Abstract
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).