D.Ed. / Guidance is essential in a child's development because most traits of human life, with the exclusion of genetic characteristics, are learned (City Press, 1998:7). The learning process raises the question of where and from whom these characteristics are acquired. This, according to Ferron (1990:45), implies that maximum performance of man is a result of good and sound guidance. This may be an oversimplification, but even if it is only partly true, guidance cannot be neglected without detrimental effects for the children involved. Furthermore, the question of school guidance becomes increasingly important as shifts in family structures and values - such as are common today - affect the quality of interaction between parents and children. According to Godbold (1994:6) an increasing number of children face deteriorating family bonds, lack of shelter, out-ofwedlock births, abortion, and drug and alcohol related crimes. Ferron (1991:72) adds bullying, truancy, delinquency, lack of motivation, peer pressure and parental relationship problems to this list. Many children experience grave educational neglect - virtually none of their needs are cared for. There even are rural children who are left alone by parents who have gone to the cities to work, and who have no one to take care of them. They often have no one to turn to for sustenance and advice. As a result guidance teachers must be more than ever involved in helping children with various personal problems (Moraba, 1996:3), which were traditionally handled by parents. When schools fail to address the immediate family and social needs of learners, learning becomes difficult and relatively unimportant (Godbold, 1994:7). According to Chuenyane (1990:10), through the school guidance activities, learners should be assisted to know who they are, to accept themselves, to master selfimprovement and self-direction, and to develop good life skills. With regard to socialisation, they should learn to relate to others by interacting with them and becoming sensitive to their feelings and being appreciative of their views and beliefs. Our youth is seen as our most precious resource and the future leaders; therefore, they must be mature and increase their peaceful co-existence (Chuenyane, 1990:10). Guidance in the secondary school is chiefly concerned with meeting the physical, social, emotional and educational needs of learners (Rooth, 1995:54). Vocational guidance is included in the needs list and is an important facet. The purpose of school guidance is to help each child make a satisfactory adjustment to life, both in school and out. Although Kallaway (1988:1) does not focus explicitly on school guidance, his remark that " ... the crucial relation between schooling and society is often and systematically denied" is of extreme importance. As this subject is ideally suited to emphasise this relation, it is a service that should be provided to all learners, and not only those who have behaviour problems, learning difficulties and emotional disturbances. Normal, well-adjusted learners also need to be guided in their thinking, their attitudes and their personality development. They must be prepared for all challenges in the future job market and life in general. The gifted, talented ones are often also in need of special help in gaining social approval and in finding suitable outlets for their interests (Sowetan, 1996:12). If the school is seen as an agent for change, it must implement career counselling (vocational guidance) to help the child in self-understanding, self-acceptance, interests, aspirations, experiences, as well as in physical, intellectual, psychological and spiritual development (Chuenyane, 1990:46). These are considered important because it helps learners to appreciate and utilize their aptitudes, interests and values (Sedibe, 1991:4). This will help them to gain insight into their limitations with regard to their coping strategies, which concern problems they are confronted with on a daily basis. Furthermore it must be kept in mind that certain elements in the school situation that influence learners can be identified; these include the impact teachers' and peer groups' behaviour has on children. One aspect that comes to mind, for example, is that of substance abuse, especially alcohol. Chuenyane (1991:46) reports that almost 70% - 80% of all learners in his research were drinking and abusing drugs. As drugs and alcohol have a negative effect on the education and health of the learner, and it is indicated by Raikane (1996:28) that drugs and alcohol have a strong relationship to crime, frustration and aggression, such learners need proper guidance and counselling. Adolescents, especially, need guidance and counselling as they are in a difficult developmental phase, and often have negative attitudes towards school (Wiseman, 1991:71).
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:9421 |
| Date | 15 August 2012 |
| Creators | Mashimbye, Nkhensani Mavis |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
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