Counselling approaches used in solving students’ disciplinary problems in secondary schools in Keren sub-zone, Anseba region, Eritrea

Ghebrehiwet Eyasu Andegiorgis

doi:10.18844/gjpr.v10i1.4263

Abstract

Counselling service is new to the Eritrean education system and its implementation has not been easy. Despite counselling services being part of the educational policy and the curriculum, the use of counselling service is in its initial stages in many schools in Eritrea. This study assessed counselling approaches used in solving students’ disciplinary problems in secondary schools in Keren sub-zone, Anseba Region, Eritrea. This study adopted a mixed method research design across a target population that comprised 5 schools, 1,500 students, 100 teachers, 5 teacher counsellors and 5 head teachers. Systematic sampling and simple random and purposive sampling were used to select schools and the participants of the study. Questionnaires and interview guides were used for data collection. Data gathered through questionnaires were processed using descriptive statistical techniques involving frequencies, percentages and means. Data gathered through an interview guide were analysed and presented using quotes, themes and narrative descriptions. The results of this study show that most students (59.8%) and teachers (56.3%) reported that a combination of corporal punishment and counselling was used to handle students’ discipline. This study also found out that corporal punishment was more practiced by public schools compared to private schools. This study further found out that approaches such as individual counselling, peer counselling and group counselling were rarely used in managing students’ discipline. Moreover, mentoring and student-focused intervention were more used in Keren secondary schools in handling students discipline. Keywords: Eritrean counselling, counselling approaches, discipline in Eritrea, counsellors, counselling in Keren

Highlights

Introduction and backgroundTeaching students self-discipline is a demanding task
School counsellors have been asked about the cases they see most, the approaches they use with these cases, the support systems they are seeking and the therapy training they are taking after their college graduation
The high percentage use of corporal punishment among teachers in schools in Keren sub-zone shows that referring students to the counselling office or using counselling is not being practiced in schools

Summary

Introduction and background

Teaching students self-discipline is a demanding task. It is a process that requires patience, thoughtful attention, cooperation and a good understanding of the child. The researchers found out that counsellors in Turkish schools use approaches like individual counselling, group counselling, peer counselling and student-focused counselling. The study assessed the impact of group counselling on academic and social performance of students It did not address the issue of discipline in schools. The studies by Chireshe from Zimbabwe and Osodo, Joseph, and Raburu from Kenya showed that peer counselling played a great role in assisting teacher counsellors in handling student issues in schools. Due to lack of information and limited data available in Eritrea, it is difficult to determine whether peer counselling programme plays a role in students’ life in secondary school This being the case, this study thought to investigate counselling approaches used in solving students’ disciplinary problems in secondary schools in Keren sub-zone, Anseba Region, Eritrea. Data gathered through interview guides were analysed and presented using quotes, themes and narrative descriptions (Chandler, 2019; Karatas & Saricam, 2016)

Results and discussion

Counselling approaches used in schools to discipline students

Conclusion

Recommendations