Utilization of Active Listening Skills for Enhancing Counselling Practice in Secondary Schools in Enugu State, Nigeria
Department of Guidance and Counseling, Enugu State University of Science and Technology, Agbani-Enugu, Enugu State, Nigeria
Peacennam2020@gmail.com
Department of Guidance and Counseling, Enugu State University of Science and Technology, Agbani-Enugu, Enugu State, Nigeria
Abstract
This study determined the extent counsellors utilized active listening skills in enhancing counselling practice in secondary schools in Enugu State. Using a descriptive survey research design, all 301 secondary school guidance counsellors and teacher counsellors in 298 public secondary schools in Enugu State were studied. A structured questionnaire with overall reliability coefficient of 0.76 was used for data collection. Mean, standard deviation, and t-test at 0.05 significance level were used for analysis. Findings revealed that guidance counsellors and teacher counsellors to a great extent utilized active listening skills for enhancing counselling practice (cluster mean = 3.21). No significant difference was found between guidance counsellors and teacher counsellors on the extent to which active listening skills were utilized (t = -.067, p = .947). The study recommends that the Counselling Association of Nigeria should periodically organize workshops for school counsellors on the use of active listening skills for enhanced counselling practice.
Keywords
Introduction
Counselling is an interactive relationship between the client and the expert (counsellor), involving effective communication skills necessary for the resolution of clients' problems. The American Counselling Association defines counselling as a collaborative effort between the counsellor and the client with the goal of helping the client identify potential solutions to problems, strengthen self-esteem, and promote behaviour change and optimal mental health. Active listening is an important way to bring about personality changes in attitudes and behaviour. It is a communication skill that is fundamental for effective counselling relationships, involving listening without passing judgments but reflecting back on what has been said to indicate that the feelings of the speaker have been understood. Active listening forms the basis upon which other higher-level helping responses are built, conveying to the client that the counsellor is genuinely interested in helping and that the client is unconditionally accepted, regarded, and valued.
Active Listening Skills in Counselling
Active listening happens when you "listen for meaning"—the listener says very little but conveys much interest by showing enthusiasm and concern, only speaking to find out if a statement has been correctly heard and understood. Ground skills that help counsellors in active listening include awareness of body language, posture, tone of voice, words, and the client's body language. Studies have reported that most counsellors lack active listening skills, with little attention paid to counsellors' active listening skills. If the counsellor is not able to listen and decode the client's problems, the counsellor will not be able to communicate understanding of the client's problem content and feelings, or tell the impact of the problem on the client's psychological wellbeing. Most secondary school counsellors in Enugu State seem not to utilize adequate active listening skills for effective counselling practice, as indicated by counsellors' inability to foster a strong therapeutic alliance with their clients.
Methodology
Descriptive survey research design was utilized for this study. The population comprised 301 secondary school guidance counsellors and teacher counsellors in 298 public secondary schools in Enugu State under the control of Post-Primary School Management Board, consisting of 56 guidance counsellors and 245 teacher counsellors. The entire population was used for the study due to its manageable size. A structured questionnaire titled "Utilization of Active Listening Skills for Enhancing Counselling Practice Scale (UALSECPS)" with 58 items across 5 clusters was used for data collection, structured on a 4-point scale (Very Great Extent, Great Extent, Little Extent, Very Little Extent). The instrument was validated by three experts and tested for reliability using Cronbach Alpha, yielding an overall reliability coefficient of 0.76. Out of 301 copies administered, 287 were correctly filled and returned. Mean and standard deviation were used to answer research questions, while t-test was used to test null hypotheses at 0.05 significance level.
Results
The research question findings revealed that guidance counsellors had mean scores ranging from 1.67 to 3.75, while teacher counsellors had mean scores ranging from 1.77 to 3.68. The overall cluster mean was 3.21 with standard deviation of 0.91, indicating that guidance counsellors and teacher counsellors to a great extent utilized active listening skills for enhancing counselling practice in secondary schools in Enugu State. Specific skills utilized to a very great extent include paying attention to clients' issues (mean = 3.69) and using silence to encourage clients in the one-on-one relationship (mean = 3.59). However, employing summaries of the client's utterances in the counselling process was utilized to a little extent (mean = 1.75). The t-test analysis showed no significant difference between guidance counsellors and teacher counsellors on the extent to which active listening skills were utilized (t(285) = -.067, p = .947).
Discussion of Findings
The finding that guidance counsellors and teacher counsellors to a great extent utilized active listening skills for enhancing counselling practice is at variance with previous studies reporting that most counsellors lack active listening skills. The finding agrees with Nnadi and Uzoekwe (2023), who revealed that the counselling skills possessed by counsellors for improving students' academic achievements were only the listening skills, questioning skills, and skill of allowing silence. The finding that there was no significant difference between guidance counsellors and teacher counsellors on the extent to which active listening skills were utilized did not agree with Ogbobe (2022), who stated that professional guidance counsellors possess distinct qualities from those of teacher counsellors. However, the use of active listening skills is indispensable for both guidance counsellors and teacher counsellors in secondary schools, hence the need for periodic training of school counsellors on the use of active listening skills for enhanced counselling practice.
Conclusion and Recommendations
If active listening skills are not properly utilized among guidance counsellors and teacher counsellors for enhancing counselling practice in secondary schools in Enugu State, effective counselling practice will be jeopardized. Active listening skills are indispensable in counselling practice, and if school counsellors do not utilize these communication skills, there will be inefficiency in secondary school counselling practice. The Counselling Association of Nigeria and Enugu Chapter should periodically organize workshops for school counsellors on the use of active listening skills for enhanced counselling practice in secondary schools. The Ministry of Education and the Post-Primary Schools Management Board should ensure that school counselors do not have any subject attached to them, as this will jeopardize their ability to actively listen to their clients due to divided attention. Deliberate efforts should be made by government and school authorities to motivate and strengthen the activities of counselling in secondary schools in Enugu State.