish national standards for all counsellors in all schools. This would align programme of activities including professionalism (code of conduct, record keeping, referral services) that would inculcate counselling values including confidentiality.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

34. Enhancing Counselling in Schools
An updated Careers Booklet
Development of regulations and procedures in guidance and counselling. This would include a syllabus for guidance and counselling in schools
Mutuality and collaboration must be key terms in guidance and counselling to enable:
Cooperation, linkages and referral services
Shared vision
Shared expertise and
Mutuality of benefits to be derived both from education and counselling
Overall, education and counselling must adopt a multi-cultural counselling competence approach
It is noteworthy to highlight the existence of a Careers Booklet but at the same time mention that there has been an obvious bias towards making prominent career guidance and counselling. While the bias towards careers emancipates from the obvious benefits anticipated from education (and while at it higher achievement), it is important for professionals and schools to take into account other considerations such as the role of parents and teachers in emotional well being of pupils and students. The career considerations should also take into account the dual system of education (that is, formal education, informal education and Life Long Learning (LLL))
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

35. Enhancing Counselling in Schools
The National Education Policy highlights the need for mentoring, moulding and ensuring national values and principles of governance.
This includes enhanced guidance and counselling services. The emphasis is on the education sector to promote guidance and counselling in schools as well as life skills development, mentorship, HIV / AIDS programmes and peace education. This must adopt a professional framework including professional ethics
The government is to operationalize a policy framework on guidance and counselling particularly in schools and other educational institutions
The school guidance and counselling programme is an essential support tool for the education system. Counselling assists schools and teachers manage an increasing number of children with counselling needs that include academic and personal issues such as grief, loss and suicide, as well as the management of behavioural problems. Under the Basic Education Act (Republic of Kenya, 2013), one of the functions of the School Board of Management (BOM) is to facilitate and ensure the provision of guidance and counselling to all learners in schools. Similarly, County Education Boards are expected to provide child guidance services.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

36. Selected References
American Counselling Association (2014). ACA Code of Ethics. American Counselling Association. American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders. Washington, D C: American Psychiatric Association. Brown, S. and Lent, R. (2008). (Eds.). Handbook of Counselling Psychology. New York: Wiley. Corey, G. (2005). Theory and Practice of Psychotherapy. California: Belmont. Feltham, C. and Horton, I. (Ed.). (2010). The Sage Handbook of Counselling and Psychotherapy. London: Sage Publications. Gibson, R. L. and Mitchell, M. H. (2010). Introduction to Counselling and Guidance. New Delhi: PHL Learning Private Limited. Hatch, T. (2014). The Use of Data in School Counselling: Hatching Results for Students, Programs, and the Profession. Sage Publications. Hornby, G., Hall, C. and Hall, E. (Eds). (2003). Counselling Pupils in Schools. Skills and Strategies for Teachers. Routledge Falmer.
Guidance and counselling teachers, school counsellors, teacher counsellor or counsellors in the school are a part of the educational staff and work co-operatively for the personal and academic success of pupils and students. Counsellors must also adhere to professional ethics American Counselling Association (2014) and be acquainted with international standards such as the Diagnostic and Statistical Manual American Psychiatric Association (2013) in order to assist the diversity of persons in need of helping.
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Dr Geoffrey Wango, Psychology Dept. University of Nairobi

37. Selected References
Palmer, S. (Ed). (2010). Introduction to Counselling and Psychotherapy: The Essential Guide. Sage Publications.
Republic of Kenya (2005). Sessional Paper No. 1 of 2005 on A Policy Framework for Education, Training and Research. Nairobi: Government Printer.
Republic of Kenya (2009). Careers Booklet. Nairobi: Ministry of Education.
Republic of Kenya (2013). The Basic Education Act. Nairobi: Ministry of Education. Republic of Kenya (2014). The Counsellors and Psychologists Act, Nairobi: Government Printer.
Wango, G. M. (2006). Policy and Practice in Guidance and Counselling in Secondary Schools in Kenya. Birmingham: Ph.D Thesis, University of Birmingham.
Wango, G. M. and Mungai, E. K. (2007). Counselling in the School: A Handbook for Teachers. Nairobi: Phoenix Publishers.
Wango, G. M. (2015). Counselling Psychology in Kenya: A Contemporary Review of the Developing World. Nairobi: Kenya Literature Bureau.
Woolfe, R., Strawbridge, S., Douglas, B. and Dryden, W. (Eds.). (2010). Handbook of Counselling Psychology. Sage Publications Ltd.
Guidance and counselling is a central aspect of the whole development process. All the activities and services of the school guidance and counselling programme leads to, and help in the child growth and development. A ccomprehensive school counselling model should incorporate a framework for school counselling programmes including pre-service and in-service training. Training will include: national standards, professional ethics, management and administrative responsibilities and must be an interface between professional competency and practice.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi

38. Psychology Department University of Nairobi, Kenya.
Dr. Geoffrey Wango
Senior Lecturer
Psychology Department
University of Nairobi, Kenya.
Tel
This paper presents a condensed version of the development of guidance and counselling in Kenya from 1971 to Earlier versions have been used in various forums with teacher counsellors in both primary and secondary schools, principals of schools and practitioners in counselling, psychology, chaplaincy and other professionals. I am grateful to all my students at the University of Nairobi, my colleagues in this great calling and to all the teachers and students in schools in Kenya who continually inspire me with their ideas including the overall framework of the school guidance and counselling programme.
2/2/2015
Dr Geoffrey Wango, Psychology Dept. University of Nairobi