Chapter one

Introduction

1.1       Background of the  study

In most African countries, including Nigeria, the role of counsellors in education appears to be ambiguous. Counselling is a relatively new speciality in African educational systems, which explains the lack of clarification. Due to the fact that counsellors undertake a wide range of activities, opinions on their tasks and responsibilities vary. Counsellors in Nigeria also perform the duties of regular classroom teachers and are given administrative responsibilities in addition to assisting students in resolving personal-social issues. According to the American School Counselling Association (ASCA), school counsellors' responsibilities include assisting students in developing their educational, social, career, and personal strengths; assisting students in developing healthy habits, values, and positive attitudes; encouraging students to understand themselves and their abilities; evaluating their academic progress; and assisting students in adjusting to new situations (Willys, 2017). Counsellors' roles are critical since they aid in students' entire development and ensure that educational goals are met. Different stakeholders (school officials, teachers, parents, students, and other interested groups) may have differing perspectives about what constitutes effective counsellor work. Teachers' perceptions of counsellors' functions in the educational system are based on their interactions with them. Teachers were generally pleased with counselling services, according to Beesley (as cited in Joy, Hesson, & Harris, 2011), but their level of satisfaction ranged across grade levels and depended on the particular area covered by school counsellors. Teachers see the school counsellor as someone who helps students by providing resources and relevant information. Administrators, according to Joy et al. (2011), saw counsellors as being active in consultation on referrals and other particular administrative duties. Counsellors consider their job as developing beneficial counselling connections with many stakeholders, according to Badu (as stated in Awinsong, Dawson, and Gidiglo, 2015). Counsellors' responsibilities, according to Eremie (2014) and Willys (2017), include academic, job, personal, and social growth of students. This paper uses the International Survey of School Counsellor Activities, as defined in the lead article by Carey, Fan, He, and Jin, to examine Nigerian counsellors' perceptions of the value of the five dimensions of school-based counselling practice (2020). Counselling Services, Prevention Programs, Advocacy and Systematic Improvement, Administrator Position, and Educational and Career Planning are the five dimensions. In at least 90 countries, there are a variety of approaches to school-based counselling (Harris, 2013). Due to cultural factors, national needs, community trends, school counselling models, laws and educational policy, and features of the public education system, different school counsellor functions and activities occur in these countries (Martin, Lauterbach, &Carey, 2015). Establishing the position and activities of school counsellors is a critical professional and policy analysis concern in all of these countries. China (Shi & Leuwerke, 2010), India (Venkatesan & Shyam, 2015), Israel (Erhard, 2005), Kenya (Wambu & Wickman, 2016), Saudi Arabia (Alghamdi & Riddick, 2011), Singapore (Ko, 2013), Turkey (KorkutOwen & Owen, 2008), and the United States have all done recent study on the function and actions of school counsellors (Fan, Carey, Martin, & He, 2019)

1.2       STATEMENT OF THE PROBLEM

Recent events in Nigerian society, involving various cases of youth suicide, have drawn the attention of government agencies, NGOs, international agencies, and the general public to the sad reality that young people no longer receive all of the information they need. They require emotional and, in particular, psychological support.

There is no single explanation for anyone to have suicidal thoughts or attempt suicide because everyone is different. Suicidal thoughts can be triggered by a variety of factors, including:

A substantial life change that is distressing or discouraging. The death of a loved one or the end of a significant relationship Anxiety, depression, or other major emotional issues Feelings of despondency or hopelessness Shame or low self-esteem Failure to meet or exceed one's or others' standards Loneliness to the extreme The discovery of a serious medical condition Physical or emotional anguish that is unbearable.

Problems with alcohol or drugs Today's young can benefit from guidance and counselling, which can help to avoid suicide in Nigeria. It is assumed that if we speak to people who are struggling and provide them with all of the necessary resources, the rising number of suicides would eventually fade away. In light of this, the purpose of this study is to determine the role of advice and counseling in the prevention of suicide in Nigeria.

1.3       OBJECTIVE OF THE STUDY

I.         To see if school guidance counsellors have been able to assist students with overcoming depression.

II.      To assess if students seek assistance from a guidance counsellor.

III.   To investigate the interactive approaches used by guidance counsellor.

1.4       RESEARCH QUESTION

i.         Have school guidance counsellors have been able to assist students with overcoming depression?

ii.      Do students seek assistance from a guidance counsellor?

iii.   What are interactive approaches used by guidance counsellor?

1.5       SIGNIFICANCE OF THE STUDY

Suicide is a troubling problem that many people would rather not talk about, but it affects many people at some stage in their lives. Suicide is a difficult subject to comprehend. If you suspect someone you know is suicidal, it's critical to understand the warning signs so they can seek the treatment and counselling they require. All can be made more conscious of the potential dangers of suicide as well as the root causes through proper education. There are a variety of reasons why someone may choose to commit suicide, and in many situations, they can be saved if they seek help in a timely manner.

1.6       SCOPE OF THE STUDY

The focus of this research is on the importance of guidance and therapy in preventing suicide in Nigeria. The study's scope was limited due to several constraints experienced by the researcher. The following are examples of these restrictions, although they are not exhaustive.

1.7       LIMITATION OF STUDY

Due to budget and time restrictions, the researcher was only able to conduct his study in a secondary school in Udu LGA,Delta State. This sample does not fully represent the behaviour of the complete student population.

1.8       DEFINITION OF TERMS

Guidance and counselling: Guidance refers to an advice or a relevant piece of information provided by a superior, to resolve a problem or overcome from difficulty. Counselling refers to a professional advice given by a counsellor to an individual to help him in overcoming from personal or psychological problems.

Suicide:  the act or an instance of taking one's own life voluntarily and intentionally.

Youth: Youth is the time of life when one is young, and often means the time between childhood and adulthood (maturity). It is also defined as "the appearance, freshness, vigor, spirit, etc., characteristic of one who is young.

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