Needs For Guidance And Counselling Services In Primary Schools As Perceived By Primary School Teachers
[A CASE STUDY OF ILORIN METROPOLIS]

CHAPTER TWO
REVIEW OF THE RELATED LITERATURE
Introduction
    This study investigates the need for guidance and counselling services in primary school as perceived by primary school teacher in Ilorin Metropolis, Kwara State. This chapter deals with the review of related literature under the following sub-headings;
-    Concepts of Guidance and Counselling
-    Historical Perspective of Guidance and Counselling
-    Aims and Objectives of Guidance and Counselling
-    Developmental Problem Typical of Primary School Age Pupils
-    The Need for Guidance and Counselling in Primary Schools
-    Role and Functions of the Counsellors in Primary Schools.
-    Summary of the Reviewed of the Related Literature
Concept of Guidance and Counselling
    Ipaye (1983) asserted that guidance and counselling is a helping service that provides the atmosphere in which a professional counsellor can help a person or group of person in item of resolving educational vocational and personal-social problems.
    Guidance as an educational construct involves those experiences, which assist each pupils to understand himself, accept himself and live effectively in his society. Guidance asserts that schools are responsible for the personal growth and character development of children as well as their intellectual development. Secondly, it stresses the uniqueness and individually of each child and adds a new dimension to the idea of viewing education as the promotion of self-fulfilment and self-actualization (Anagbogu, 1998).
    Counselling is one of the services rendered by a schools guidance programme and it can be defined as a process in which one person assists another person in a face-to-face encounter. This assistance may take many forms it may be educational, vocational, socio-personal, recreational, moral or emotional (Anagbogu 1998).
    According to Olayinka (1992), counselling in schools and colleges will enable the country to identify her talented youths and nature them to the optimal level of social, education and economic development. Awokoya (1990) felt that without academic and career guidance and counselling in schools, the whole purpose of education cannot be achieved.
Historical Perspective of Guidance and Counselling
    Guidance and counselling is a helping professions, it is the moulding, reconstructing and rehabilitating process, it is a self-revealing relationship and it is both preventive curative of mal-adaptive, mal-adjustive and self-destructive tendencies. Its focus is on the individual is within the group.
    Guidance and counselling is required in schools, colleges and universities. Guidance and counselling is relatively new in Nigeria educational system, it has been stated over and over again. There are no natural resources except human resources. The optimal use of skills and abilities has historically been identified as the best, if not only strategy to ensure national and economic development and as Sultana (1992) has pointed out “human capital theory” (now also referred to as human resources development) has been the guiding framework for several government, irrespective of their partisan, colour or political ideology. Guidance and counselling constitutes one of the services in a range of strategies that can be used in order to ‘ensure’ a better fit between education and the economy. This fresh impetus has risen out of recognition by government and by the public that there is the need to offer additional direction to students and school leavers in the act of coping with life within and outside the school settings (Odomelan 1991).
    Guidance and counselling is relatively new in the western sense and had its original in early pre-Christian time. Philosophers, priest and prophets featured prominently in the guidance process. They offered advice and specific pronouncements on the good life and the world of work. Plato (427 – 347BC) was well known for providing psychological night into problem of his time in an organized form. Other philosophers who articulated their views on the nature of man and human society include Aristotle (384 – 322) and John Lock (1632 – 1704).