DELTA STATE UNIVERSITY
ABRAKA, NIGERIA
DEPARTMENT OF GUIDANCE AND COUNSELLING
FACULTY OF EDUCATION
DEPARTMENTAL HANDBOOK
Name:…………………………………………………………………………
Matric. No:……………………………………………Level:……………….
Phone No:…………………………………………………………………….
Residential Address:…………………………………………………………
Department of Guidance and Counselling
2019/2020 Departmental Handbook
@ 2020 AD by the Department of Guidance and Counselling, Faculty of Education,
Delta State University, Abraka Nigeria.
ISBN:
First published by
Department of Guidance and Counselling
Faculty of Education
Delta State University, Abraka Nigeria.
All Rights reserved. No part of this publication may be reproduced, stored into
retrieval system or transmitted in any form or any form or by any means;
electronic, mechanical, photocopying, recording or otherwise without the prior
permission in writing of the Department of Guidance and Counselling, Delta State
University Abraka Nigeria.
THE VISITOR, CHANCELLOR, PRO-CHANCELLOR AND PRINCIPAL
OFFICERS OF THE UNIVERSITY
THE VISITOR
His Excellency, Senator Dr. Arthur Ifeanyi Okowa
Executive Governor, Delta State of Nigeria
CHANCELLOR
Vacant
PRO- CHANCELLOR
Professor Sam Oyovbaire
VICE-CHANCELLOR
Professor Andy Egwunyenga
DEPUTY VICE-CHANCELLOR (ADMINISTRATION)
Professor S.O Asagba
DEPUTY VICE-CHANCELLOR (ACADEMICS)
Professor (Mrs.) G.N. Ogwu
PROVOST, ASABA CAMPUS
Professor E.P. Oghuvbu
PROVOST, OLEH CAMPUS
Professor I.A. Amata
FACULTY OF EDUCATION
DELTA STATE UNIVERSITY, ABRAKA
Dean
Professor E.Kpangban
Associate Dean
Dr.(Mrs.) G. Obaro
Ag. HOD, Educational Admin. And Policy Studies
Dr. (Mrs.) R.I. Asiyai
Ag. HOD, Guidance and Counselling
Dr. A.E. Oghounu
Ag. HOD, Curriculum and Integrated Science
Dr. E.O. Oyovwi
Ag. HOD, Library and Information Science
Dr. (Mrs.) F. Ogbomo
HOD, Human Kinetics & Health Education
Prof. (Mrs.) U.I. Igbudu
Ag. HOD, Social Science Education
Dr. E.C. Ogheneakoke
Ag. HOD, Vocational Education
Dr. (Mrs.) J.E Azonuche
Ag. HOD, Technical and Business Education
Dr. (Mrs.) C. Ayomike
DELTA STATE UNIVERSITY, ABRAKA
FACULTY OF EDUCATION
NON-ACADEMIC STAFF
(DEAN’S OFFICE)
S/N Name Rank
1. Mr. Emuawore Monday Emorighoye Principal Assistant Registrar
2. Mr. Atuama F.C. Chief Executive Officer
3. Mr. Otutu B. Kenneth Senior Assistant Registrar
4. Agiri Julie Higher Executive Officer
5. Vacant Senior Typist 11
6. Miss. Emunotor Felicia Senior Typist 1
7. Utuoyo Austin Senior Clerical Officer
8. Miss. Okiti Onojighofia Caretaker
9. Lucky Aguba Driver
DELTA STATE UNIVERSITY, ABRAKA
FACULTY OF EDUCATION
DEPARTMENT OF GUIDANCE AND COUNSELLING
NON-ACADEMIC STAFF
(HOD’S OFFICE)
S/N Name Rank
1. Vacant Administrative Officer
2. Miss. Idiale Bridget Hall Supervisor
3. Mrs. Ijomah Okoboshi Isioma Higher Executive Officer
4. Vacant Senior Typist 1
5. Vacant Caretaker
SCHEDULE OF DUTY
RESPONSIBILITY NAME OF LECTURERS
PG (M.Ed. & Ph.D.) Coordinator Dr. C. Enwefa
Sandwich/CEP/Weekend Degree
Coordinator
Dr. E.E. Enakpoya
Students Staff Adviser Dr. (Mrs.) G.O. Akpochafo
Quality Assurance and Quality Audit
Committee
Prof. R.I. Okorodudu (Chairman),
Dr. P.U. Osadebe,
Dr. (Mrs.) A. Onoyase,
Prof. (Mrs.) E.E. Ebenuwa-Okoh,
Miss. R. Ozuri (Secretary)
Examination Officer/Time Table Dr. P.A.U. Ossai/HOD
Research Project Allocation Coordinator Dr. C. Enwefa
Departmental Screening Officer Dr. (Mrs.) E.O. Egbule and Miss. R. Ozuri
Continuous Assessment Committee Dr. C. Enwefa/ Dr. P.A.U. Ossai
Lecture/Examination Monitoring Dr. J.J. Obiunu,
Dr. P.U. Osadebe
Dr. (Mrs.) A. Onoyase
Counselling Practicum Committee Dr. A.E. Oghounu (Chairman),
Dr. E.E. Enakpoya (Secretary),
Dr. (Mrs.) E.O. Egbule,
Dr. J.J. Obiunu
Staff Welfare Committee Dr. (Mrs.) A. Onoyase (Chairman),
Dr. (Mrs.) G.O. Akpochafo,
Dr. (Mrs.) E.O. Egbule,
Prof. (Mrs.) E.E. Ebenuwa-Okoh,
Dr. P.A.U. Ossai
COURSE ADVISERS
GUIDANCE AND COUNSELLING
100 LEVEL Dr. P.A.U. Ossai
200 LEVEL Dr. (Mrs.) E.O. Egbule
300 LEVEL Miss. R. Ozuri
400 LEVEL Dr. E.E. Enakpoya
POST GRADUATE SEMINAR COORDINATORS
S/N NAME PROGRAMME CATEGORY
1. Prof. R.I. Okorodudu Educational
Psychology
Ph.D.
2. Dr. (Mrs.) G.O. Akpochafo
Educational
Psychology
M.Ed.
3. Prof. (Mrs.) Ugoji Guidance and
Counselling
Ph.D.
4. Prof. (Mrs.) E.E. Ebenuwa-Okoh
Guidance and
Counselling
M. Ed.
5. Prof. J.N. Odili Measurement and
Evaluation
Ph.D.
6. Dr. P.U. Osadebe Measurement and
Evaluation
M. Ed.
FACULTY OF EDUCATION
DEPARTMENT OF GUIDANCE AND COUNSELLING
LIST OF ACADEMIC STAFF
S/
N
Name of Staff Rank/Designat
ion
F/
T
Qualifications, dates obtained and
specialization.
1. Prof. (Mrs.) O.C.
Okobiah
Professor B.Sc. Hons., 1977, M.Ed. 1978, Ph.D.
1989, Family Counselling and Practicum.
2. Prof. R.I. Okorodudu Professor B.Ed. Hons., 1987, M.Ed., 1990, Ph.D.
2000, Counselling Psychology.
3. Prof. J.N. Odili Professor B.Sc. Ed, Biology, 1986; M.Ed.,
Measurement and Evaluation, 1992; Ph.D.
Measurement and Evaluation, 2004.
4. Prof. (Mrs.)
E.EEbenuwaOkoh
Professor B.Ed. Chemistry, 1984; M.Ed. Guidance &
Counselling, 1990; Ph.D. Guidance &
Counselling, 2007.
5. Prof.(Mrs.) F.N. Ugoji Professor B.Sc. Hons., 1993, M.Ed. 1997, Ph.D.
2004, Adolescent Psychology and
Reproductive Health Knowledge
6. Rev Fr. Dr. Jude J,
Obiunu
Reader B.A. Philosophy, 1990; M.A. Religious
Education, 2000; Ph.D. Guidance and
Counselling, 2006.
7 Dr.(Mrs.) G.O.
Akpochafo
Reader NCE, 19980, B.Ed., 1986, M.Ed., 1994
Ph.D. 2004, Vocational Guidance.
8. Dr. P.U. Osadebe Reader B.Ed. 1992, M.Ed. 1996,Ph.D. 2001,
Measurement & Evaluation,
9. Dr. (Mrs.) A. Onoyase Reader NCE, 1981, B.Ed. 1986, M.Ed. 1996,
Ph.D. 2004, Vocational Guidance
10. Dr.A.E. Oghounu Senior
Lecturer
NCE, 1981, B.Ed. 1987; Guidance and
Counselling, M.Ed.Guidance and
Counselling, 1993; Ph.D. Guidance &
Counselling, 2015.
11. Dr. P.A. Ossai Senior
Lecturer
B.Sc. Ed, Mathematics, 1989; M.Ed.
Measurement and Evaluation, 2004, Ph.D.;
2014. Measurement and Evaluation
12. Dr. E. Enakpoya Lecturer 1 NCE, 1986; B.A. Ed. 1989; M.Ed. 1996.
Ph.D., Guidance & Counselling 2017.
13. Dr. (Mrs.) E. O.
Egbule
Lecturer 1 B.Sc. Ed. Political Science, 1998; M.Ed.,
Guidance and Counselling, 2005. Ph.D.
Guidance and Counselling, 2017.
14, Dr. C. Enwefa Lecturer 1 B.Sc. Ed, Mathematics 1996; M.Ed.
Measurement & Evaluation, 2005; Ph.D.
Measurement & Evaluation, 2016.
15, Miss R. Ozuri Lecturer 11 B.Ed. Guidance & Counselling, 2012;
M.Ed. Counselling Psychology, 2017.
General:
In this discipline area, students study education and guidance and counselling for the award of a
Bachelor‟s degree in Education with Guidance and Counselling.
Philosophy and Aims and Objective of the Programme
The philosophy of guidance and counselling is derived from the National Philosophy of
Education in Nigeria. The aims and objective of the course are as follows:
a) To provide a wide background in education as a field of study as basic tool for giving
adequate education in guidance to clients.
b) To expose students to studies in educational psychology and other related disciplines
which will enable them adequately perform their functions of guidance counselors. To
generally prepare students to be able to undertake the functions of teachers/counselors in
order to give academic career and social personal guidance to learners and others in need
of such within the educational system and in non-school settings.
SENATE APPROVED GENERAL GUIDELINES FOR STUDENTS’ DISCIPLINARY
COMMITTEES
TYPES OF EXAMINATION MALPRACTICE OFFENCES AND THEIR PENALTIES
1. a. COPYING
i. Copying from another student‟s work in the examination hall is an offence. If
caught copying from a student‟s work, the student (culprit) is guilty of the
offence.
Penalty: Rustication for 2 semesters.
ii. If the student whose work is being copied consented to the act of the examination
malpractice above, he/she is also guilty of the offence.
Penalty: Rustication for 2 semesters.
b. SPYING
A student spying another student‟s work in the examination hall is guilty of an
offence.
Penalty: Rustication for 2 semesters
c. DISCUSSING IN THE EXAMINATION HALL
A student who engages in any form of discussion in the examination hall with the
purpose of soliciting helpful information is guilty of an offence.
Penalty: Rustication for two semesters.
2. GROSS MISCONDUCT
a. A student who brings into the examination hall materials relevant to the course
being examined whether in the form of „micro chips‟ that is, special writing;
writing on the body of calculator, school fees receipts, registration forms, storing
in mobile phones or in any gadget whatsoever, if caught whether the material has
been used or not, the student is guilty of the offence.
Penalty: Rustication for 6 semesters
b. Any student who gives or receives money from fellow students to influence
result.
Penalty: Rustication for 6 semesters
c. A student who brings prepared answer booklet/answer relevant to or tallying with
those for the examination into the examination hall is regarded as having a
foreknowledge of the examination questions and is guilty of an offence.
Penalty: “Expulsion”
d. A student caught smuggling in or out of the examination hall answer booklets is
guilty of an offence.
Penalty: “Expulsion”
e. IMPERSONATION: This is where a student or individual writes an examination
for another student either for a fee or any other agreed term(s). The person
(impersonating and the impersonated) are guilty of an offence. Where the
impersonator is a graduate of DELSU, his/her certificate will be withdrawn, while
the impersonator will be handed over to the police.
Penalty: “Expulsion”
f. Refusal to fill examination malpractice form: Any student suspected/caught in any
form of examination malpractice and fails to fill the examination malpractice
form when issued to him/her is guilty of an offence.
Penalty: Rustication for 2 semesters.
g. Causing distraction in the examination hall: A student who causes distraction in
the examination hall either as a result of (1) above or being insulting to the
examination officer or lecturer in charge of the examination or a member of the
examination monitoring team is guilty of an offence.
Penalty: Rustication for two semesters.
h. OTHER ACTS OF GROSS MISCONDUCT
The following acts constitute unruly behaviours with punishment attached thereto:
Abuse of any University Ceremony
(i) Rowdy matriculation/convocation celebration
Penalty: Rustication for 2 semesters.
(ii) Rowdy celebration on completion of examination
Penalty: Rustication for 4 semesters
(iii) Pouring of water or other substances on graduating students with or without their
consent.
Penalty: Rustication for 2 semesters.
(iv) Reckless driving on or outside the campus in celebration of matriculation,
completion of examination or convocation.
Penalty: Rustication for 4 semesters.
(v) Fighting on campus: The two or more students involved in a fight are each liable
to an offence.
Penalty: Rustication for two semesters.
(vi) Running of more than one academic program is prohibited.
(vii) Assault: A student who assaults another student on campus is liable to an offence.
Penalty: Rustication for two semesters.
(viii) Going to the university club/guest house: A student who goes to the university
club/guest house without being in the company of a staff is guilty of an offence.
Penalty: Rustication for 2 semesters.
(ix) Membership of secret cult: Any student known to be a member of a secret
cult/group is liable to grievous offence.
Penalty: “Expulsion”
(x) Demonstration/vandalisation of property.
Penalty: “Expulsion”
(xi) Mere participation as a follower.
Penalty: From warning to rustication for 2 semesters.
(xii) Rape.
a. Proved cases based circumstantial evidence.
Penalty: “Expulsion”
(xiii) Fraud/Forgery or Alteration
Penalty: “Expulsion”
(xiv) Cases of stealing
Penalty: Rustication for 4 semesters
Note:
(i) Where a student is guilty for more than one of these offences, the penalties of two
semesters each shall run concurrently.
(ii) The Students‟ Affairs Division should publish the names of students that are to
appear before the panel one week upon receiving the charges.
(iii) Approved punishments should be displayed on Students‟ Notice Boards, by the
Students‟ Affairs Division and by the Deans and HODs, immediately the
university assents to them.
(iv) Any student not satisfied with the approved punishment, has the right to appeal
through the Students‟ Affairs Officer to the Chairman of the University
Governing Council for further hearing not later than three (3) months after the
punishment has been handed down.
(v) The examination monitoring committee should as a matter of mandate, submit the
details of an alleged culprit, (Name, Matriculation Number, Department, Course,
etc) and the alleged offence within three (3) weeks of committing the offence to
the Students‟ Affairs Division which is charged with cases of examination
malpractice.
3. The charge(s)/offence(s) leveled against a student must be clearly stated.
4. The exhibits in terms of answer booklets, phones or any other material by means
of which the offence is alleged to have been perpetrated must be presented with
the charge.
5. The Students‟ Affairs Division should publish the names of students who are to
appear before the Students‟ Disciplinary Committee on Examination Malpractice
Panel one week upon receiving the charges.
6. Approved verdict (punishment or exoneration) should be displayed on students‟
Notice Board immediately the university senate assents to them.
7. Heads of Departments/Directors of Programs concerned must implement speedily
the approved verdict by the university senate; failing to do this, such Head of
Department/Director of Program will be held responsible for any lapses.
8. No students should be punished twice for the same offence. Therefore, members
of the Examination Monitoring Committee and invigilators must not give on-the
sport disciplinary action.
Admission Graduation Requirements
There are two levels of admission into the department of Guidance and Counselling. These are
UME and Direct Entry. This is in line with the National University Commission Benchmark and
Minimum Academic Standard for Education.
a) UME: Candidates for admission into the four - year degree programme should possess a
Senior Secondary School Ordinary level Certificate or General Certificate of Education or their
equivalents with at least five Credit passes which must include English Language and
Mathematics.
b) Direct Entry: Candidates for direct entry into the degree programme in Guidance and
counselling should possess five credit passes in the ordinary level General Certificate of
Education and Senior Secondary School Certificate or their equivalents, which should include
English Language and Mathematics. In addition, candidates must possess credit passes in three
relevant subjects at the Advanced level in the General Certificate of Education or its equivalent
such as Nigeria Certificate in Education(NCE) and Diploma in Education.
LIST OF COURSES FOR REGISTRATION AT VARIOUS LEVELS : A GUIDE.
100 LEVEL
FIRST SEMESTER
Course Code Course Title Units Status
EDU 100 Introduction to Teaching Profession 2 C
EDU 101 Foundations of Education 2 C
GCE 101 Introduction to Guidance and Counselling 2 C
GCE 102 Principles and Techniques of Guidance and Counselling 2 C
GCE 103 Introduction to Psychology 2 C
GCE 104 Developmental Psychology 2 E
SSE 100 Elements of Social Studies 2 E
GST 101 Use of English and Library 4 C
GST 102 Logic, Philosophy and Human Existence 2 C
Total Units of
Core Courses
16
Total Units of
Elective Courses
4
Semester Total 20
NB: Students are to take at least one elective course from SSE and another from area of
specialization or Education in each semester.
As a rule;
i. Maximum units per semester is 24
ii. Minimum units per semester is 15
SECOND SEMESTER
Course Code Course Title Units Status
GCE 111 Rehabilitative Counselling 2 C
GCE 112 Organisation of Guidance and Counselling in Schools 2 C
GCE 113 Development of Guidance and Counselling 2 C
GCE 114 Counselling Ethics 2 C
SSE 112 Family Based structure of society 2 E
EDU 114 Introduction to Language Education 2 E
GST 111 Nigerian Peoples and Culture 2 C
GST 112 History and Philosophy of Science 2 C
GST 114 Communication in French 2 C
Total Units of
Core Courses
14
Total Units of
Elective courses
4
Semester Total 18
NB: Students are to take at least one elective course from SSE and another from area of
Specialization or Education.
As a rule;
i. Maximum units per semester is 24
ii. Minimum units per semester is 15
200 LEVEL
FIRST SEMESTER
Course Code Course Title Units Status
EDU 200 Principles of Instruction 2 C
EDU 201 Philosophy of Education 2 C
EDU 202 Curriculum Theory and Development 2 C
GCE 201 Theories of Counselling 2 C
GCE 202 Group Dynamics in Guidance and Counselling 2 C
GCE 203 Biological Psychology 2 C
GCE 204 Method of Psychotherapy 2 C
GCE 205 Counselling for Special Needs 2 C
CSC 200 Introduction to Computer 2 C
EDU 203 Micro Teaching (Teaching Skills) 2 E
SSE 205 Population & Economic Development in Nigeria 2 E
GST 101* Use of English and Library 4 C
GST 102* Logic Philosophy and Human Existence 2 C
Total Units of
Core Course
22
Total Units of
Elective Courses
4
Semester Total 28
* For Direct Entry students
NB: Students are to take at least one elective course from SSE and another from area of
Specialization or Education.
As a rule;
i. Maximum units per semester is 24
ii. Minimum units per semester is 15
SECOND SEMESTER
Course Code Course Title Units Status
EDU 211 Special Methods of Teaching 2 C
EDU 212 Test and Measurement 2 C
CES 211 Entrepreneurship and Innovation 2 C
GCE 211 Personality Development and Social Adjustment 2 C
GCE 212 Behaviour in Organisation 2 C
GCE 213 Laboratory Work: Preparation for Counselling 2 C
GCE 214 Sex and Marital Counselling 2 C
SSE 212 Sociology of the Family 2 E
GST 111* Nigerian Peoples and Culture 2 C
GST 112* History and Philosophy of Science 2 C
GST 114* Communication in French 2 C
Total Units of Core Courses 20
Total Units of Elective Courses 2
Semester Total 22
* For Direct Entry students
NB: Students are to take at least one elective course from SSE and another from area of
Specialization or Education.
As a rule;
i. Maximum units per semester is 24
ii. Minimum units per semester is 15
300 LEVEL
FIRST SEMESTER
Course Code Course Title Units Status
EDU 300 Teaching Practice 3 C
EDU 301 Introduction to Educational Administration & Planning 2 C
EDU 302 Educational Technology 2 C
GCE 301 Practicum in Guidance and Counselling 1 3 C
GCE 302 Psychology of Deviant Development 2 C
GCE 303 Techniques in Continuous Assessment and Testing in
Counselling
2 C
GCE 304 Social and Psychological Factors in Human Learning 2 C
GCE 305 Information and Communication Technology and
Counselling
2 C
EDU 305 Educational Statics 2 E
SSE 303 Nigerian Cultural Patterns and Historical Origin 2 E
Total Units of
Core Courses
18
Total Units of
Elective Courses
4
Semester Total 22
NB: Students are to take at least one elective course from SSE and another from area of
Specialization or Education.
As a rule;
i. Maximum units per semester is 24
ii. Minimum units per semester is 15
SECOND SEMESTER
Course Code Course Title Units Status
EDU 311 Educational Psychology 2 C
EDU 312 Research Methods and Data Processing 2 C
EDU 313 ICT in Education 2 C
CES 311 Entrepreneurship Studies (Business Creation and
Growth)
2 C
GCE 311 Occupational Information, Job Analysis and Job
Evaluation
2 C
GCE 312 Management and Counselling of the Aged and Disabled 2 C
GCE 313 Conflict and Conflict Resolution in Work Place 2 C
GCE 314 Crisis Counselling and Adjustment 2 C
EDU 314 Emergent Problems in Nigerian Education 2 E
SSE 312 Nationalism and Patriotism in Nigeria Education 2 E
Total Units of
Core Courses
16
Total Units of
Elective Courses
4
Semester Total 20
NB: Students are to take at least one elective course from SSE and another from area of
Specialization or Education.
As a rule;
i. Maximum units per semester is 24
ii. Minimum units per semester is 15
400 LEVEL
FIRST SEMESTER
Course Code Course Title Units Status
EDU 402 Guidance and Counselling 2 C
EDU 403 Continuous Assessment 2 E
EDU 404 School Administration and Law 2 C
GCE 401 Practicum in Guidance and Counselling II 3 C
GCE 402 Behaviour Modification 2 C
GCE 403 Introduction to Culture and Psychopathology 2 C
GCE 404 Programme Development and Evaluation in Counselling 2 C
GCE 405 Inter-Cultural Practices in Counselling and Education 2 C
SSE 404 Politics, Power and Government in Nigeria 2 E
Total Units of
Core Courses
15
Total Units of
Elective Courses
4
Semester Total 19
NB: Students are to take at least one elective course from SSE and another from area of
Specialization or Education.
As a rule;
i. Maximum units per semester is 24
ii. Minimum units per semester is 15
SECOND SEMESTER
Course Code Course Title Units Status
EDU 410 Research Project 6 C
EDU 412 Comparative Education 2 C
GCE 411 Family Counselling and Child Guidance 2 C
GCE 412 Counselling in Special Settings 2 C
GCE 413 Abnormal Psychology and Career Guidance and
Counselling
2 C
GCE 414 Teenage Counselling 2 C
GCE 415 Pastoral Counselling 2 E
SSE 413 Marriage and Kinship 2 E
Total Units of
Core Courses
16
Total Units of
Elective Courses
4
Semester Total 20
NB: Students are to take at least one elective course from SSE and another from area of
Specialization or Education.
As a rule;
i. Maximum units per semester is 24
ii. Minimum units per semester is 15
COURSE DESCRIPTION
GCE 101: INTRODUCTION TO GUIDANCE AND COUNSELLING
Introductory course in the nature, aims, objectives, theories and methods of guidance and
counselling in the Nigerian educational system. An examination of students‟ educational needs
and problems – biological and environmental, and the importance of guidance and counselling as
probable measures for coping with them; such aspects of guidance and counselling– vocational,
placement, orientation and evaluation, and tools for cumulative records, tests and inventories and
their uses.
GCE 102:PRINCIPLES AND TECHNIQUES OF GUIDANCE AND COUNSELLING
An overview of the meaning, history and basic principles and techniques of guidance and
counselling. The stages of counselling, interviews, interactions with the learners, his parents,
school and administrators. The importance of principles and techniques in guidance and
counselling and in problem solving in Nigeria and other countries. Stages of a typical
counselling situation e.g. referral, diagnosis (building of rapport, identification needs); therapy;
termination; follow – up are emphasized.
GCE 103: INTRODUCTION TO PSYCHOLOGY
The course enables undergraduates to have a general introductory knowledge of the concept of
psychology. The course of historical development of psychology will be discussed. The
relationship of psychology with education will be discussed. The various psychological concepts
upon which guidance and counselling is founded are examined.
GCE 104: DEVELOPMENTAL PSYCHOLOGY
This course exposes students to the basic concepts in developmental psychology, principles of
growth and development, life cycle of human beings from conception to birth. It discusses the
characteristics of the individual at each level of human development. It discusses the stage
theories of Freud, Erikson and Piaget. It also looks at language, intellectual, emotional, moral
and social development and their attendant theories and relevance in guidance, counselling and
education.
GCE 111: REHABILITATIVE COUNSELLING
Rehabilitation Guidance and Counselling is the branch of guidance and counselling which assists
the physically handicapped (lepers inclusive) and the maladjusted individuals like drug addicts,
and ex-convicts to regain fuller physical, mental, social, and vocational usefulness. Some of such
persons are usually treated and housed at a rehabilitation centre. The counsellor helps such
persons to gain emotional control over their conditions and become more self-reliant. The
programme provides health, educational, vocational and psychological abilities that reduce
problems of labelling, encourage adjustment and efffective coping skills, develop positive
attitude and accept limitations. The prospective counsellor learns techniques of achieving these
objectives.
GCE 112: ORGANISATION OF GUIDANCE AND COUNSELLING IN SCHOOLS
An examination of guidance and counselling programs and models, their selection criteria,
control and supervision; use of paraprofessional and other support personnel; appraisal of
Nigerian Policy on Educational Provision for guidance and counselling and the procedures and
processes involved in setting up and managing guidance and counselling units and activities in
school and non-school settings.
GCE 113: DEVELOPMENT OF GUIDANCE AND COUNSELLING
A study of the psychological basis of guidance and counselling. A discussion of test and non-test
techniques including the use of psychological tests and observation. The historical development
of Guidance and Counselling in Nigeria, U.S.A and Europe are highlighted including guidance
services for instance, the various school guidance services Personnel and techniques of
disseminating educational, vocational and personal- socio guidance to learners in primary and
secondary schools.
GCE 114: COUNSELLING ETHICS
This course outlines the ethical standard guiding the practice of guidance and counselling. It
focuses attention in the ethical responsibilities of the professional counsellor. Also included in
the course are the cultural, social and rural practices affecting professional counselling. The
course should expose students to ethical considerations in therapeutic relationship between the
counsellor and clients, the educational and professional competence of the counsellor and
boundary within legal provisions of the land or cultural practices and counselling practices.
GCE 201: THEORIES OF COUNSELLING
The focus of the course is directed towards the exposition of the various counselling techniques
which are derived from the different theoretical counselling approaches such as traits and factors,
reality therapy, behavioural, client-centred, rational emotive behaviour therapy, transactional
analysis and the psychodynamic counselling theories. In doing these, emphasis will be laid on
proponents of the theories, views of nature of man,sources of psychological problems,
counselling goals, criticisms and their major contributions to guidance and counselling.
GCE 202: GROUP DYNAMICS IN GUIDANCE AND COUNSELLING
The course aims at exposing students to the dynamics of group counselling, types of groups,
nature of groups, formation of groups, processes of groups and team building with its advantages
and disadvantages and how to recognise symptoms of break down. The course will focus
attention on the meaning of group guidance and counselling, the characteristics, goals and
principles of group guidance and counselling. The course also discusses the merits and the
demerits of the mode of guidance and counselling. Finally, it deals with the various procedures
of group guidance and counselling in the Nigerian culture.
GCE 203: BIOLOGICAL PSYCHOLOGY
Introductory course to the biological basis of human behaviour. Emphasis is on the role of the
central Nervous system and the hormones vis-à-vis human behaviour. The effect of other
biological systems on behaviour is explored. Relevance of the course to counselling and
education is highlighted.
GCE 204: METHOD OF PSYCHOTHERAPY
This is an introductory course on various psychological processes for handling deep emotional
problems. The principles underlying each method are explored and their corresponding
techniques discussed. Advantages and limitations of each method are identified.
GCE 205: COUNSELLING FOR SPECIAL NEEDS
A study of the special problems and needs of the handicapped and gifted children and the place
of guidance and counselling in fostering stable growth and development in teaching and learning
situation in particular. The course shall expose students to the provisions in the National Policy
on Education and the Sustainable Development Goals for exceptional persons and students and
the role of guidance and counselling in identifying and meeting the needs of the exceptional
child. Various programmes and activities for enhancing the exceptional child as well as funding
sources and modes of delivering guidance and counselling services to them are to be explored in
this course.
GCE 211: PERSONALITY DEVELOPMENT AND SOCIAL ADJUSTMENT
The development of personality characteristics of individuals, their differences and social
adjustment/maladjustment and the implications for teaching and learning situation form the focus
of the course. A few of the theories of personality such as Psychoanalytic, Behavioural, Trait and
factor, Socio-cognitive, Body type, Constitutional and the Big five are examined. Simple
approaches to the measurement of personality can be introduced. An emphasis on the
interventional role of guidance and counselling when and where necessary will be discussed.
Personality theories would stress how they relate to social adjustment of students within and out
of school settings including career, family life and inter-personal relationship.
GCE 212: BEHAVIOUR IN ORGANISATION
An introductory study of why people behave the way they do in organisations. The
organisational environment including organisational structure and design, technology and
people, the individual in the organisation, formal organisation, motivational pattern, leadership
and organisational development, communication and regard systems in organisations should be
examined.
GCE 213: LABORATORY WORK: PREPARATION FOR COUNSELLING
A practical course on procedures for counselling and interviewing. An exploration and
demonstration of the skills utilised in effective counselling and interviewing. Emphasis is on
activity.
GCE 214: SEX AND MARITAL COUNSELLING
This course focuses on the nature, characteristics and forms of sexuality problem and social
needs of teenagers. It also focuses on the various psychological approaches to the resolution of
teenage problems to enhance sexual and social adjustments. The course shall also expose
students to how to guide and counsel teenagers in preparing to take on the developmental task of
marriage, how to adjust, survive and sustain it.
GCE 301: PRACTICUM I IN GUIDANCE AND COUNSELLING
An application of the principles and techniques of guidance and counselling in a clinical setting.
Skills in observation, interviewing and cumulative record keeping, visits and interviews with
personnel in various counselling settings such as elementary, secondary and tertiary schools,
juvenile courts, remand homes and welfare offices to be carried out. The course shall utilise the
counselling Practicum laboratory and students shall be exposed to how to complete daily records
of activities in the log book while in the field. There should also be practical demonstration of
the use of some psychological tests in diagnosis of students psychological, emotional ,vocational
and educational problems or challenges.
GCE 302: PSYCHOLOGY OF DEVIANT DEVELOPMENT
The concept of deviant behaviour and its identifying characteristics. Some common forms of
deviant behaviours and their causes. Common forms of deviant behaviour found among Nigerian
school children are to be examined. Effects of deviant behaviour on school performance and
methods of handling deviant behaviour among children.
GCE 303: TECHNIQUES IN CONTINUOUS ASSESSMENT AND TESTING IN
COUNSELLING
The concept of testing is explained. Testing as a means of gathering solid information about
individual strength and limitation and a guide to assisting him in the resolution of his problems
are discussed. Testing techniques and methods of communicating test results to clients are
explored.
GCE 304: SOCIAL AND PSYCHOLOGICAL FACTORS IN HUMAN LEARNING
The course exposes students to the concept of intra personal phenomenon focusing on attitude,
perception, social cognition and self-concept, and inter personal phenomenon focusing on social
influence, group dynamics and inter personal attraction. The course examines the role of social
and psychological factors in facilitating or inhibiting learning; different theories relating to
learning and the environmental factors. The educational implications of the course are to be
emphasised.
GCE 305: INFORMATION AND COMMUNICATION TECHNOLOGY AND
COUNSELLING
The course provides students with the opportunity of studying about the computer, using
computer to assist counselling process involving decision-making skills, obtaining information
and acquiring greater skills for internet assessment and E-mail counselling.
GCE 311: OCCUPATIONAL INFORMATION, JOB ANALYSIS AND JOB
INFORMATION
An introduction to the study of the nature of jobs, their demands on workers and methods of
determining their relative importance. Various sources of occupational information at both the
primary, post primary levels of occupational information in the vocational development of the
child will be explored. Vocational theories are examined especially in their contribution to
occupational choice and adjustment. It gives opportunity for students to explore the complex
nature of the world of work, career choice and career development and adjustment. Students are
expected to acquire skills and techniques for vocational guidance, job analysis and job
information
GCE 312: MANAGEMENT AND COUNSELLING OF THE AGED AND DISABLED
The course exposes students to who the aged and disabled are, their self-concept and health
status. The gerontological aspects of aging with emphasis on the aged. Adaptation, adjustment
and the management strategies for both the aged and the disabled.
GCE 313: CONFLICT AND CONFLECT RESOLUTION IN WORK PLACES
A study of the nature of conflict, its various forms, and how it can be resolved in work places.
Sources of conflict, effects of conflicts between the employer and employee will be discussed.
Typical examples of conflicts in Nigerian work places will be on focus.
GCE 314: CRISIS COUNSELLING AND ADJUSTMENT
The course is designed to expose students to crisis events which threaten normal adaptation and
adjustment for people in school and non-school settings. Of course, when crisis events occur, the
individual be it student or not, is thrown into panic, frustration, danger, threat, hopelessness,
confusion, conflict and disappointment which result in emotional, psychological, social and
mental health problems. The objective of the course is to equip students with counselling skills
required to help individuals confronted with crisis situations to manage crisis events, make
necessary interventions and return the individual to normal adaptations. The various crisis events
for primary and secondary school students, how to identify those in such crises situations and
strategies to help them form part of the course.
GCE 401: PRACTICUM IN GUIDANCE AND COUNSELLING II
An extension of clinical experience to field experience culminating in specific group/individual
study of specific problems; the designs and implementation of counselling strategies. Students
conduct counselling sessions in selected sites on various problems stemming from vocation,
educational and personal psychological areas. Students are posted to the field in both school and
non- school settings for six week at the beginning of the first semester of 400 level to work and
interact with clients and supervised by lecturers and superiors at the field.
GCE 402: BEHAVIOUR MODIFICATION
An introduction to the basic principles, assumptions and applications of the use of clinical and
experimental methods of studying and changing behaviour. An application of the scientific
approach of methodological behaviourism to behaviour change. Discussions will range from the
application of the principles of operant conditioning or classical conditioning to the more broadly
based clinical approaches of Dandure and Lazarus.
GCE 403: INTRODUCTION TO CULTURE AND PSYCHOPATHOLOGY
The concepts of culture and psychopathology. The use of culture in defining normality and
abnormality. Cultural differences in behavioural patterns of people. The concept of taboos,
aspects of culture and the new culture and factors in consideration of psychopathology and
people and students are examined as well as Common forms of psychopathology and their
cultural implications. Everyday psychopathological expressions amongst school children, their
effects on school authority and property, objects, self and school adjustment and performance are
to be discussed.
GCE 404: PROGRAMME DEVELOPMENT AND EVALUATION IN COUNSELLING
The concepts of programme are explained. Survey of some counselling oriented programmes and
characteristics of programmes are examined. Essentials of programme development are explored.
Procedures of evaluating programmes are outlined. Examples of programmes in Guidance and
Counselling are given and discussed.
GCE 405: INTER-CULTURAL PRACTICES IN COUNSELLING AND EDUCATION
Inter cultural practice will provide opportunity for both native and migrant students to co-exist,
interact and communicate by uniting any racist manifestations. Intercultural education focuses on
the development of an emphatic attitude towards differences, on creating a notion against
stereotypical way of thinking, on promoting solidarity, on cultivating a collective awareness that
goes beyond race and Nation and finally on promoting intercultural respect. The course concerns
all fields involved in maintaining social welfare more especially, counselling and psychotherapy.
There is need for students to be familiar with intercultural competences at the cognitive,
emotional and rational levels which endow counsellors with the ability to operate in
linguistically and culturally contests. The course will also focus on the teaching of cultural
practices in a multi-cultural environment and will examine the relevance of values, norms and
traditional factors in the provision of counselling services in the society, specifying the caution
that the counsellor needs to take in counselling with clients in a multi-plural culture.
GCE 411: FAMILY COUNSELLING AND CHILD GUIDANCE
The course covers the pre-marital and post-marital interactions between the man and the woman.
The effects of parents on children and vice versa as well as the strategies for the psychological,
emotional and personality disturbance originating from childhood as a result of dysfunctional
patterns of parents-parent and parent- child interaction are explored, family and marital therapies
are discussed.
GCE 412: COUNSELLING IN SPECIAL SETTINGS
Counselling is helping profession meant to help individuals in school and out of school
understand themselves, identify and manage their problems effectively in this area of
diversification. Students are therefore trained in building upon the counselling skills so as to
make themselves relevant and marketable in various settings.
GCE 413: ABNORMAL PSYCHOLOGY AND CAREER GUIDANCE AND
COUNSELLING
Basic theories of vocational development, choice and career patterns e.g. Super‟s, Roe‟s,
Holland‟s, and Ginzberg‟s definitions of career, occupation, vocation, job and profession from
cognitive and the psychomotor domains, study of the theoretical basis and approaches of
counselling-psychoanalytic, client-centred; behavioural, rational: emotive and eclectic.
Implication of the theories for vocational development and choice in the Nigerian setting should
be treated. Role of guidance and counselling in facilitating decision making relating to selection,
placement and academic pursuit.
GCE 414: TEENAGE COUNSELLING
An exploration of the nature and forms of the needs and problems of teenagers and a survey of
the various psychological approaches to their resolutions. A knowledge of the characteristics of
teenagers is a fundamental tool for appreciating behavioural pattern for instance, an examination
of the maturational, physical, emotional and intellectual problems associated with development
and adjustment needs of adolescents including, developmental tasks, sex roles and the facilitative
role of Guidance and Counselling with teenagers form part of the course.
GCE 415: PASTORAL COUNSELLING
The use of the scriptures in assisting the emotionally conflicted to resolve his/her problems.
Various forms of problems requiring pastoral counselling. Forms of pastoral counselling, the
advantages and limitations.