FACTORS INFLUENCING CLIENTS’ DISPOSITION TO SELF-DISCLOSURE DURING COUNSELLING SESSION AMONG JUNIOR SECONDARY SCHOOL STUDENTS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Self-disclosure plays a crucial role in the counseling process, allowing clients to openly express their thoughts, emotions, and experiences. This study aims to explore the factors influencing clients’ disposition to self-disclosure during counseling sessions among junior secondary school students. By understanding these factors, counselors can create a supportive environment that encourages effective self-disclosure and promotes positive therapeutic outcomes.
The study utilizes a mixed-methods approach, combining quantitative surveys and qualitative interviews. A sample of junior secondary school students (aged 12-15 years) undergoing counseling sessions is selected using stratified random sampling. The participants’ demographic information, previous counseling experience, and perceived level of trust in the counselor are assessed through a self-report questionnaire. Additionally, semi-structured interviews are conducted to gain deeper insights into the students’ experiences and perceptions of self-disclosure during counseling.
Preliminary findings suggest that several factors influence clients’ disposition to self-disclosure. The perceived level of trust in the counselor emerges as a critical factor, with students who perceive higher levels of trust more likely to engage in self-disclosure. Furthermore, individual characteristics such as age, gender, and previous counseling experience also appear to influence self-disclosure tendencies.
Qualitative analysis of the interviews reveals additional factors that impact self-disclosure, including the counselor’s interpersonal skills, the presence of a non-judgmental and empathetic environment, and the students’ perception of confidentiality and privacy. Moreover, cultural and social factors, such as stigma surrounding mental health issues, peer influence, and family dynamics, also influence self-disclosure tendencies.
The findings of this study have significant implications for school counselors, educators, and mental health professionals working with junior secondary school students. By understanding the factors influencing self-disclosure, counselors can tailor their approaches to create a safe and supportive therapeutic environment. Addressing issues related to trust, confidentiality, and cultural factors can enhance students’ willingness to engage in self-disclosure, ultimately facilitating the counseling process and promoting positive mental health outcomes.
Further research is recommended to explore the dynamics of self-disclosure among specific subgroups of students, such as those with different cultural backgrounds or specific mental health concerns. Additionally, longitudinal studies could investigate the long-term effects of self-disclosure on students’ well-being and academic performance.
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