Enhanced and effectiveness of Peer Counselling Program in Public Secondary Schools in Rongai Sub - County, Nakuru, Kenya

Abstract

Peer counselling was introduced in secondary schools to increase access to counselling services to students who could not reach teacher counsellors for help due to large students‟ population and other personal issues. It was important to bring to light the enhancement and effectiveness of peer counselling programs given its critical role in secondary schools. This study examined the enhancement and effectiveness of peer counselling programs in secondary schools in Rongai sub-County, Nakuru County, Kenya. The study was guided by the following objectives namely to: examine peer counselling programs offered in secondary schools in Rongai sub-County, Nakuru County, Kenya; assess the adequacy of peer counselling resources in secondary schools in Rongai sub-County, Nakuru County, Kenya and analyse the effectiveness of peer counselling programs in secondary schools in Rongai sub-County, Nakuru County, Kenya. This study was guided by Individual Psychology Theory and Rational Choice Theory. It was anchored on a descriptive research design. The study used stratified and purposive sampling techniques in the selection of 216 respondents. Data collection was done through the use of questionnaires and in-depth interviews. Descriptive statistics were utilised to analyse quantitative data, with thematic data analysis for qualitative data. The study findings were that the most used peer counselling program in secondary schools was relational counselling (60.4%). It was followed by self-worth counselling, assertiveness counselling and personal responsibility counselling as confirmed by 56.3%, 51.2% and 51.1% respectively. Physical resources were the most adequate peer counselling resources in secondary schools (63.3%). It was followed by instructional resources, and time at 53.5% and 50.5% respectively. Peer counselling personnel (49%) was the least adequate resources for peer counselling resources. Peer counselling programs were most effective in addressing the well-being of students in the area of positive relations (82.1%). The effectiveness of peer counselling programs in addressing the well-being of students in the area of self-acceptance, personal growth and autonomy was 44.1%, 40.4% and 40% respectively. This study recommends that the government supports direct funding of school counselling programs. In addition, the study recommends for the standardisation of peer counselling training curriculum for secondary schools in order to improve efficiency and effectiveness of peer counselling provision.