Browsing by Author "Prof. (Mrs.) M. G. Fajonyomi"

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    Gender Imbalance in Leadership Position in the University of Ilorin: Implications for Counselling
    (The Counsellor, 2017) Prof. (Mrs.) M. G. Fajonyomi; O. K. Ogungbade; Mrs. A. P. Kolawole; J. O. Isarinade; Dr. (Mrs.) F. N. Bolu-Steve
    This paper examined gender imbalance in leadership positions in University of Ilorin: Implications for counselling. Women are not given equal opportunity to occupy positions in tertiary institutions in Nigeria like men. The socialization process at home adopted by parents set the pace for such imbalance where males are preferred as against female gender. This is shown in the emphasis on what roles to play as children, boys virtually doing nothing in some cultures and females are saddled with a lot of domestic responsibilities. This suddenly changes over the years where boys are sent to schools and girls denied of access to education. Parents need to examine the kind of orientation given to the children (both boys and girls) at home. Parents should expose both genders to an equal opportunity available to them. Women need to be given due opportunity of holding academic leadership positions, wherever they find themselves.
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    Rational Emotive Behaviour Therapy as a Counselling Technique for Handling Aggressive Behaviours of Students with Hearing-Impairment in Nigeria
    (Journal of Counelling and School Psychology, 2017) OGUNGBADE, Oyelakin Kunmi; Dr. (Mrs.) AINA, Josephine Shola; Prof. (Mrs.) M. G. Fajonyomi
    Aggression is an act of verbal or physical attack inflicted on another person in order to hurt the victims’ feelings or threatening to attack either in words or actions. It is overt, often harmful to academic environment and even social interaction with the intention of inflicting damage or other unpleasantness upon another individual. Aggression can take a variety of forms, which may be expressed physically and communicated verbally and/or non-verbally. Students with hearing impairment often exhibit aggression. It is, therefore, imperative to assist students with hearing impairment because of incessant displaying of aggressive behaviours in the school, at home and in the society at large. This paper, therefore, delves into Rational Emotive Behaviour Therapy as a counselling technique for handling aggressive behaviours of students with hearing-Impairment in Nigeria. It also examines concept of aggression, aggressive behaviour, theories of aggression and how Rational Emotive Behaviour Therapy (REBT) can be used in handling aggressive behaviours of students with hearing-impairment in Nigeria. It is recommended that counsellors should assist students with hearing impairment appreciate the need to imbibe rational thoughts. The counsellors should apply the therapeutic procedure of REBT to improve interpersonal relationship with others.
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    Roles of Guidance and Counselling Programme at Basic Level of Education as Perceived by Teachers in Ilorin, Nigeria
    (Journal of Professional Counselling, 2019) O. K. Ogungbade, Ph.D; A. O. Omologbe; O. K. Atoyebi; Prof. (Mrs.) M. G. Fajonyomi
    The paper investigated the role of guidance and counselling programmes at basic level of education as perceived by teachers in Ilorin, Nigeria. The population of this study consisted of all 1,750 teachers at basic level of education in Ilorin, Nigeria. The descriptive survey method was used and data were collected through the administration of instrument entitled: Role of guidance and counselling programme questionnaire (RGCPQ). Simple and stratified random sampling techniques were used to select a total of two hundred (200) basic school teachers from ten different basic schools in Ilorin, Kwara State, Nigeria. Face and content validity of RGCP were ascertained by five experts from the Department of Counsellor Education, University of Ilorin, Ilorin, Nigeria. Pearson product moment correlation was used for the reliability; coefficient value of 0.78 was obtained and adjudged reliable. Three hypotheses were formulated and tested at 0.05 level of significance. The data were analyzed using t-test and Analysis of Variance (ANOVA). The findings showed that there was no significant difference in the role of guidance and counselling programmes at basic level of education as perceived by teachers on the basis of gender, educational qualification and years of teaching experience. Recommendations were made that teachers should work hand in hand with professional counsellors in order to help learners develop better study habit skills. Also, guidance and counselling programmes should be encouraged at the basic level of education irrespective of gender.