Inter-disciplinary training of counsellors in counsellor training institutions In Kenya

Abstract

Interdisciplinary training approach and the use of media resources is known to play a major role in enhancing teaching and learning in Educational institutions. Despite this awareness, a number of challenges associated with implementation of this approach in training have been revealed. There is therefore need to have a practical strategy for implementation of interdisciplinary training approach and effective use of media resources to facilitate training and preparation of counsellors in addressing emerging and complex counselling issues in the society today. The main objective of this study was to establish the extent of implementation of inter-disciplinary training programme for counsellors. Specifically, the study sought to identify the instructional media resources used in counsellor training institutions, establish the relationship between interdisciplinary training and performance of students, and establish the relationship between instructional media resources and performance of students and, to determine barriers encountered in the implementation of interdisciplinary training programmes in counsellor training institutions in Kenya. The study adopted a descriptive cross-sectional survey design and the problem under study related to the Context-Input-Process-Product conceptual framework. A purposive sampling procedure was used to determine key informants. Therefore the study population included 52 diploma, 80 undergraduate 4th year and 52 masters’ students, 20 trainers from Kenya Association of Professional Counsellors and Tec Institute of Management, 2 heads of department, 17 lecturers from Kenyatta and Moi University and 17 counsellors from Moi Teaching and Referral Hospital. After piloting the instrument, data was collected using questionnaires, interview guide and observation checklist. Qualitative data was coded into categorical variables and quantitative data was analyzed using Statistical Package for Social Sciences (SPSS v.17). The relationship variables were analyzed using Pearson Product Moment Correlation and results presented using tables, bar chart and pie charts. Findings revealed that interdisciplinary programmes existed but only in a form of short interactive sessions. The programme lacked the pre-requisite for running inter-disciplinary programmes that bring about meaningful change in the lives of learners. Additionally, instructional media resources played a major role in the performance of students. The newest mode of media technology and textbooks were the most preferred instructional media resources although the slow pace of adoption of media technology, incompetency and inadequacy affected their effective use. Although there was no relationship between interdisciplinary training and the performance of students, the study concluded that inter-disciplinary counselling approach enhances psychological counselling care. The major challenge facing the programme was that some professionals felt highly territorial about their disciplines hence felt threatened as new views of their subjects are promoted. Based on these findings the study recommended the development of policy guidelines to facilitate interdisciplinary education by focusing mainly on teaching processes that bring about collaborative competencies necessary for current and future health professionals