Oline Counseling Needs

ONLINE COUNSELLING NEEDS PREFERENCES AND ATTITUDE OF
OBAFEMI AWOLOWO UNIVERSITY,
OSUN STATE, NIGERIA
----------------------------------
AWOYINFA SUNDAY
IED/2005/020
A RESEARCH WORK SUBMITTED TO THE FACULTY OF EDUCATION,
DEPARTMENT OF EDUCATIONAL FOUNDATION & COUNSELLING
OBAFEMI AWOLOWO UNIVERSITY, ILF-IFE
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD
OF BACHELOR OF SCIENCE IN EDUCATION ( ECONOMICS)
FEBUARY 2010
I
APPROVAL
This is to certify that this study was carried out by Mr Awoyinfa Sunday with registration
number IED/2005/020 and have been approved by the department of Educational Foundation
& Counselling (E F C) Faculty of Education in Obafemi Awolowo University Ile –Ife.
------------------- -------------------
Mr. O.F Adebowale Date
(supervisor)
-------------------- ----------------------
Prof. kayode Alao Date
Dean, Faculty of Education
II
DEDICATION
To the glory of God, this project is dedicated to my mother late Mrs Omotayo Alice
Awoyinfa for all round solid foundation she made in me for standard life, may her soul rest in
perfect peace. Amen
III
ACKNOWLEDGEMENT
Life is rolling every day, who knows where life is rolling to, now what is life? The
journey to success in life is always rough and full of hardship, but whosoever endure to the
end will receive a glory crown, it is also clear to me that the journey of hundred years start
one day and end also in one day.
I thank God Almighty for sparing my life to complete my four- year course in
Obafemi Awolowo University.
I wish to express my unfolding gratitude to my supervisor Mr Adebowale for his
kindness, endurance, excellence contribution and encouragement given to me time to time to
the success of this project
I am also grateful to my father Mr A D O Adesina and his entire family, Mr
Akintomide, Dr Adediwura and other lecturers in faculty of education and department of
Educational Foundation & Counselling (E F C) for their direction assistances and knowledge
imparted in me during the course of study. I thank you all.
My profound gratitude also goes to my parent, Mrs Akinyeye, Mrs Adeboye , Mrs
Idowu and Mr and Mrs Awoyinfa also to my great father pa D. O. Awoyinfa long life and
prosperity and to my mummy Mrs G O Awoyinfa.
My unalloyed and unreserved appreciation to my father Mr & Mrs Ajayi and my
sister for their moral advice financial and assistances towards the success of my chosen
career. I also wish to express my appreciation to my elder brother and sister, Mr J O
Awoyinfa, Gbadura Abosede Awoyinfa
IV
ABSTRACT
This project investigates the online counselling needs preferences and attitude of Obafemi
Awolowo University Ile-Ife Osun State, Nigeria.
The investigation was carried out among the students in Obafemi Awolowo Universlty
community, from about twenty five thousand students in the community only fifty two
Students responded to online counsellor during the investigation.
The information was gathered through e-mail address, and the posters also used to notify
students about the online counselling needs in order to examine the online counselling needs
and their preferences in O A U community.
Actually the general performance of students towards online counselling was very poor.
From population of twenty five thousand of students in the community, only fifty two
students are responded to online counsellor. The male students had highest percentage of
61.5% while the female students had percentage of 38.5%.
The school administration should give special attention towards online counselling services
in O A U community, in order not to neglect the effective counselling services in Obafemi
Awolowo University community.
V
TABLE OF CONTENT
Title page -------------------------------------------------------------------------------------------- i
Approval page ----------------------------------------------------------------------------------------ii
Dedication ---------------------------------------------------------------------------------------------iii
Acknowledgement ------------------------------------------------------------------------------------iv-v
Abstract ------------------------------------------------------------------------------------------------vi
Table of content -------------------------------------------------------------------------------------vii-ix
CHAPTER ONE
INTRODUCTION
1.1 Background of the study--------------------------------------------------------------------1-2
1.2 Statement of problems-----------------------------------------------------------------------2-3
1.3 Objective of the study------------------------------------------------------------------------4
1.4 Research question -----------------------------------------------------------------------------4
1.5 Hypothesis -------------------------------------------------------------------------------------5
1.6 Significance of the study -------------------------------------------------------------------- 5-6
1.7 Definition of terms ----------------------------------------------------------------------------6-7
VI
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction -------------------------------------------------------------------------- 8
2.2 Meaning of counselling and online counselling ----------------------------------8-12
2.3 About online counselling -----------------------------------------------------------12
2.4 Online counselling ------------------------------------------------------------------12-13
2.5 The purpose of counselling in the school system---------------------------------13-16
2.6 Ethics of online counselling ---------------------------------------------------------16-19
2.7 Confidentiality and privacy ----------------------------------------------------------19-20
2.8 The need for counselling in tertiary institution -----------------------------------20-24
2.9 Students performance to counselling --------------------------------------------24-29
CAHPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction ----------------------------------------------------------------------------- 30
3.2 Research design -------------------------------------------------------------------------30
3.3 Population and Sample -----------------------------------------------------------------30-31
3.4 Method of collecting data --------------------------------------------------------------31
3.5 Validation ---------------------------------------------------------------------------------32
VII
CAHPTER FOUR
RESULT AND DISCUSSION
4.1 Introduction ---------------------------------------------------------------------------33
4.2 Research questions and discussion------------------------------------------------33-37
CAHPTER FIVE
SUMMARY AND CONLUSION AND RECONMENDATION
5.1 Summary --------------------------------------------------------------------------------38-40
5.2 Conclusion --------------------------------------------------------------------------------40
5.3 Recommendation -------------------------------------------------------------------------40
REFERENCES ---------------------------------------------------------------------------------41
VIII
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Researchers have documented some distinctive developmental and environmental
stressor university students experience while pursuing their degrees. Happner (1994) reported
that the challenges range from leaving home physically as well as psychologically,
establishing intimate relationship and planning a carrier to more concrete issues such as
maintaining study skill and dealing with financial stressors. Also Upcraft (2002) stated that
especially nowadays university students struggle with mixed families support such as coming
from single parent families or from families with sexual and substance abuse; relationship
difficulties, learning disorders and so on. According to this researcher, students also tend to
have few basic skills needed for academic success and feel increased financial pressures such
as increase tuition fees and high living expenses.
The challenges university students face these days particularly in developing economy
warrant attention from administrators of higher educational institutions as researchers given
the current high drop-outs rate as said to be up to 32.7% of first year students in U.S.A. for
instance. Actually, not all students who experience problems seek professional help, but they
need to understand that a problem shared is half-solved. Alao and Adebowale (2007) advised
school counsellors who are professionally trained to help learners to overcome problems will
can be traced to the challenges earlier enumerated.
The Obafemi Awolowo University is noted for admitting students only in the bases of
their academic excellence. Also its school fees and other costs of training students can be said
to be the cheapest in the country (Nigeria). Consequently, students of different or diverse

backgrounds in form of character training and behavior are likely to be admitted. In the same
vein, the problem they confront in course of their study will also be equally varied. It is
therefore necessary to provide essential counselling services to cater for such diverse need of
student.
Meanwhile, the number of professional counsellors employed to cater for these
counselling needs of the students and the other member of Obafemi Awolowo University
community are so few that they will not be able to cope even if they work 24 hours daily and
everyday of the week. This may account for the suggestion made by Adebowale (2010) that
online counselling services need to be introduced into the universities. He contended that the
university students (and even staff) had been made to establish a working relationship with
the computer and the internet since they were applying for admission and they will do so until
they graduate from the university. They register courses online, pay school fees online,
download time table, course registration forms and other document from the internet; check
their result online, book for accommodation and so on. It may not be out of place, if the
university’s internet capacity is deployed to catering for the mental health of the students,
after all, the university provides itself as the Africa most ICT compliant University. In the
research earlier referenced, questionnaires were employed to obtain students responses with
regards to problem they would like to discuss with an online counsellor. It’s a known fact that
it is possible for someone to say what he or she will do in a given situation but what such a
person will do in such a situation may not be the same. Hence, there is need to carefully
investigate the actual problem the students will discuss across the internet with their online
counsellors.
1.2 STATEMENT OF THE PROBLEM
It has been earlier stated that the students’ population in Obafemi Awolowo
University is so great and the professional counsellors employed to cater for the mental health
of the University community need is so meager that effective counselling services will be
neglected if it’s left in this state. Online counselling service has been fingered as a formidable
replacement for this to be effective. The online counselling needs, preferences and attitude of
student client demand a careful appraisal, hence, this study.
1.3 OBJECTIVE OF THE STUDY
The main objective of this study is to explore the self reported needs and requirements
for establishing online guidance and counselling services at the Obafemi Awolowo
University. These specific objectives of the study are as follows:
1) To examine the online counseling needs of Obafemi Awolowo University students.
As reported by the students them self
2) To determine the online counseling preference of Obafemi Awolowo University
students.
1.4 RESEARCH QUESTIONS
1) What are the prevalent online counseling needs as reported in their mail?
2) What is the frequency with which students show their interests in online counseling?
3) What are the online counseling preferences of the students?
1.5 HYPOTHESES
 There is no significant differences between the online counseling needs of the male
and female students.

1.6 SIGNIFICANCE OF THE STUDY
If an effective online counselling service is to be introduced into the Obafemi Awolowo
University, the correct online counselling needs of the students have to be properly
understood with the view to planning an effective means of teaching them. It is again
essential to know that students’ interest should not only be aroused into participating in
online counselling, such interest should also be maintained. Hence, their online counselling
preferences should be investigated and taken cognizance of, when the project is to be
executed. Finally, in-depth understanding of the student attitude towards online counselling
will promote the process of discouraging negative attitude and encouraging positive attitude.
1.7 DELIMITATION OF THE STUDY
This study is delimited to Obafemi Awolowo University campus. Therefore, the study
will be done by using different cyber-café inside the Obafemi Awolowo University campus,
and the study will be based on online counselling need preference and attitude of Obafemi
Awolowo University.
1.9 DEFINITION OF TERMS
Blocher (1966), has defined counselling in a school system as helping an individual
(student) to become aware of himself and the ways in which he is reacting to the behavioural
influences of his environment. He said further, that counselling helps students to establish
some personal meaning for the behavior and to develop independent ability to handle future
difficulty. Halm and Macleen defined counselling as “a process which takes place between an
individual who is troubled and a professional whose training has prepared him to give
professional help.
Online Counseling: Generally refers to the provision of professional mental health
services concerns via internet communication technology. Often called e-therapy, therapy, e-
counseling, online therapy, or coaching, services are typically offered via email, real-time
chat, and video conferencing
Attitude: predisposition or a tendency to respond positively or negatively towards a certain
idea, object person or situation, attitude influences an individuals choice of action, and
responses to challenges incentives and rewords ( together called stimuli).

CHAPTER TWO
LITERATURE REVIEW
2.1 INTRODUCTION
The purpose of this research work is to examine the online counselling needs
preference and attitude in the Obafemi Awolowo University Community only. In pursuance
of the purpose relevant literature were revealed as follows.
1. Meaning of counseling and online counseling.
2. Purpose of counseling in the school system.
3. Need for counseling in tertiary institution.
4. Online counseling service in University (O.A.U).
5. Ethics of Online counseling.
2.2 MEANING OF COUNSELLING AND ONLINE COUNSELLING
According to Gordon (1996).It is difficult to think of a single definition of
counselling. This is because definitions of counselling may depend on different theoretical
orientation.
Counselling is a learning-oriented process, which occurs usually in an interactive
relationship, with the aim of helping a person learn more about the self, and to use such
understanding to enable the person to become an effective member of society.
Counselling is a process by means of which the helper expresses care and concern towards
the person with a problem, and facilitates that person's personal growth and brings about
change through self-knowledge.

Counselling is a relationship between a concerned person and a person with a need. This
relationship is usually person-to-person, although sometimes it may involve more than two
people. It is designed to help people to understand and clarify their views, and learn how to
reach their self-determined goals through meaningful, well-informed choices, and through the
resolution of emotional or interpersonal problems. It can be seen from these definitions that
counselling can have different meanings.
Counselling is provided under a variety of labels. For example, there are instances
where counselling is offered when a relationship is primarily focused on other, non-
counselling concerns. A student may use a teacher as a person with whom it is safe to share
worries. In such a situation, the teacher uses counselling skills, but does not engage in an
actual counselling relationship. The teacher counsels but is not a counsellor.
Halm and Maclean defined counselling as a process which takes places between an individual
who is troubled and a professional whose training has prepared him to give professional help
Gulberk (1982) counselling is seen as a dynamic and purposeful relationship between two
people in which one of them needs help and the other one provides the needed help.
According to Makinde (1982) define counselling is a process of receiving an individual in
consultation, listening to him and the process of discussing individual problems with a
professional.
Blocher (1996) has defined in a school system as helping an individual (students) to become
aware of him and the ways in which is reacting to behavioural influences of his environment.
He said further, that counselling helps student to establish some personal meaning for this
behaviour and to develop independent ability to handles future difficulties. Further analysis
of this definition shows that counselling covers difference diverse of the leaner, social,
psychological academic moral and emotional problems encountered by students, the result of
which is read on their mental productivity.
According to Blocher (1996) stated that especially in the tertiary schools, the social,
psychological, academic and moral lives of students are not encouraging over decade, both in
magnitude and growth rate. These deficiencies could be attributed to inefficient and un-
effective counselling service in the tertiary education.
Margaret (1963) in guidance and counselling in group defined counselling include,
all those services whether on an individual or a group basis, that contribute to the individuals
attitude, interests and abilities his physical, mental and social maturity and his personal and
social needs for optimum development and achievement as a unique person and democratic
citizen.
Mc Graw – Hill (1967) Posited it that counselling is not limited to the dyadic relationship of
counsellor. That counselling may involve a group of clients. The essentials are still the same
and therefore there seem to be no need to coin a different term to the process in which there is
more than one client.
Counselling is important at this stage, because this is when boys and girls develop positive
sexual attitudes and practices. It is when students begin to understand who they are, and how
they can contribute to healthy relationships. They start to develop attitudes of respect toward
members of the opposite sex, and see how each community member can contribute to
development.
Personal and social counselling should also assist in awakening students to educational and
vocational opportunities. The image of a girl in most African communities is that of a
passive, submissive person, who remains in the background. Generally these girls have a
negative self image and a feeling of inferiority.

This is increased by the attitudes of parents, teachers and society. Personal counselling
empowers girls, and teaches them to develop positive attitudes towards themselves, and is
marked by an ability to acknowledge areas of expertise and to be free to make positive
choices.
2.3 ABOUT ONLINE COUNSELLING
Online counselling is another option for people who want the benefit of talking with
an experienced professional therapist without having to leave the comfort of their own home.
The session is conducted by choosing a time that fits for both the client and the therapist just
like booking an in-office appointment. Then, the client and therapist can chat through yahoo
messenger in an encrypted environment allowing privacy for the client. The other option for
clients is writing an email and sending it via yahoo or gmail.com to ensure the same privacy,
and sending it to the therapist. The therapist then spends an hour writing a thoughtful
response with helpful feedback for the client.
2.4 ONLINE COUNSELING
According to Mc Grew-Hill (1967) generally refers to the provision of professional
mental health services concerns via internet communication technology. Often called e-
therapy, therapy, e-counselling, online therapy, or coaching, services are typically offered via
email, real-time chat, and video conferencing. Some clients use online counselling in
conjunction with traditional psychotherapy, and others use it as an occasional check-in tool
for their live Clients typically seek out online counselling services for the same reasons that
people seek professional help through traditional channels; however, online counselling may
be especially appealing for individuals who are unable or unwilling to see a mental health
professional in person. For example, it is a potential resource for clients who are home-bound
(such as the elderly or infirm) or who reside in rural areas far from a therapist's office. Online
counsellors also assist those with a fear of exposing their feelings. For example, a person with
grief and loss issues, may be fearful of crying in front of another person. Online counselling
can also be an option for individuals who suffer from a rare or unique problem and wish to
work with a hard-to-find expert in a relevant field.
Hall & lauwary (1955). Counselling in 1955 year book of education, references is
made to counselling as a process of helping individual through their own effort to discourse
and develop their potentialities but for personal happiness and social usefulness. A most
recent definition is that counselling is to help individual to make is own decision and choice
in the light of his feeling and need.
2.5 THE PURPOSE OF COUNSELLING IN SCHOOL SYSTEM
Muton blum and Benjamin balinsky (1978), disclosed relational for guidance and
counselling in the school system. According to them, it is generally agreed that the school
system must seriously face the problems this time a funnier high school counselling services
four purpose:
1. To assist the child to orient him self to a situation;
2. To guide pupils toward planned exploration as studying whatever area seams worthy
of exploration
3. To assist the child in his own abilities and interest
4. To acquaint him with lies ahead: further, on the reasons for provision of counseling
services in the school, McGraw-HiLL (1967) forwarded four reasons
i. The school has the child for a great proportion of his daily life and for a longer
period or time than any other institution.
ii. There are inadequate community counseling services

iii. If the school is to offer adequate vocational counseling service, it can and
should provide personal counseling services. It is not possible to separate
vocational problems from personal problems.
iv. The inclusion of mental health services within a school in conjunction with
the physical health facilities offers the possible advantage to a student of
distinguish from others.
According to Richard M. Elliott (1950), four specific purposes are
put forward to justify counseling in a school. To these reasons are
i. The interviews offers the student an opportunity for establishing a
responsible relationship with a respected adult.
The intimate contact most student are restricted to their families or to people in their own age
ii. The counseling situation provides opportunity for the student to that
someone is interested him as a person
iii. Every student must acquire certain skills and learn certain fact
which are most effectively taught through the means of personal
interviews.
iv. The counseling situation offers the students an opportunity to recognize
explicitly his goals and to verbalize the process which resulted in their
selection.
To this end, it simply means that counselling services in tertiary institutions are indispensable
and invariable in our schools. Thus the need for adequate implementation of the service.
According to Hughes (2000) the following as the most prominent purpose of online
counselling:
(a) The ability to reach clients without the constraints of time and logistics;
(b) The ability to establish a permanent record of the therapeutic exchange;
(c) The ability to access therapists with specialized training who may not be available in their
locale; and
(d) The ability for clients to more freely share information they might not otherwise share
According to Sampson (1997) Online counselling transforms the concepts of time and
logistics. There is no traveling involved. There are no appointments to be kept. There is no
rush hour traffic and no waiting room crowds with which to contend. This counselling
medium allows access for those clients who might be disabled, ill or who lack transportation.
According to Robson (2000) It enables those who live miles from the nearest town,
those who work shift jobs, or those who have jobs that do not allow time off for an
appointment to interact with a counsellor when it is convenient for them. If synchronous
dialogue is recommended, it allows both the client and the counsellor to schedule a time that
is mutually convenient. The email based counselling allows both the counsellor and the client
the ability to take the time needed to find the word or phrase that best expresses their ideas
and meanings
2.6 ETHICS OF ONLINE COUNSELING
Online counselling provides an environment in which the true identity of the client
may not always be known. Because of this, some issues are not appropriate for on-line
counselling because of the duty of the therapist to report in certain situations and
confidentiality is waived. These situations include threat to himself or herself or someone
else, harm or neglect to a minor and situations in which a court may subpoena the client’s
information. This means that issues such as suicidal thoughts, eating disorders, and violence
in relationships cannot adequately be dealt with in an on-line environment. This is for the
protection of yourself and others. It is also important to note who has access to your computer
and/or pass codes. You may or may not want others to know you are receiving counselling
and so keeping your computer or pass codes private, will help to ensure your privacy.
According to Stephen (2001) In an increasingly high-tech world, more and more people are
going online. As of the first quarter of 2001, 27 nations and about 429 million people have
Internet access, with about 41% of them from North America.(Goosley,2001).
As availability of online technology rises, the number of people seeking and
providing online counselling via the Internet is increasing. But while this new technology
has attracted many users for counselling purposes, there is extremely little research to show
its impact. Researchers are just beginning to explore questions concerning the effectiveness
of online therapy, which makes assessment efforts particularly difficult...such a lack of
research is especially problematic. (Oravec 2000).
(Oravec, 2000 ,APA, 2001).The combination of the newness of the medium and the
lack of substantive research into its efficacy has placed licensing and certifying bodies at a
disadvantage. Still, "the novelty of counselling does not excuse it from traditional standards
of the counselling practice (Riemer-Reiss, 2000).That many counsellors and clients use the
Internet at the present time raises serious ethical concerns about whether this practice is
appropriate and, if it is appropriate, under what circumstances.
Because the communicate take place the people who don't really know each other, you can
share tremendous amounts about yourself and still not really be known, and vice-versa.
According to Stephen (2001) Since people often don't really know each other, they
might have little compunction about dropping out of even a counselling relationship; online,
people can literally disappear without notice, leaving a sense of emptiness, frustration and
abandonment. These are more subtle difficulties with the medium but need to be addressed
before entering into an online counselling relationship. It is the Internet can vest in a person a
measure of personal control that can be powerful. It is a tremendously empowering source of
information and advice, and changes the dynamic between people and information. It can
bridge distances and help overcome a wide assortment of isolations - economic, physical,
emotional, geographical - but it has many limitations that should be carefully explored before
the technology is used widely. As counsellors, our most important responsibility is protecting
the welfare of the client. So careful assessment is needed at the outset of whether this is the
optimum medium to provide care, not merely one choice, or merely a choice of convenience.
There are several relevant codes related to the use of Internet technology for counselling, in
addition to the welfare of the client.
2.7 CONFIDENTIALITY AND PRIVACY
The Internet is an open network, which means it is not secure. Typically, an e-mail
message will go though many points on its path from one computer to another. Clients who
happen to use a computer at work are subject to corporate policies regarding e-mail being
read. "The computer equipment belongs to the employer, and so does everything on it. Paris (
2001). Paris also notes that the American Management Association "reports that 27% of
companies it surveyed monitor employee e-mail.
Paris (2001). This is one reason the American Counselling Association notes that to
mitigate the risk of potential breaches of confidentiality, professional counsellors provide
one-on-one counselling only through 'secure' web sites or e-mail communication applications
which use appropriate encryption technology ACA ( 1999). But even working at home, using
a secure connection, does not guarantee lack of intrusion by family members or others.
Paris (2001). Only the most sophisticated encryption offers a high level of security.
However, e-mail communication "feels" confidential, which makes it all the more important
to disclose to clients this limit of online counselling. While the actual likelihood of e-mail
being intercepted is small, clients have a priority right to know that it could be, and the
counsellor has the responsibility to make sure that every possible step is taken to assure that
communication remains confidential. "Adoption of digital certificates will quicken over the
next years and personal e-mail will be sufficiently protected but until e-mail users
confidentiality is secured, counsellors should not engage in online counselling due to the
possibility for interception of the messages.
Reiss (2000).Confidentiality and privacy also are concerns regarding client
information. E-mail creates a permanent electronic record of conversations. Clients need to
know how that information is to be handled and disposed off
2.8 NEED FOR COUNSELING IN TERTIARY INSTITUTIONS
Before counselling were incorporated into the school setting other school personnel were
relied into deliver guidance to the students. At the levels, this was required mainly from
teachers.
Guidance was focused primarily on career and vocational interests for students in high
school, and students at any level were not considered to be part of this or any other
component of guidance.
Gibson and mitchal (1999) reported that by the 1970’s it had become increasingly
evident that the developmental requirements of age youth were often neglected and
unrecognized. As more states become aware of the importance of guidance programs in
schools. It is likely that more schools will adopt this trend and put counsellors in school to
begin primary prevention in student line. Many approaches to school counselling are
considered to be developmental in nature. Basically developmental guidance is an attempt to
provide an organized structure of services designed to assist the school to meet the student’s
developmental need more effectively.
Myrick (2003), an expert in the field stated that developmental guidance has been best
recognized for many years to be best approach for school students. Although school
counsellor, typically deliver developmental guidance, it is considered to be a comprehensive
effort, it is a collaboration of ideas, employed from teachers, administrators, parents and
community. The intent is to provide services to students that are systematically and
preventative in nature. School counsellor provide many services to students at all level,
according to Gidson and Mitchell (1999) provided an example of specific objective of a
guidance program:
(1). Providing classroom guidance to enhance learning and relate learning to preparation.
(2). Developing multi culture awareness; pride in our culture diversity and respect for the
uniqueness of all culture/ ethnic groups.

(3). Providing for the socialization (social development) of all children including respect for
self and others.
(4). Providing for the development of each individuals human potential.
2.9 SCHOOL COUNSELING
According to Wrenn ( 1962) the early school counselling and guidance program emphasized
occupational information. As time went by the role of the counsellor was redefined to
include:
(1). Counselling students
(2). Counselling teachers, parents and administrators about students
(3). Studying the changing nature of the students population.
More over Ryan (1978) and Makinde (1984) argue that counsellor should be able to :
(1). Plan and develop guidance program
(2). Help students to understand themselves, develop decision making and solve problems.
(3). Interpret and explain information about students to students themselves, teachers, parents
and professionals.
(4). Identify students with special needs make appropriate referrals and collaborate with
specialist and agencies.
2.10 SCHOOL COUNSELING PROGRAMME.
Goals of guidance programs will also vary by schools. The interest of the students,
however is always kept in top priority. For most programs goals for the student, state that all
children will derive personal meaning from learning activities, develop and enhance
academic skill to their maximum ability, value their individuality, realize they are responsible
for their own behaviour, and develop a positive attitude towards life, among others (Muro
1995).
The key to development and successful implementation of a school guidance
programme the involvement of the school staff. Determining the specific objective, goal and
responsibility of the counsellor, it is important to note that too much in a guidance program,
using resource such as school staff will provide assistance and support in the roles and
functions expected of a counsellor.
2.11 STUDENT PERFORMANCE TO COUNSELING.
According to Kondal and Bobson (1993) stated that students having impaired
information processing skills may likely have problems in the acquisition, storing and recall
of academic materials to be learned. Such students may not be able to manage their time
(making and adhering to schedules) study environment, work with others and seek help from
other learners who are more knowledgeable, students with high psychopathology may have
lower
level of academic self efficacy, believe that they have less control over academic outcomes
and have higher text anxiety. According to Bracknay and Korabonick (1995) reported that
such students may not be motivated to perform the text needed for academic success
including use of efficient study method. Bracknay emphasise on psychopathology;
psychopathology can also reduced the motivation of students to learn, and also Back (1991)
resulting in poor academic performance.

According to European Communities (2004),reported that this is link to ensuring that
students understand the usefulness of their studies at their various field of studies and why
they are studying them. To implement this concept, the number of qualified guidance
specialist is being increased here.
In addition the active involvement of all stakeholder is being promoted first by encouraging
discouraging discussion and collaborate between teacher and guidance staff, and then by
developing partnerships with parent and the community. School are being permitted
considerable flexibility in determining what a guidance oriented school is, within the broad
parameters provided.
2.12 PORTFOLIO SYSTEM
Some countries have developed strategies to help students integrate the knowledge, skill and
attitudes concerning work that they have learnt from different teachers. These include the use
of portfolios, where students record their career related learning and experiences. Such a
portfolio is referred to as a job passport’ (Austria), an education log’ (Denmark), and a career
choice passport’ (Germany), it can help students to manage their own learning and see its
relationship with their career plan.
2.13 BUILDING BRIDGES WITH THE WORLD OF WORK :
a variety of work experience, work tasters, work shadowing and work visit initiatives may be
organized to help students develop insight into the world of work and their own occupational
orientations. In Germany, exploratory visits to enterprises are an integral part of career
guidance, and generally involve an element of work experiences.

Career guidance as a cross-curricular responsibility of all school staff members: in Finland,
teacher and other partners have an operational description of their respective so that delivery
of services is guaranteed. This ensures an improvement of the minimum level service
provision while at the same time promoting institutional responsibility for career education
and guidance at the school level.
Ensuring that career guidance personnel use people who about the world of work, several
countries are encouraging school to develop partnership in the provision of career guidance.
Often such partnership include calling on significant stakeholders such as parent alumni and
representative from the business community, trade union and non-government organizations
to make an input into the career education programme. In some cases the school devolve
some of the responsibility for career guidance to an external agency, which it considers to be
closer to the world of work. Such external provision should be seen as a complement to,
rather than a substitute for school-based provision. In such cases a formal co-operation
contract is desirable (as in the German model,)
2.15POTENTIALLY USEFUL APPLICATIONS
Determining the appropriate setting for a client is of utmost importance. A number of factors
enter into this, including location, availability, issues (realizing the presenting problem is not
always the core issue), client comfort level and competence. E-mail, if its limitations are
taken into account especially regarding confidentiality, privacy and availability), may serve
some uses for adjunct services.
Stamm (1998). In some unusual situations, such as clients who are deaf, shut in or
unavailable, e-mail might be considered if there are no other means. If this is the only option
available, then the counsellor must assure the highest possible standard of care. Electronic
mailing lists, also called Listserv, serve a different purpose. For group discussion, for support
and mentoring, they appear to have significant value.
Murray ( 1998). At the same time, prudence would indicate extreme caution in
considering whether to attempt to conduct online group counselling through this method. The
problems mentioned for individual counselling are only multiplied in a group setting .
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 INTRODUCTION
This chapter explains the design, population and sample, research instrument description and
validation of instrument, data collection and method of data analysis.
3.2 RESEARCH DESIGN
This study is designed to establish an information for the success of establishing an online
counselling services in Obafemi Awolowo University community. The instrument derived
information from the students concerning their attitude to online counselling and their online
counselling need preferences.
3.3 POPULATION AND SAMPLE
The target population of this study consisted of all students of the Obafemi Awolowo
University Community, comprising above twenty five thousand students (25000) in the
community. According to the computer centre 2009, while the fifty two respondents who
showed their interest in online counselling, were used as sample
3.4 METHOD OF COLLECTING DATA
The investigation based on online counselling needs of Obafemi Awolowo University
community. Two e-mail addresses were created which are Scounselors@yahoo.com and
ogacos@gmail.com to collect data and also posters were used to pass across the information
to students and other members of the community. The poster showed the likely issues that
students may want to discuss with online counsellor. The information were generated through
the mail that the respondents sent to express their online counselling needs, such as the
examples listed below
 Academic or educational problem or issues
 Relationship, friendship love or sex matter’s
 Career or job matter or problem’s
 Conflict with parents friends or any other person and
 Any other of worries
VALIDITY OF THE INSTRUMENT
The validation of instrument, the two e-mail address scounselors@yahoo.com and
ogacos@gmail.com were created and pasted to every notice boards of Obafemi Awolowo
University Community, they were approved by the project supervisor. Amendments and
corrections were made on the instruments and reliability is based on the fact that it can
measure adequately what it purposed to measure.

CHAPTER FOUR
RESULT AND DISCUSSION
4.1 Introduction
This chapter deal with the result of finding on online counselling needs preferences and
attitude of Obafemi Awolowo University community.
Research Question one: What are the prevalent online counselling need as reported is their
mail.?
To answer this question, two e-mail address were created, scounselors@yahoo.com and
ogacos@gmail.com and were widely advertised by pasted two hundred and sixty five copies
of posters on the notice boards of various faculties and halls of residences to notify the
students and other member of the Obafemi Awolowo University community about online
counselling. The poster contain an invitation for online counselling for those who may want
to obtain it. Fifty two students responded by expressing their online counselling needs in the
mails they sent to the research address listed above and the result of descriptive analysis and
the frequency was as presented in the table below
Table 1. Students counselling needs
No Issues Frequency Percentage (%)
1 Relationship 25 48.1
2 Academic 18 34.4
3 Career 6 11.5
4 Family 3 5.8
Total 52 100
This table show that most of the respondents 48.1% discuss the issues of relationship in
course of online counselling this was closely followed by those who requested for
counselling on academics with 34.4% and only11.5% request for career guidance while 5.8%
discuss family with online counselling. This table show that prevalent issues discussed with
the online counsellor was relationship issues.
Research Question two: What are the online counselling preferences of the students
To answer this question. The reply to mail sent by respondents to online counselling mail
boxes they we asked to set the method which the clients will prefer either( mail or chatting )
in course of online counselling. The table bellow shows the descriptive analysis of their
result.
Table two
Respondents Frequency Percentage %
Mail 50 96.2
chat 2 3.8
Total 52 100
This table show that most of the respondents 96.2% prefer to discuss with online counselling
by mail while 3.8% prefer chatting with online counsellor

Research Question three: What Are The Frequency With Which Students Show Their Interest
In Online Counselling.
To answer this question, the frequency number of year and months of which respondents sent
mail to inline counselling and the percentage of developments that occurred during the
research from 2009 to 2010, table below indicate the percentage of respondents per month
and the responded year.
Table three. The frequency table
2009 Mount Issues Frequency Total Percentage

frequency %
April Academic 1
Relationship 1 2 3.8
July Relationship 1 1 1.9
August Relationship 1 1 1.9
September Academic 1 2 3.8
Relationship 1
Oct Academic 2
relationship 4 7 13.5
family 1
November Academic 1
Relationship 5
Family 1
Career 2 9 17.3
December Academic 6
Relationship 3
Family 1 12 23.2
Career 2
2010 Jan Academic 7
Relationship 9
Career 2 18 34.6
Total 52 100
The table showed the development of students responded to online counselling at April 2009
while it got reduced to 1.9 between July and August 2009, moreover the progress started
again with 3.8% from September 2009 to 23.2% in December 2009. While in January 2010
improved to 34.6%.
4.5 Table four
Percentage of Relationship toward sex
Male 15 6o
Female 10 40
Total 25 100
This table show the percentage of respondents male and female towards relationship problem.
Male percentage is 60% while percentage of female students is 40%. This indicate that the
male have the greater number than female based on relationship issues
Percentage of academic toward sex
Male 11 61
Female 7 38.9
Total 18 100
This table show the percentage of male and female choosing academic as their Problem. The
percentage of male is 61.1% while the percentage of female is 38.9% this indicate that the
percentage of female is low to percentage of male

Percentage of career toward sex
Respondents frequency Percentage %
Male 5 83.3
Female 1 16.7
Total 6 100
The table show the percentage of respondents male and female towards career problem.
Male percentage is 83.3% while percentage of female students is 16.7%. This indicate that
the male have the greater number than female based on career issues.
Percentage of family toward sex
Respondents Frequency Percentage%
Male 1 33.3
Female 2 66.7
Total 3 100
This table show the percentage of respondents female and male towards the family problems.
The female have the higher percentage than male, the percentage of female is 66.7% while
the male percentage is 33.3%.
The investigation show that the number of male towards online counselling is greater than the
female
CHAPTER FIVE
SUMMARY CONCLUSION AND RECOMMENDATION
5.1 SUMMARY
This research examine the need of online counselling needs in the Obafemi Awolowo
university community Ile- Ife Osun State Nigeria
Specifically, the study investigate the performances and attitude of students towards online
counselling and also in-depth understanding of the student attitude towards online
counselling will promote the process of discouraging negative and encouraging positive
attitude
The study was carried out only in Obafemi Awolowo University ile-ife Osun State. A
structured of chatting and mailing were used to collect information from students about their
worries. Fifty two students respondents to sounselor@yahoo.com and ogacus@gmail.com
Data were described with students counselling needs percentage and frequency table,
research hypothesis on preferences were tested with number and percentage of respondents
who prefer mail or chat, 96.2% preferred mail while 3.8% only preferred chatting.
A review of relevant literature was conducted to look at various view of previous writer in the
related topics, to investigate the needs of online counselling in the school system, posters
was created by researcher which was validated and found reliable and relevant to the topic of
investigation, the poster consist the five problem items that they mighty probably have in the
O A U community, and each item listed bellow indicate the various kind of problems they
might have in the selected community.

 Academic or Educational problem or issues
 Relationship , Friendship, Love ,Sex matter
 Career or Job matter or problems
 Conflict with parents friend or any other person
 Any other kind of worries
A total number of two hundred and fifty (250) posters were pasted on notice boards in every
department including the halls of residency,
The following result were obtained during and after the investigation
 The students generally did not show interest on online counselling, may be because of
cost problem or any other problems
 It occurred to the researcher that male students patronise online counsellor than
female students in the selected community
 The larger percentage of students prefer mail to any other systems of communication
 The percentage of students with relationship problems are greater than any other
problem(s)
 None of them was able to proceed with the online counsellor
5.2 CONCLUSION
It could then be concluded that most students of Obafemi Awolowo University are not
interested in online counselling to share or to disclose some certain issue(s) probably because
of poor establishment of online counselling. according to the result obtained by the researcher
5.3 RECOMMENDATION
It is recommended that the other researcher can extend the online counselling to not only
students but to staffs and non-teaching staffs in the community. The researcher used only
students due to financial and time constrain
The administration also have a lot to do for establishment of online counselling needs in the
school. To be effective, students and others members of the community should be well
understand the purpose of online counsellors in the O A U community.

REFERENCES
Paris John J (2001):Ethics issues in cybermedcine: petentmedicine
salesmen did not out of style with the conestoge way on America
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Riemer (2000):Utilizing distances technology for metal
health journal of mental health counselling 22, 189-206
B. Hidnal (1998): clinical application of teleheath in mental care
APA journal 29,536-542
Oravect (2000): online counselling and internet perspective for
health care supervision and Education 9,121-136
Halm (1999):using race and cultural in counselling
and psychotherapy theory and process bestor Allyn & becon
Bridget (1998): mentoring via the internal is thriving the
A P Amoniter 29,11
Happner (1998): online counselling and internet perspective
for mental health care supervision and Education 9, 121-136
Brayfiled, c (1950): modern method of counselling .NewYork: Appleton

century-cofts press.
Rudolf Dreikurs, M.D. (1970):counselling in the school setting.
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and psychotherapy. Canada: Thomson Learning Press Inc,

APPENDIX
OBAFEMI AWOLOWO UNIVERSITY
FACULTY OF EDUCATION
DEPARTMENT OF EDUCATIONAL FOUNDATION AND
COUNSELLING
The information gathered through the two e-mail addresses for the establishment of online
counselling needs preferences and attitude of Obafemi Awolowo University. Therefore the
fifty two respondents are listed below with their expression towards online counselling needs
Sex Date Time Main issues
Male 12/04/2009 6:49pm Academic
Female 26/11/2009 3:48pm Academic
Female 26/11/2009 4:00pm Relationship
Male 20/11/2009 12:37am Family
Female 20/11/2009 12:16pm Others
Female 20/11/2009 12:00am Career

Male 11/09/2009 11:16pm Relationship
Female 11/04/2009 11:20am Sexual
Male 30/10/2009 1:09pm Family
Male 26/09/2009 11:37am Academic
Male 07/08/2009 9:55am Relationship
Male 10/12/2009 9:40pm Others
Male 16/12/2009 6:53pm Family
Male 16/12/2009 6.56 pm Career

Female 18/01/2010 9:47am Relationship
Female 13/01/2010 10:12am Academic
Female 18/01/2010 9:45 am Relationship
Male 19/01/2010 5:46am Others
Female 13/01/2010 10:24am Relationship
Male 28/01/2010 1:50pm Others

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ONLINE COUNSELLING NEEDS PREFERENCES AND ATTITUDE OF

OBAFEMI AWOLOWO UNIVERSITY,

OSUN STATE, NIGERIA

A RESEARCH WORK SUBMITTED TO THE FACULTY OF EDUCATION,

DEPARTMENT OF EDUCATIONAL FOUNDATION & COUNSELLING

OBAFEMI AWOLOWO UNIVERSITY, ILF-IFE

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD

OF BACHELOR OF SCIENCE IN EDUCATION ( ECONOMICS)

& Counselling (E F C) Faculty of Education in Obafemi Awolowo University Ile –Ife.

Dean, Faculty of Education

perfect peace. Amen

one day and end also in one day.

Obafemi Awolowo University.

I wish to express my unfolding gratitude to my supervisor Mr Adebowale for his

kindness, endurance, excellence contribution and encouragement given to me time to time to

the success of this project

I am also grateful to my father Mr A D O Adesina and his entire family, Mr

Akintomide, Dr Adediwura and other lecturers in faculty of education and department of

imparted in me during the course of study. I thank you all.

prosperity and to my mummy Mrs G O Awoyinfa.

My unalloyed and unreserved appreciation to my father Mr & Mrs Ajayi and my

career. I also wish to express my appreciation to my elder brother and sister, Mr J O

Awoyinfa, Gbadura Abosede Awoyinfa

Awolowo University Ile-Ife Osun State, Nigeria.

Students responded to online counsellor during the investigation.

and their preferences in O A U community.

61.5% while the female students had percentage of 38.5%.

in O A U community, in order not to neglect the effective counselling services in Obafemi

Awolowo University community.

Title page -------------------------------------------------------------------------------------------- i

Approval page ----------------------------------------------------------------------------------------ii

Table of content -------------------------------------------------------------------------------------vii-ix

1.1 Background of the study--------------------------------------------------------------------1-2

1.2 Statement of problems-----------------------------------------------------------------------2-3

1.3 Objective of the study------------------------------------------------------------------------4

1.4 Research question -----------------------------------------------------------------------------4

1.5 Hypothesis -------------------------------------------------------------------------------------5

1.6 Significance of the study -------------------------------------------------------------------- 5-6

1.7 Definition of terms ----------------------------------------------------------------------------6-7

2.1 Introduction -------------------------------------------------------------------------- 8

2.2 Meaning of counselling and online counselling ----------------------------------8-12

2.3 About online counselling -----------------------------------------------------------12

2.4 Online counselling ------------------------------------------------------------------12-13

2.5 The purpose of counselling in the school system---------------------------------13-16

2.6 Ethics of online counselling ---------------------------------------------------------16-19

2.7 Confidentiality and privacy ----------------------------------------------------------19-20

2.8 The need for counselling in tertiary institution -----------------------------------20-24

2.9 Students performance to counselling --------------------------------------------24-29

3.1 Introduction ----------------------------------------------------------------------------- 30

3.2 Research design -------------------------------------------------------------------------30

3.3 Population and Sample -----------------------------------------------------------------30-31

3.4 Method of collecting data --------------------------------------------------------------31

3.5 Validation ---------------------------------------------------------------------------------32

RESULT AND DISCUSSION

4.1 Introduction ---------------------------------------------------------------------------33

4.2 Research questions and discussion------------------------------------------------33-37

SUMMARY AND CONLUSION AND RECONMENDATION

5.1 Summary --------------------------------------------------------------------------------38-40

5.2 Conclusion --------------------------------------------------------------------------------40

5.3 Recommendation -------------------------------------------------------------------------40

1.1 BACKGROUND OF THE STUDY

Researchers have documented some distinctive developmental and environmental

as increase tuition fees and high living expenses.

warrant attention from administrators of higher educational institutions as researchers given