Role of guidance and counselling in addressing psychosocial needs of orphaned pupils in public pre-schools in Nakuru municipality, Kenya
Abstract
Kenya as a developing nation is undergoing dynamic, political, economic and social
cultural transitions. The education system is also adjusting to the current trends in
handling of pupils in a holistic manner. Two key resource teachers in all the primary
schools in the country were trained to respond to needs brought about by the withdrawal
of cane as a form of punishment of the pupils. In everyday life, orphaned pupils face
social and psychological challenges. This, if not well managed and resolved, may affect
their learning process and academic performance, and also their interpersonal
relationships. Orphaned pupils need psychological support through guidance and
counselling services in order to resolve these challenges. The study sought to address the
role of guidance and counselling services in psychosocial problems facing orphaned
pupils in public pre-schools in Nakuru Municipality. The study adopted a survey
research design. The target population included all the 240 orphaned pupils, the teacher
counselors and headteachers in the five educational zones. A simple random sample of
48 pupils, 30 teachers and 30 headteachers from 6 purposively selected public preschools
in each educational zone was involved in the study. Data was collected through
administration of two sets of questionnaires to headteachers and teacher counselors and
an observation schedule for pupils. The data from 6 purposively selected public preschools
in each educational zone was involved in the study. Data was collected through
administration of two sets of questionnaires to headteachers, pre-school teacher
counselors and an observation schedule for pupils. The data collected was processed and
analyzed using descriptive statistics with the aid of a scientific calculator. The study
provided information that may be useful in the improvement of guidance and counselling
delivery in public pre-schools. The study also provided information that could be useful
in reinforcing guidance and counselling services by the pre-school teacher counselors, the
headteacher and also the Ministry of Education through the District centres for Early
Childhood Education. This could assist the orphaned pupils to accept their status and
concentrate in their academic work as well as adjusting in their social life.
Publisher
UNIVERSITY OF NAIROBI
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