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AN EVALUATION OF COUNSELLING TRAINING TECHNIQUES FOR STRESS MANAGEMENT IN ABUJA

1-5 Chapters
Simple Percentage
NGN 4000

Background of the study: Irrespective of one's racial background, complexion, nationality, vocation, or educational attainment, individuals across the globe invariably encounter various manifestations of psychological strain. According to Maxwell's (2018) perspective, stress is known to manifest itself in various forms and exert its influence on individuals across diverse age groups and backgrounds. An individual's educational background and experiential encounters pertaining to stress ought to encompass an exposure to the various aetiologies of stress, including temporal constraints, voluminous workloads, health-related concerns, and fiscal adversities, all of which possess the potential to exert an overwhelming burden upon an individual's capacity to cope. Within this particular framework, it is noteworthy to highlight the alignment between Abu Yazid's scholarly work in 2016 and the findings of Deepthi et al. in 2019. Both sources concur on the notion that stress can be defined as a cognitive and emotional state or sensation that arises when an individual's perception of demands exceeds their available personal and social resources. As per their assertions, when individuals possess the temporal capacity, specialised knowledge, and requisite resources to effectively confront a crisis, they experience a diminished sense of psychological distress. Conversely, it is worth considering that the occupational requisites or the magnitude of tasks within a professional setting may occasionally impose a level of strain that surpasses an individual's capacity, thereby resulting in corporeal weariness and subsequent collapse. Hence, it becomes imperative to apprehend this concept and formulate a strategic approach for effectively handling stress, commonly referred to as a stress management technique. The primary objective of stress management is to mitigate an individual's stress levels, particularly those associated with prolonged and persistent stress, with the ultimate aim of enhancing one's daily operational capacity. As per the scholarly work of Vinay and Gowramma (2019), stress management has been conceptualised based on the premise that stress does not solely arise as an immediate reaction to a stressor. Instead, it is posited that an individual's reservoir of resources and their ability to effectively modulate the stress response are dynamic and adaptable, thereby enabling the regulation of stress and the preservation of a harmonious equilibrium between professional and personal spheres.

In stark juxtaposition, counsellor education programmes are designed with the explicit objective of imparting the requisite skills and knowledge necessary to cultivate proficient and triumphant counsellors. This encompasses the crucial task of fostering the personal development of aspiring counselling students. The ethical guidelines and standards governing counsellor education programmes are predicated upon the deeply ingrained belief that the counselor's individual disposition plays a pivotal and indispensable role in the intricate dynamics of the counselling endeavour. In accordance with the esteemed American Counselling Association (ACA) Code of Ethics (2005), it is incumbent upon counsellor trainees to exercise restraint in providing counselling services should their physical, mental, or emotional afflictions possess the potential to inflict harm upon a client or any other individuals (Section F.8.b. Impairment). While the ACA Code of Ethics serves as a guiding framework for the counselling profession, it also imparts upon counsellor educators the imperative to prioritise the cultivation of the humanistic qualities inherent in counselling trainees. As per the scholarly work of the Association for Counsellor Education and Supervision (ACES) Ethical Guidelines for Counselling Supervisors (1995), as referenced by Deepthi et al (2019), it is incumbent upon counsellor educators to possess an acute awareness of any personal or professional constraints exhibited by supervisees that may potentially hinder their forthcoming professional aptitude (Section 2.12). Evidently, the practise of counselling encompasses a distinctive form of interpersonal rapport, characterised by dynamic exchanges between the client and the therapist. Henceforth, it is incumbent upon all counsellors to employ their professional acumen, aptitude, expertise, and erudition to aid their clientele in surmounting any realm of discord or strain that has hitherto hindered the advancement and maturation of their interpersonal and intrapersonal connections (Bardhoshi et al., 2014). Nevertheless, it is imperative to acknowledge that there exists a conspicuous absence of scholarly investigations pertaining to the phenomenon of burnout experienced by individuals in the esteemed profession of counselling.

​​​​​​​Statement of the problem

The cultivation of personal development constitutes an integral facet of counsellor education, wherein its salience is further accentuated throughout the duration of practicum and internship engagements. Throughout these interactions, counsellor trainees establish meaningful connections with both their clients and supervisors, which significantly impact their cognitive and emotional development. As a result of the multifaceted and intricate obstacles encountered throughout their daily endeavours, individuals inevitably find themselves either perturbed or fatigued. This exemplifies the intricate nature of the counselling profession, wherein practitioners are tasked with navigating the diverse challenges presented by each individual client they encounter. Henceforth, it is imperative to assess the factors that influence the interconnections betwixt counsellor trainees and their esteemed clientele. As per the scholarly work of Skovholt, Grier, and Hanson (2001), as cited by Rahul (2015), it is imperative for counsellors to sustain their efficacy by upholding their professional vitality and actively participating in self-care practises. The perpetual quandary of achieving equilibrium between self-care and the care of others persists within the realm of professions dedicated to aiding individuals in need, such as those in the helping professions. This phenomenon exerts profound and ubiquitous ramifications on an individual's existence. The potential ramifications of this phenomenon extend beyond mere occupational competence, encompassing interpersonal dynamics and romantic entanglements, as elucidated by Forney, Wallace-Schutzman, and Wiggers (1982) and expounded upon in the scholarly work of Inman (2006).

Notwithstanding this fact, there exists a dearth of scholarly inquiry that explicitly delves into the ramifications of stress and coping mechanisms on the working alliance and supervisory working alliance. This study delves into the realm of counselling training as it pertains to the intricate art of stress management within the context of counselling relationships.