The need for psychological counselling as a practice for promoting adolescent health has been documented worldwide. However, the specific ways by which psychological counselling can be practiced, the optimal settings where psychological counselling can work in the education context, and how successful such programmes are in ensuring gender equity and equality remain largely not discussed in the Asia-Pacific region.
Establishing psychological counselling programmes in schools and incorporating gender responsiveness in the context of psychological counselling programmes in secondary education are vital to the achievement of larger education objectives. The term ‘school counselling’ broadly refers to the process of meeting the needs of students in several areas of development, such as academics, career, and personal. Experts agree that professional school counselling programmes should be comprehensive in scope, preventative in design and developmental in nature.
The term ‘guidance’ refers to a more specific trajectory within the field of counselling, a pathway to help students choose a vocational or career path. Guidance is the process of helping people make important choices that affect their lives, such as choosing a preferred life-style. One distinction between guidance and counselling is that while guidance focuses on helping individuals choose what they value most, counselling focuses on helping them make changes.
Early adolescence is a turbulent period. To survive this period, adolescents need guidance and honest assistance. At this stage of life, an adolescent is besieged with multifarious challenges and if these challenges are not resolved, he/ she may become a social misfit. These challenges may adversely affect the academic achievement of adolescents. Education is one of the factors of rating an advance nation and hence the common saying that education is the bedrock of any society.
Ironically, school no longer means much to most adolescents as they are so much engrossed with social life. A society whose adolescents are not academically oriented may be classified as under developed. Consequently, adolescents need to be re-integrated academically into their classes and counselling programmes serve as a bridge towards improving academic achievement which in turn will aid in the long run toward national development. There is therefore a need to investigate the relationship between social life adjustment of the adolescent and academic achievement in secondary schools of Chennai city and in this context, the following research questions were raised.
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(Author: Sahaya Saila, T., Chamundeswari, S.