Journal of Professional Counselling

INCLUSIVE COUNSELLING APPROACHES FOR INDIVIDUALS WITH SPECIAL NEEDS

Aishatu A. TONGO, Maryam U. BACCIJI, Hadiza U. YUSUF — Mon, 03 Aug 2026 00:00:00 +0000

Inclusive counselling is an emerging paradigm that recognizes and responds to the diverse needs of individuals with disabilities and special needs. This approach moves beyond traditional models by emphasizing equitable access, cultural competence, and the removal of physical, social, and attitudinal barriers that often prevent full participation in mental health services. This paper explores best practices, theoretical foundations, and practical considerations for delivering counselling that is accessible, ef ective, and genuinely responsive to this population. Drawing from person-centered therapy, social justice counselling frameworks, and the disability rights movement, the discussion situates inclusive counselling within a broader commitment to human rights and social equity. It highlights the essential role of counsellor competencies, including awareness of ableism, unconscious bias, and the importance of ongoing training to develop practical skills for adapting sessions to diverse cognitive, sensory, and communication needs. The paper also examines adaptable methodologies, such as the use of visual aids, alternative communication devices, and creative therapeutic techniques like play or art therapy, which can enhance engagement for clients who may struggle with traditional talk therapy alone. Furthermore, the paper emphasizes the need for counselling environments that are physically accessible and sensory-friendly, ensuring that clients feel safe, respected, and understood. By addressing both structural and relational barriers, inclusive counselling has the potential to close significant gaps in mental health care for people with disabilities. Ultimately, this paper argues that inclusive counselling is not simply an ideal, but a necessary evolution in practice to uphold the dignity, rights, and well-being of all individuals seeking mental health support.

EMOTIONAL INTELLIGENCE TRAINING ON SELF-EFFICACY AMONG SECONDARY SCHOOL STUDENTS IN OWERRI METROPOLIS, IMO STATE

Obiageli V. WOKOCHA, Christiana N. NWAOBA PhD, Moses U. AJOKU PhD — Sat, 01 Aug 2026 00:00:00 +0000

This study explored the ef ectiveness of emotional intelligence training on self-ef icacy among secondary school students in Owerri Metropolis, Imo State. The study employed quasi- experimental research of non-randomized pre-test, post-test, control group design with 2x2 factorial matrix. Two research questions and one null hypothesis guided the study. The subjects were in two experimental groups of one treatment group and one control group. The sample of the study consisted of 20 students’ who failed in their 1st term examination, purposively drawn from a total population of 2,285 identified as having low self-ef icacy using Student Self-Ef icacy Identification Questionnaire (SSEIQ) which was the instrument used for data collection; in 2024/2025 academic session. Ten subjects in the treatment group were treated with emotional intelligence training techniques of analysis of emotional intelligence, self-regulation, motivation, self-awareness among others for four weeks of 40 minutes per session/week. The instrument used for data collection had 25-items (SAEIQ), validated by three research experts. Pr and Cronback Alpha methods were used to obtain the stability and internal consistency co-ef icient of the instrument. The values obtained are 0.78 and 0.83 respectively. The control group did not receive the intervention. Data were collected in the two phases of pre-test and post-test periods. Data collected were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 level of significance. The result showed that: There was low level ofself-ef icacy among secondary School students in Owerri Metropolis. Exposing subjects with low Self-ef icacy to Emotional Intelligence Training (EIT) significantly enhanced their self-ef icacy. Based on the results, conclusion, discussions and recommendations were made. It was recommended among others who have students with low self-ef icacy in their schools should proactively use Emotional Intelligence Training techniques to enhance their self-efficacy.

TRUST, PRIVACY CONCERNS, DIGITAL LITERACY AND ADOPTION OF AI-BASED COUNSELLING TOOLS FOR MANAGING SCHOOL- RELATED STRESS AMONG SECONDARY SCHOOL COUNSELLORS IN DELTA NORTH SENATORIAL DISTRICT, DELTA STATE

Faith I. IMAFIDON PhD, Patricia I. NWAJEI — Sat, 01 Aug 2026 00:00:00 +0000

The integration of Artificial Intelligence (AI) into educational and mental health systems has led to the emergence of AI-based counselling tools, such as chatbots to assist. This study investigated how school counsellors perceive the adoption of chatbot counselling tools for managing school-related stress in secondary schools in Delta State. The objective was to examine how perceived trust, privacy concerns and digital literacy influence counsellors’ intention to adopt AI-based chatbots. Four research questions were raised and three hypothesized and tested at 0.05 level of significance. This study employed a descriptive survey research design with a target population consisted of 80 registered school counsellors in Delta North Senatorial District of Delta State. A purposive sample of 67 practicing counsellors from public secondary schools in Delta North Senatorial District was selected, based on their active counselling roles and digital literacy exposure. Data were collected using a researcher- developed instrument, titled Counsellors’ Chatbot Acceptance Scale (CCAS), comprising 25 items based on the Extended Technology Acceptance Model (TAM). Responses were rated on a 4-point Likert scale. Face and content validity were ensured through expert review and factoranalysis, while the reliability of the instrument was established with a Cronbach’s Alpha coefficient of 0.89, indicating high internal consistency. Data analysis was conducted applying descriptive statistics, Coef icient of determination, Regression, and ANOVA. Results showed that perceived trust, privacy concern and digital literacy significantly predicted intention adoption of chatbot counselling tools for managing school-related stress. Thus, it is recommended that counsellors should work on their trust and privacy concerns as well as their level of literacy in use of chatbot counselling tools in counselling activities. In addition, professional training for counsellors on ethical AI integration is encouraged.

COUNSELLING STRATEGIES FOR CONFLICT RESOLUTIONS IN SCHOOLS IN ABIA CENTRAL SENATORIAL ZONE

Festa I. UGO-IROABUCHI, Nduamaka E. OBOCHI PhD — Sat, 01 Aug 2026 00:00:00 +0000

This ^study examined the counselling strategies adopted for conflict resolution in seniorsecondary schools within Abia Central Senatorial Zone. The study was guide by three research objectives and research questions. A descriptive survey design was used, involving 120 participants (60 counsellors and 60 teachers) selected from 20 schools across six local government areas. Data were collected using a validated questionnaire titled Counselling Strategies for Conflict Resolution Questionnaire (CSCRQ). Descriptive statistics were used to answer the research questions, while independent t-tests were used to test the hypotheses at a 0.05 significance level. Findings showed that Table 1 reveals strong agreement on most strategies (2.88), with collaborative problem-solving (3.30), restorative circles (3.25), and time- outs (3.21) rated highest. However, peer mediation (2.49), solution-focused counseling (2.32), social skills training (2.48), mindfulness practices (2.31), and positive reinforcement (2.44) scored below the 2.50 benchmark, indicating disagreement on their use. Table 2 identifies significant challenges (grand 2.86), including student reluctance due to mistrust (3.18), cultural misunderstandings (3.15), confidentiality concerns (3.10), and intense adolescent emotions (3.05). Only failure to follow through on solutions (2.49) and social media-related conflicts (2.41) scored below 2.50, suggesting lesser significance. The perceived ef ects of these strategies were positive, as counselling was found to promote discipline, reduce fights, and improve peer relationships, with a grand mean of 3.02. Results of the hypotheses showed no significant difference in the perception of male and female respondents (t = 0.56, p > 0.05), indicating gender does not influence views on counselling strategies. However, a significant dif erence was found between the responses of counsellors and teachers (t = 3.12, p < 0.05), with counsellors expressing greater agreement. The study concludes that counselling is essential for fostering peaceful coexistence in schools and recommends improved support and resource provision for effective conflict resolution.

EFFECTIVENESS OF COLLABORATIVE PROBLEM-SOLVING SKILLS TRAINING AS AN INTERVENTION FOR ENHANCING CONFLICT RESOLUTION STRATEGIES AMONG MEMBERS OF THE LAGOS STATE UNIVERSITY STUDENTS’ UNION

Muyideen B. TAHIR PhD,, Micheal B. GANDONU PhD, Ayodeji O. BADEJO PhD — Sat, 01 Aug 2026 00:00:00 +0000

This study examined the ef ectiveness of Collaborative Problem-Solving (CPS) skills training as an intervention for enhancing conflict resolution strategies among members of the Lagos State University Students’ Union. A quasi experimental one group pre and post-test design was adopted, involving 35 participants selected through purposive and simple random sampling based on leadership involvement and conflict experience. Two research questions and two hypotheses guided the study. The Conflict Resolution Styles Inventory (CRSI; α = 0.81) was used to assess participants’ conflict resolution strategies and CPS skills before and after an 8-week training programme. Data was analysed using paired samples t-tests with SPSS (version 25) at a significance level of p < .05. Findings revealed a significant increase in the use of collaborative strategies and a corresponding decrease in avoidant and confrontational approaches. The study concluded that CPS training is an ef ective intervention for improving conflict resolution strategies among student leaders. It is recommended that university counselling units institutionalise CPS training for student union of icials, while future studies should include multiple campuses to enhance generalisability.

PEER MEDIATION AND SCHOOL COUNSELLING AS STRATEGIES FOR ENHANCING RELATIONSHIP SKILLS AMONG SECONDARY SCHOOL STUDENTS IN RIVERS STATE

Oluwatoyin G. OBIKOYA PhD — Sat, 01 Aug 2026 00:00:00 +0000

This study investigated the ef ectiveness of peer mediation and school counselling as strategies for enhancing relationship skills among secondary school students in Rivers State, Nigeria. The objectives were to examine the individual and combined ef ects of peer mediation and school counselling on students' conflict resolution, interpersonal communication, empathy, and cooperation, and to determine whether gender moderated these ef ects. A quasi-experimental pretest-posttest control group design was adopted, using a quantitative approach. A sample size of 480 SS1=SSIII students selected through multi-stage sampling across the three senatorial districts of Rivers State were used. Participants were assigned into four groups: Peer Mediation (n=120), School Counselling (n=120), Combined Intervention (n=120), and Control (n=120). Data were collected using the “Relationship Skills Assessment Scale (RSAS)”, a validated and reliable instrument with Cronbach’s alpha of 0.87. Interventions lasted six weeks, after which post-tests were conducted. Data were analyzed using paired sample t-tests, ANCOVA, multiple regression, and two-way ANOVA. Results revealed a significant improvement in conflict resolution skills for the peer mediation group (t(119) = -10.85, p < 0.001), and communication skills for the school counselling group (t(119) = -11.72, p < 0.001). Regression analysis showed that peer mediation and counselling significantly predicted empathy and cooperation (R² = 0.45, F(2, 477) = 194.56, p < 0.001). ANCOVA indicated significant group dif erences in relationship skills (F(3, 475) = 52.63, p < 0.001), while gender had no moderating ef ect (F(3, 472) = 0.87, p = 0.46). The study concluded that both interventions were ef ective in enhancing students’ relationship skills. It was recommended that schools should integrate peer mediation trainingand professional counselling services into student support frameworks.

ASSESSING THE PERCEIVED IMPACT OF COUNSELLING ON CONFLICT RESOLUTION STRATEGIES AMONG MARRIED COUPLES IN ABEOKUTA, NIGERIA

Emily O. ADENIJI PhD — Sat, 01 Aug 2026 00:00:00 +0000

This study assessed the perceived impact of counselling on conflict resolution strategies among married couples in Abeokuta, Nigeria. A cross-sectional survey was carried out to collect data on 200 participants (100 married couples) using a valid questionnaire (r = 0.92). Results revealed that the first reason for marital conflict was financial disagreements (M = 3.53, SD =0.74), then poor communication (M = 3.08, SD = 0.93) and interference of extended family (M =3.00, SD = 0.95). Counselling was perceived to help with communication (M = 3.20, SD = 0.87), promote understanding (M = 3.13, SD = 0.90), and present practical conflict resolution (M =3.23, SD = 0.94). Counselling also occurred with a lower level of conflict and more positive partner interaction (both M = 3.25; SDs = 0.89 and 0.83). Nevertheless, rebuilding trust (M = =2.70, SD = 1.01) and regulating emotions (M = 2.85, SD = 1.06) were less ef ective, and the agreement was moderate when it comes to timely dispute resolution (M = 2.85, SD = 1.06) and relationship satisfaction (M = 2.90, SD = 0.94). Counselling awareness and acceptance were moderate, but preference toward it as compared to other methods was rather low (M = 2.70, SD= 0.95). It concluded that counselling is a valuable asset, especially for communication and practical strategies, but advised that the elements of trust-building and emotional regulation be strengthened, and that more couples in Nigeria should adopt and embrace it. These should be enhanced by policy and community outreach.

EFFECTIVENESS OF COGNITIVE BEHAVIOURAL THERAPY ON MARITAL CONFLICT AMONG MARRIED COUPLES IN IGBERE OF ABIA STATE

Nnennaya S. OBIANUA, Amarachukwu I. UFEGBU — Sat, 01 Aug 2026 00:00:00 +0000

This study investigated the ef ect of Cognitive Behavioural Therapy (CBT) on marital conflict among married couples in Igbere, Abia State. The study adopted a quasi-experimental pretest– posttest non-randomized control group design using a 2×2 factorial matrix. The population consisted of 300 married couples experiencing marital conflict in Igbere community, from which a sample of 48 married couples was selected using a multi-stage sampling technique. The instrument for data collection was a 25-item Marital Conflict Indicator Scale (MCIS) developed by the researcher and validated by experts in Guidance and Counselling and Educational Measurement and Evaluation. The reliability of the instrument was established using Cronbach Alpha with a coef icient of 0.84. Data were collected in three phases: pretest, posttest, and follow-up. Mean and standard deviation were used to answer research questions, while Analysis of Covariance (ANCOVA) was used to test hypotheses at 0.05 level of significance. The findings revealed that Cognitive Behavioural Therapy significantly reduced marital conflict among married couples compared to the control group. The study also found that gender had no significant influence on the ef ectiveness of CBT in reducing marital conflict. The study concluded that CBT is an ef ective and gender-neutral counselling intervention for reducing marital conflict among married couples. It was recommended that marriage counsellors, religious organizations, and government agencies should adopt CBT in marital counselling programmes to promote marital harmony and family stability in Abia State.

MARITAL CONFLICTS AS CORRELATE OF SOCIAL ADJUSTMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS IN ABIA STATE

Thu, 06 Aug 2026 00:00:00 +0000

This study examined the relationship between marital conflicts and social adjustment among

senior secondary school students in Abia State, focusing on gender differences, using a

correlation survey design and collecting data of 878 students from 8783, through Marital

Conflict Questionnaire (MCQ) and Social Adjustment Questionnaire (SAQ). The Marital

Conflict Questionnaire (MCQ) and Social Adjustment Questionnaire (SAQ) were validated by experts and tested for reliability, yielding stability coefficients of 0.742 and 0.841, and internal consistency coefficients of 0.676 and 0.773, respectively. Pearson’s correlation and linear regression analysis were used for data analysis. The findings showed among others that there is a high positive correlation between marital conflict and social adjustment of senior secondary school students. It equally showed that there was no significant relative contribution of gender on the relationship between marital conflicts and students’ social adjustment. The study therefore concluded that marital conflicts to a very high extent correlate with the social adjustment of senior secondary school students in Abia State. Based on the findings and conclusion, the study recommended among others that Government and school proprietors should employ and have at least a Psychologist or a school Counsellor to help the students to resolve their social adjustment challenges.

EFFECT OF CONFLICT RESOLUTION TRAINING ON COMMUNICATION PATTERNS AMONG NEWLY MARRIED ADULTS IN KEFFI LOCAL GOVERNMENT AREA OF NASARAW A STATE

Dominic DAKUP, Bosede J. AYOADE, Rufus A. ADELAKUN — Sat, 01 Aug 2026 00:00:00 +0000

This study investigated the influence of conflict resolution training on the communication

patterns of newly married adults in Keffi Local Government Area, Nasarawa State. A quasi-

experimental pre-test/post-test control group design was adopted, involving 40 purposively

selected married adults (20 experimental and 20 control) within the first five years of marriage. Instruments used for data collection included the Marital Communication Patterns

Questionnaire (MCPQ), Conflict Resolution Style Inventory (CRSI), and Participant Reflection Journals. The intervention covered active listening, emotion-focused communication, de-escalation techniques, and joint problem-solving over a six-week period. Data were analyzed using descriptive statistics, paired t-tests, and thematic analysis. The findings revealed significant improvements in constructive communication among participants in the experimentalgroup. The study highlights the value of early conflict resolution training in promoting healthy marital communication and provides implications for counselling practice.

ROLE OF EMOTIONAL INTELLIGENCE IN MEDIATING PEER CONFLICT AMONG UNIVERSITY STUDENTS: TOW ARD AN INTEGRATIVE FRAMEWORK

Ngozi J. EZE PhD, Modesta C. OFODILE PhD — Sat, 01 Aug 2026 00:00:00 +0000

This study investigated the influence of conflict resolution training on the communication

Npatterns of newly married adults in Keffi Local Government Area, Nasarawa State. A quasi-experimental pre-test/post-test control group design was adopted, involving 40 purposively selected married adults (20 experimental and 20 control) within the first five years of marriage. Instruments used for data collection included the Marital Communication Patterns Questionnaire (MCPQ), Conflict Resolution Style Inventory (CRSI), and Participant Reflection Journals. The intervention covered active listening, emotion-focused communication, de-escalation techniques, and joint problem-solving over a six-week period. Data were analyzed using descriptive statistics, paired t-tests, and thematic analysis. The findings revealed significant improvements in constructive communication among participants in the experimentalgroup. The study highlights the value of early conflict resolution training in promoting healthy marital communication and provides implications for counselling practice.

YEARS-IN-TRAINING AND LOGICAL REASONING APTITUDE AS DETERMINANTS OF CONFLICT ENGAGEMENT EFFICACY AMONG COUNSELLOR-TRAINEES IN TERTIARY INSTITUTIONS IN OGUN STATE

Adeyinka O. TONADE, Abubakar B. TANKO — Sat, 01 Aug 2026 00:00:00 +0000

This study examines the impact of years–in–training and logical reasoning aptitude on the

conflict management efficacy of counsellor-trainees in tertiary institutions in Ogun State. A

descriptive survey design was employed to examine the variables in a non-manipulative way. Additionally, a stratified sampling procedure was used to select 200 counsellor-trainees across all levels of study in the Faculty of Education of tertiary institutions in Ogun State. Two standardized scales were used for data collection. Section A of the questionnaire provided information on participants' years-in-training and other relevant demographic details. Sections

B and C consisted of the Conflict Resolution Behaviour Questionnaire (CRBQ), with a reliability coefficient of 0.75, and the Logical Reasoning Aptitude Scale (LRAS), with α = 0.73. Two research questions were raised and answered at the 0.05 level of significance, using Pearson’s Product-Moment Correlation (PPMC) and Analysis of Variance (ANOVA) statistical tools. Results revealed a significant positive relationship between conflict engagement efficacy and logical reasoning aptitude: r(198) =0.146, p<.05, r2 = 0.021. Thus, logical reasoning aptitude accounted for a 2% increase in conflict engagement efficacy. Furthermore, a Welch ANOVA summary revealed a statistically significant difference in conflict engagement efficacy across years in training among counsellor-trainees in tertiary institutions in Ogun State; F(3,60)= 2.999,

p < 0.05. Based on the findings, the study recommends the inclusion of logical reasoning skills and conflict engagement techniques in counselling training sessions, as well as a thoroughly supervised practicum exercise for counselling students in tertiary institutions.

INFLUENCE OF EMOTIONAL INTELLIGENCE ON CONFLICT RESOLUTION AMONG COUPLES IN KARU LOCAL GOVERNMENT AREA OF NASARAW A STATE

Abel E. ENOKELA, PhD, Victoria I. MOMOH, PhD, Gladys O. OMONAGBE, PhD — Sat, 01 Aug 2026 00:00:00 +0000

This study investigated the influence of emotional intelligence on marital conflict resolution of couples in Karu Local Government Area of Nasarawa State, adopting the survey design. The simple random and stratified sampling techniques were used to draw a sample of 100 young spouses (50 males and 50 females). The instruments for the conduct of the research were adapted E-OSC Emotional Intelligence Questionnaire (EIQ) and a researcher-made instrument,

Conflict Resolution Questionnaire (CRQ); validated by experts in the field of Guidance and Counselling. The instruments were close ended type of questionnaires with reliability coefficients of 0.79 for EIQ and 0.83 for CRQ, using Cronbach Alpha reliability method. The study was guided by five research questions and five corresponding hypotheses. The t-test statistical tool was used to analyze the data at 0.05 level of significance. The results reveal that all the components of emotional intelligence significantly influenced marital conflict resolutions as follows: self-awareness on conflict resolution (t=57.247; P = 0.00 < 0.05); self-regulation on conflict resolution(57.346; P = 0.00 < 0.05), self-motivation on conflict resolution (55.238; P =

0.00 < 0.05), empathy on conflict resolution(53.178; P = 0.00 < 0.05), and social skills on conflict resolution(53.178; P = 0.00 < 0.05). These results confirm that emotional intelligence significantly influenced conflict resolution and marital adjustment among the participants. It is therefore recommended that counsellors should help couples to be emotionally intelligent in order to resolve marital conflicts amicably to foster marital stability and satisfaction.

COUNSELLING APPROACHES AND STRATEGIC CONFLICT TECHNIQUES FOR ENHANCING INTERPERSONAL HARMONY IN EDUCATIONAL SETTINGS IN OWERRI MUNICIPAL COUNCIL OF IMO STATE, NIGERIA.

Ogechi CHUKA-OKONKWO PhD, Helen F. UGBOH — Sat, 01 Aug 2026 00:00:00 +0000

This study investigated the effectiveness of counselling approaches and strategic conflict

management techniques in fostering interpersonal harmony within educational settings. With rising incidents of interpersonal conflicts in schools among students, teachers, and administrators, the research aimed to explore how guided counselling and conflict resolution strategies can promote peaceful coexistence and enhance relationships. A descriptive survey research design was adopted, involving a sample of 150 respondents (students, teachers, and

counsellors) selected from a population of 300 in secondary schools in Imo State, Nigeria. The

instrument used for data collection was a structured questionnaire titled "Counselling and Conflict Management Questionnaire (CCMQ)". Data were analyzed using mean scores, chi-square, independent t-test, and ANOVA. Findings revealed that individual and group counselling, cognitive-behavioural, and humanistic approaches significantly contribute to interpersonal harmony. Similarly, conflict resolution techniques such as collaboration, mediation, and compromise were found to be highly effective. Significant differences existed in the perception of students and teachers regarding these techniques. Based on the results, the study recommends the institutionalization of school-based counselling programs and training of educators in conflict resolution strategies to enhance a harmonious and productive educational environment.

PERCEIVED ROLE OF COUNSELLING TECHNIQUES IN COMMUNITY CONFLICT RESOLUTION: A PATH TO HARMONY

Hope E. MGBEODURU PhD — Sat, 01 Aug 2026 00:00:00 +0000

Community conflicts continue to be a barrier to social cohesion, development, and sustainable

peace, arising from unmet emotional, social, and relational needs. This paper examines the

perceived role of counselling techniques in community conflict resolution and their contribution to fostering harmony, reconciliation, and cooperative engagement. Drawing on theoretical frameworks such as Human Relations Theory, the Person-Centred Approach, and Conflict Transformation Theory, the paper examines how counselling promotes empathetic communication, mediation, negotiation, emotional healing, and dialogue within community settings. Through a comprehensive theoretical analysis, the study demonstrates that counselling not only addresses immediate disputes but also transforms underlying relational issues,

strengthens trust, and cultivates a culture of forgiveness, dialogue, and coexistence. Findings indicate that integrating counselling approaches into community leadership and traditional systems enhances these structures' capacity to manage conflicts holistically and sustainably. The paper concludes that counselling serves as a catalyst for sustainable peace through relational

resilience, social cohesion, and collective well-being. It offers suggestions for institutionalising counselling programmes, developing leadership capacity, and promoting community participation to ensure long-term harmony. This paper contributes to understanding counselling as a strategic tool for conflict resolution and peace building across diverse community contexts.

PSYCHOLOGY OF PERSUASION: INTEGRATING COUNSELLING TECHNIQUES INTO NEGOTIATION

Ibrahim M. GUDIDI, Aisha U. ZUBAIR, Fatima G. BIZI, Ishaq A. MALU — Sat, 01 Aug 2026 00:00:00 +0000

Persuasion plays a pivotal role in negotiation, shaping how individuals communicate, collaborate, and resolve conflicts. Effective negotiation relies not only on logic and argumentation but also on the ability to understand and influence others' perspectives. This paper argues that integrating counselling techniques into negotiation practices can significantly enhance a negotiator’s persuasive capabilities while upholding ethical and relational standards. Techniques such as active listening, empathy, reframing, and rapport-building—commonly used in counselling—help negotiators establish trust, reduce resistance, and foster constructive

dialogue. Drawing on theories from psychology and counselling, including emotional

intelligence frameworks, cognitive-behavioral approaches, and person-centered models, the

paper examines how these insights can be adapted to various negotiation scenarios. It also considers the role of emotional regulation, mindset, and communication style in shaping

persuasive efforts. By presenting case examples and reviewing relevant empirical research, the paper illustrates how counselling-informed strategies contribute to more effective negotiation processes and outcomes. Particular attention is given to applications in personal, organizational,

and cross-cultural contexts, where emotional and interpersonal dynamics often play a critical role. The paper concludes that a multidisciplinary approach—grounded in psychological theory and counselling practice—not only enhances persuasive impact but also promotes mutual understanding, ethical conduct, and sustainable agreements in negotiation. This integration offers a compelling framework for professionals seeking to navigate complex negotiations with greater skill, sensitivity, and success.

SELF-MANAGEMENT COUNSELLING TECHNIQUES’ EFFECT ON A VOIDANCE BEHA VIOUR AMONG SECONDARY SCHOOL STUDENTS IN LAFIAGI KW ARA STATE, NIGERIA

Sat, 01 Aug 2026 00:00:00 +0000

School avoidance behaviour among secondary school students poses a serious threat to academic success, emotional wellbeing, and social development. Although counselling interventions have been widely explored, few studies have examined their effectiveness across distinct behavioural problems such as general avoidance. This study emphasizes the importance of dimension-specific, evidence-based interventions in addressing school avoidance behaviour by determining the effects of Self-Management Counselling Technique (SMCT) on academic and conflict dimensions of school avoidance behaviour among secondary school students in Lafiagi, Kwara State, Nigeria. The study adopted quasi-experimental research design involving pretest-posttest only and focused on 200 secondary school students identified with school avoidance behaviour in Lafiagi Kwara state, Nigeria. Participants were identified using the School Avoidance Behaviour Checklist (SABC) and 20 most ranked students were purposively selected.

Data was collected from the identified students using School Avoidance Behaviour

Questionnaire (SABQ) and were analyzed using paired sample t-tests. Two null hypotheses were raised and tested at 0.05 level of significant. Results indicated that SMCT (t= 41.584; p=.000<.05) significantly reduced academic-related avoidance behaviour, but do not have a significant

effect on conflict-related avoidance behaviour (t =.410, p =.691 >.05). Thus, concluded that

self-management counselling technique hard positive effect on academic dimension of school avoidance behaviour but not on conflict dimension of school avoidance behaviour among the students.The study recommended the use of SMCT for managing academic-related school

avoidance behaviour, and integration of other strategies for conflict-related school avoidance behaviour.

COUNSELLOR’S ROLE IN THE CONFLICT RESOLUTION OF ADOLESCENTS AND THEIR PEERS

Nkeiruka P. OGBUOKIRI PhD, Peter A. THEODORA — Sat, 01 Aug 2026 00:00:00 +0000

This paper examines Counsellors’

role in the Conflict Resolution of Adolescents and their Peers in Abia State. Adolescents are individuals in the transitional stage of development between childhood and adulthood, typically ranging from ages 10 to 19, characterized by rapid physical, emotional, cognitive, and social changes. Adolescents often experience conflicts with their peers,

which can negatively affect their emotional well-being, academic performance, and social

relationships. School counselors play a vital role in helping adolescents resolve conflicts,

manage emotions, and build positive interpersonal relationships. The paper identifies common sources and types of adolescent conflicts and highlights key counseling strategies such as negotiation, mediation, dialogue, emotional regulation training, and problem-solving techniques.

The paper reveals that when counsellors provide a safe, supportive, and structured environment, adolescents are better equipped to communicate effectively, develop empathy, and resolve disputes peacefully. The paper suggests the implementation of structured conflict resolution programs in schools, regular counseling interventions, and increased government support for functional counseling centers to enhance adolescents’ social and emotional development.

INTEGRATING PERSON-CENTERED COUNSELLING (PCC) APPROACHES IN COUNSELLING: A FRAMEWORK FOR ENHANCING INTERPERSONAL HARMONY IN SCHOOL AND FAMILY SETTING

Oluwamayowa J. IRO — Sat, 01 Aug 2026 00:00:00 +0000

Conflict, whether in school or family settings, often arises from unmet emotional needs,

miscommunication, or incompatible expectations, posing significant threats to interpersonal harmony and overall psychological well-being. This paper explores the integration of the person-centered counselling (PCC) approach, originally developed by Carl Rogers, as a humanistic framework for resolving relational conflicts. Rooted in the principles of empathy,

unconditional positive regard, and genuineness, PCC emphasizes a non-directive, client- centered process that fosters emotional insight, mutual respect, and self-awareness. Drawing from contemporary counselling literature and practical conflict scenarios within Nigerian school and family environments, the paper presents a model that aligns PCC techniques with conflict resolution strategies to promote effective communication and relational healing. Methodologically, the study adopts a qualitative approach to analyze the relevance and adaptability of person-centered interventions across educational and domestic contexts. Key

findings suggest that integrating PCC into school guidance programs and family counselling systems can significantly reduce behavioral tensions, improve teacher-student and parent-child relationships, and create emotionally safe spaces for dialogue. The paper concludes by recommending the training of school counsellors, teachers, and family mediators in PCC techniques as a sustainable path toward emotional harmony and conflict prevention in contemporary African communities.

INTUITIVE TENDENCIES IN ENHANCING CONFLICT RESOLUTION AMONG SENIOR SECONDARY STUDENTS IN LAGOS STATE

Kikelomo O ADEDOTUN PhD, Moruf A. ABIDOGUN, Akolade O. LAPITE — Sat, 01 Aug 2026 00:00:00 +0000

This study examined the role of intuitive tendencies in enhancing conflict resolutions among senior Secondary School Students in Lagos State, Nigeria. The aim was to determine the extent to which students' intuitive skills influence their ability to manage and resolve interpersonal conflicts. The population comprised all senior secondary students in public and private secondary schools in Lagos State. A sample of 360 students was selected from six secondary

schools across Education District V in Lagos State using a multistage sampling technique

involving stratified and simple random sampling to ensure demographic representativeness. Data was gathered using a self-developed questionnaire titled (Intuitive Tendencies and Conflict Resolution Scale) (ITCRS), and Cronbach Alpha value of 0.82 was obtained. Data analysis used were descriptive statistics with mean and standard deviations, while inferential statistics using

Pearson’s correlation were employed to test the hypotheses at a 0.05 level of significance. The results revealed a significant positive relationship between intuitive tendencies and conflict resolution abilities among students. Empathy and emotional awareness emerged as strong predictors of effective conflict resolution. Significant gender differences were also found with female students showing higher intuitive engagement than their male counterparts. No significant differences were observed across class levels. The study concluded that intuitive tendencies significantly contribute to students’ ability to manage conflicts constructively. It

recommended that schools incorporate emotional intelligence and intuition-based training into the curriculum, and that teachers and counsellors adopt strategies that nurture students’ emotional and interpersonal skills as part of their holistic development.

INTEGRATING OF NEGOTIATION SKILLS INTO COUNSELLING EDUCATION: A TOOL FOR EMPOWERING FUTURE COUNSELLORS IN NIGERIA

Nana A. ISA — Sat, 01 Aug 2026 00:00:00 +0000

The counselling profession in Nigeria is undergoing a significant transformation in response to the country’s evolving socio-political, economic, and cultural landscape. Contemporary counsellors are now expected to transcend traditional therapeutic boundaries and function as mediators, advocates, problem-solvers, and community leaders in complex environments such as

schools, hospitals, IDP camps, correctional institutions, and conflict-affected communities.

However, Nigerian counselor education programs remain largely rooted in outdated curricular models that emphasize theoretical knowledge while neglecting critical practical skills like negotiation. Drawing upon Carl Rogers' Humanistic Theory and John Paul Lederach’s Conflict Transformation Theory, the paper underscores the theoretical relevance of negotiation to the counseling profession. It identifies negotiation as a vital interpersonal competence encompassing active listening, emotional intelligence, assertive communication, problem-solving,

and advocacy skills essential for counselors operating in diverse, high-stakes, and multicultural contexts. Despite its significance, negotiation remains conspicuously absent in Nigeria's counseling curricula, leading to a skills gap that undermines counselor efficacy in real-world practice. The study highlights current deficiencies in counselor education such as a lack of negotiation-focused courses, insufficient experiential learning opportunities, and limited interdisciplinary collaboration. It also presents compelling justifications for integrating negotiation training, including the enhancement of professional competence, empowerment of counselors, promotion of client-centered outcomes, and contribution to peace-building in conflict-prone communities. To address these gaps, the paper recommends strategies such as curriculum reform, performance-based assessments, faculty development, collaboration with

allied disciplines, and pilot programs. Challenges such as curricular rigidity, lack of trained faculty, and cultural resistance are acknowledged, alongside actionable solutions involving collaboration with professional bodies like APROCON CASSON and the NUC

IMPACT OF ARTIFICIAL INTELLIGENCE ON ENTREPRENEURSHIP EDUCATION FOR DEVELOPMENT IN THE 21ST CENTURY SKILLS: IMPLICATION FOR COUNSELLING

Ada C. Nwagwu PhD, Philomena C.N. OKOYE PhD, Temitope O. OLAOYE — Sat, 01 Aug 2026 00:00:00 +0000

This paper examines the impact of artificial intelligence (AI) on entrepreneurship education for developing 21st-century skills. AI in entrepreneurship education helps develop essential skills by promoting innovation and data-driven decision-making. The paper was guided by four research questions, and a descriptive survey design was adopted. The population of the study consisted of 2,291 students from selected schools in Epe, Lagos State, with a sample size of 340 students selected through random sampling. Data was collected via a validated questionnaire. Simple percentage analysis was used for demographic information, while the Mean and Standard Deviation were used for data analysis. The key findings of this study revealed that AI plays a significant role in improving media literacy skills, such as recognizing credible online business sources, detecting misinformation, and supporting fact checking skills in business content. It also enhance awareness of how media influences consumer behaviour and developed skills for using digital content in entrepreneurial projects. AI was found to improve problem solving skills by breaking down complex business problems into manageable parts,

offering multiple solutions, and supporting decision-making. Furthermore, AI promoted

creativity by supporting the generation of new business ideas, aiding in the creation of innovative products and services, and encouraging fresh thinking in entrepreneurial challenges.

It is recommended that educational institutions integrate AI technologies into entrepreneurship

education to enhance students' media literacy, problem-solving abilities, and creativity. There

should be a focus on hands-on learning with AI tools to prepare students for the rapidly evolving business environment. The researcher through the findings concluded that artificial intelligence significantly contributes to developing key 21st-century skills in entrepreneurship education. Counselling implications was also discussed, and this includes that in the context of AI and

entrepreneurship education, counselling should take a comprehensive approach which will blend technological expertise with the development of fundamental human abilities like moral

EFFICACY OF RELATIONSHIP BUILDING AND CONFLICT RESOLUTION STRATEGIES AMONG DELINQUENT STUDENTS IN BORSTAL TRAINING INSTITUTION BARNA W A, KADUNA

Francisca O. JAMES-FUNGAING, Ekundayo F. OCHOLI PhD, Abubakar L. YUSUF — Sat, 01 Aug 2026 00:00:00 +0000

Continuous interpersonal conflicts and mistrust among delinquents in custodial settings threaten the rehabilitative mission of Nigeria's Borstal Training Institutions. Grounded in the Cognitive Behavioural Theory (CBT) which posits that interpersonal dysfunction is a manifestation of underlying cognitive distortions and behavioural skill deficits, this study investigated the efficacy

of a structured intervention focusing on relationship-building and conflict-resolution strategies for delinquent students at the Borstal Training Institution, Barnawa, Kaduna. The central research question was: To what extent can a CBT-based intervention, focused on relational and conflict-based schemas, effectively modify the cognitive distortions and behavioural deficits that hinder the rehabilitation of delinquent students in a Borstal setting? Employing a qualitative participatory action research design (PAR), a six-week intervention was designed to function as an applied CBT module. Cognitive restructuring and behavioural skills training was utilized to target maladaptive schemas related to trust, authority, and conflict. Thirty-two male juveniles (14-21 years old) with documented histories of interpersonal behavioural issues and assent to participate in a group-based programme were purposively selected from the juveniles at the institute. Data collection involved sustained participant observation, in-depth focus group discussions, and analysis of participant reflective journals. The findings indicated significant positive shifts in participants' cognitive and behavioural patterns. Key outcomes included a

reduction in hostile attribution bias, enhanced emotional self-regulation, increased use of

assertive communication, and a demonstrated preference for constructive conflict resolution

over aggressive responses. The study concludes that relationship-building and conflict- resolution strategies are most efficacious when explicitly designed to modify the core cognitive and behavioural mechanisms that sustain antisocial conduct. These results advocate for the systematic integration of manualized, CBT-informed psychosocial programmes within Nigeria’s juvenile justice framework.

TEACHING IN THE DIGITAL AGE: ESSENTIAL ATTITUDES, SKILLS AND COMPETENCIES EXPECTED OF EDUCATORS IN SUB-SAHARAN AFRICA

Gbenga ADEBANJO, Abednego C. KANU, Ph — Sat, 01 Aug 2026 00:00:00 +0000

The rapid spread of knowledge and widespread deployment of digital technology have transformed education in the world. Yet, the African continent faces distinct constraints as identified in the paper and grapples to meet up with the evolving educational ecosystem. The purpose of the position paper is to create an awareness that the model of teacher training and professional development that has been used to produce teachers is no longer effective in the changing world. Secondary data were used with the review of some journal and book publications. It is not about theoretical knowledge anymore; there is need for teachers to develop specific sets of attitudes, skills and competencies. Some vital attitudes were highlighted such as humility, patience, kindness, firmness, diligence, discipline, commitment to duties, being

a good listener, considerate and cheerful personality. The paper pinpointed some key skills such as digital literacy, critical thinking and collaborative problem-solving that teachers should have and transmit to the learners. Some competencies were discussed such as time management, digital proficiency and innovation, organizational ability, emotional intelligence, lifelong learning and professional development, all essential for thriving in diverse and often resource-

limited educational settings. While it recognized systemic limitations such as poor infrastructure, use of outdated teaching methodology and policy shortcomings as set-backs, the paper concluded that it is essential that teachers participate in ongoing professional development and for governments to foster supportive environments through enhanced budget. The paper suggested that stakeholders should adopt models that worked in educationally advanced nations.

COUNSELLING FOR FAMILY WELLBEING AND MORAL DEVELOPMENT: A FRAME WORK FOR PROMOTING NATIONAL STABILITY AND INTEGRATION

Omotola K. AYODEJI-OYALOWO, Joseph B. FILANI — Sat, 01 Aug 2026 00:00:00 +0000

Family wellbeing is a critical bedrock for the moral development of individuals and the overall stability of a nation; of which its shortfalls may not only strain the resources and emotional reserves of families but also have broader implications for national stability and integration. This paper therefore, examined family wellbeing and moral development as it promotes national stability and integration. The concept of family wellbeing, measures of family wellbeing, family

wellbeing and moral development, the essence of family wellbeing and moral development on

national stability and integration were all examined in this paper. It was concluded that family wellbeing, being a fundamental aspect of moral development of individuals, the stability and integration of the nation, hence, tackling the issues attached to its adequacy requires an all-inclusive approach that recognizes the diverse needs of families and implementation of policies and interventions that is aimed at strengthening the family units. Among others, it was recommended that, parents should endeavour to employ a parenting pattern that will positively impact upbringing of their children. Educational institutions should integrate family life

education into their curricula to equip individuals with the skills needed for healthy family relationships. This education should cover topics such as communication, conflict resolution, and financial management.

LEVERAGING ARTIFICIAL INTELLIGENCE TOOLS FOR EFFECTIVE DISPUTE RESOLUTION AND COUNSELLING IN EDUCATIONAL SETTINGS

Chinenyenwa E. EZEA PhD, Franklin I. MIRIKWE — Sat, 01 Aug 2026 00:00:00 +0000

Artificial intelligence AI is the in-thing in every sphere of living and as such, every sector has

adapted to it including education and counselling. This intelligence offers unprecedented opportunities for streamlined conflict resolution and data-driven insights. This paper explores the integration of AI tools in dispute resolution and counselling within educational setting. It focuses on its potential to enhance communication, conflict mediation and provides data driving insights for decision making. The paper was hinged on two theories such as technological mediation theory and

conflict management, the study reviewed existing AI applications such as chatbots, sentiment analysis systems, and predictive analytics platforms that support school counsellors and administrators in addressing interpersonal and group disputes. Furthermore, the paper also explores the ethical, technical, and human factors influencing AI adoption, highlighting both the

opportunities and challenges associated with these innovations. The paper suggested among others that School counsellors and teachers should receive continuous professional development to competently interpret AI-generated insights, understand algorithmic limitations, and maintain empathy in AI-supported counselling.

ROLES OF EMOTIONAL INTELLIGENCE IN MEDIATING MARITAL CONFLICTS: A COUNSELLING PERSPECTIVE

Sat, 01 Aug 2026 00:00:00 +0000

This paper explores the role of emotional intelligence in mediating marital conflicts from a counselling perspective. It draws on empirical literature, conceptual and theoretical review to understand how emotional intelligence influences marital satisfaction and conflict resolution, the paper further delves in to the common causes of marital conflicts, the mediating roles of emotional intelligence in marital conflicts as well as the techniques for building emotional intelligence in couples, finally the paper also further looks at the implication for counselling practice, the paper aims to equip counselors, educators, and couples with insights for emotionally intelligent relationship management.

EFFECT OF NEGOTIATION SKILLS TRAINING ON MARITAL CONFLICT AMONG MARRIED TEACHERS IN PRIMARY SCHOOLS IN ABIA STATE

Vivian I. S. IRUKE, Elizabeth O. EJIKEME — Sat, 01 Aug 2026 00:00:00 +0000

This study examined the effect of negotiation training on marital conflict among married primary school teachers in Abia State, Nigeria. A quasi-experimental pretest–posttest control group design using a 2×2 factorial matrix was adopted. Two research questions and two hypotheses guided the study. Twenty-four married teachers were selected from a population of 687 teachers identified with marital conflict cases in the state. The participants comprised 12 teachers in the

negotiation training group and 12 in the control group. A multi-stage sampling procedure was

employed, and data were collected using the Marital Conflict Identification Questionnaire

(MCIQ), a 30-item instrument developed by the researchers with a four-point rating scale. The instrument was validated by three experts from the College of Education, Michael Okpara

University of Agriculture, Umudike, Abia State. Data were collected in three phases: pre-

treatment, treatment, and post-treatment. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) tested the hypotheses at the 0.05 level of significance. Results revealed that negotiation training significantly reduced marital conflict, while gender showed no significant influence. Recommendations were made for counseling services and teacher support programme.

ARTIFICIAL INTELLIGENCE IN DISPUTE RESOLUTION AND COUNSELLING IN ABUJA, NIGERIA

Amorha IFEAGACHUKWU PhD — Sat, 01 Aug 2026 00:00:00 +0000

The increasing complexity of disputes across various sectors has necessitated innovative and efficient approaches to conflict resolution and counselling. This study examined the effectiveness of Artificial Intelligence (AI) in dispute resolution among counsellors in Abuja, Nigeria. Specifically, the study addressed four research questions focusing on counsellors’ awareness, perceptions, utilization, and challenges associated with AI integration in practice. A descriptive survey design was adopted. Data were collected using a 25-item structured questionnaire with a reliability coefficient of 0.82 (Cronbach’s Alpha), alongside semi-structured interviews conducted with selected respondents to obtain in-depth insights. The participants comprised

counsellors engaged in conflict management across educational, workplace, family, and

community settings. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data from the interviews were analysed thematically. Findings revealed that counsellors exhibited moderate awareness of AI; however, only limited number actively utilized AI tools. AI was perceived as useful for handling repetitive tasks, emotion recognition, and preliminary mediation processes. Despite its benefits, concerns were raised regarding limited emotional intelligence, data privacy risks, ethical issues, and the possible erosion of the

human element in counselling. Key challenges identified included inadequate training, high

implementation costs, and scepticism about AI’s neutrality and empathy. The study concluded that while AI has significant potential to enhance dispute resolution, it cannot replace the human-centered nature of counselling. It recommended targeted training programmes, stronger collaboration between technology experts and counsellors, and the establishment of clear ethical guidelines.

ASSESSMENT OF THE IMPACT OF EMOTIONAL INTELLIGENCE ON STUDENT-TEACHERS’ EDUCATIONAL CHOICE: PERCEPTION OF TEACHER EDUCATORS

Ngozi D. DURU, Ursula O. IBEBUIKE, Chinekwu G. OFOEGBU, Ijeoma C. AJILEYE — Sat, 01 Aug 2026 00:00:00 +0000

This study investigated the impact of emotional intelligence on students' academic decisions as evaluated by teacher educators.

The issue discussed was the inadequate comprehension of how emotional abilities influence students' academic decision-making, encompassing topic choices and career planning. The objective was to evaluate teacher educators' perspectives regarding the

significance of essential emotional intelligence components in influencing these decisions. A descriptive survey research design was utilized. The sample comprised 102 teacher educators intentionally selected from the Faculty of Education at Alvan Ikoku Federal University of Education, Owerri. Data were gathered via a validated 20-item structured questionnaire, which exhibited a reliability coefficient of 0.84. Responses were assessed using a 5-point Likert scale and analyzed by

mean and standard deviation, with a threshold of 2.50. The findings indicated that emotional

intelligence substantially affects students' capacity to correlate academic skills with professional aspirations, make intelligent educational choices, and manage academic stress successfully. Students exhibiting elevated emotional intelligence were regarded as displaying superior drive, self-regulation,

and social awareness in their academic endeavors. The study determined that emotional intelligence is a vital element in improving students' educational decision-making and overall academic progress.

It consequently advocates for the incorporation of emotional intelligence frameworks into educational

methodologies. Structured mentorship programs should be instituted to assist students in navigating academic and personal challenges, while career counseling services ought to integrate emotional intelligence strategies to facilitate the alignment of students' educational decisions with their

capabilities and long-term objectives

GENDER DYNAMICS IN COUNSELING AND COMMUNITY DISPUTE RESOLUTION IN GIW A LOCAL GOVERNMENT AREA OF KADUNA STATE, NIGERIA

Jamila S. SHIKA PhD, Fatima Y. MUHAMMAD — Sat, 01 Aug 2026 00:00:00 +0000

This study explored gender dynamics in counselling and community dispute resolution among residents of Giwa Local Government Area, Kaduna State, Nigeria. The study was guided by two objectives, two research questions, and two hypotheses. A descriptive survey research design was adopted. The population comprised 2,150 community members involved in dispute resolution processes across five communities in Giwa Local Government. A sample of 450 participants was randomly selected. Data were collected using a validated questionnaire,

adapted from existing literature, with a reliability coefficient of 0.78 and internal consistency of 0.85, pilot-tested on 50 participants from the neighbouring community. Data were analyzed using the Statistical Package for Social Sciences (SPSS), with mean scores and standard deviations addressing research questions, and Analysis of Variance (ANOVA) testing hypotheses at a 0.05 significance level. Findings revealed significant gender differences in participation and effectiveness in counselling and dispute resolution, with women showing higher engagement in counselling but lower influence in community dispute resolution. The study concluded that addressing gender disparities through targeted training and inclusive policies could enhance equitable participation. It recommended that local governments and NGOs develop gender-sensitive training programmes to empower both men and women in counselling and dispute resolution processes.

EMOTIONAL INTELLIGENCE AND MATHEMATICS PERFORMANCE AMONG LOW-ACHIEVERS IN SECONDARY SCHOOLS IN IMO STATE

Isaac U. ONWUZURUIKE, Osorochi P. OBI PhD — Sat, 01 Aug 2026 00:00:00 +0000

This study examined the relationship between emotional intelligence and Mathematics performance among low-achieving students in secondary schools in Imo State. The study

adopted a correlational research design to determine the extent to which emotional intelligence relates to Mathematics performance among low-achieving students.

Two research questions guided the study. The population of the study comprised 15,000 low-achieving secondary school students in Imo State, while a sample size of 300 students was selected using a multi-stage sampling technique. Data were collected using a 10 item structured questionnaire titled Emotional Intelligence Questionnaire for Mathematics Low-Achievers (EIQ-MLA) and students’

Mathematics performance scores obtained from school academic records. The instrument was validated by three experts and a reliability coefficient of 0.70 was obtained using Cronbach’s Alpha method. Data collected were analysed using mean and standard deviation to answerresearch question one and Pearson’s Product Moment Correlation (PPMC) was used to establish the relationship between the EI and academic performance. The findings revealed that emotional intelligence has a high positive and significant relationship with Mathematics performance among low-achieving students in secondary schools in Imo State (r = 0.61, p <0.05). The study concluded that emotional intelligence is an important non-cognitive factor influencing Mathematics performance among low-achieving students. The study recommended

that teachers, counsellors, and education authorities should integrate emotional intelligence development into teaching and counselling programmes to improve Mathematics performance among low-achieving students.

PSYCHOLOGICAL STRESS MANAGEMENT STRATEGIES FOR STUDENTS’ SOCIAL MEDIA OVER USAGE IN FEDERAL UNIVERSITY OF KASHERE NIGERIA

Alhaji DANLADI, Bshir ABDULLAHI PhD, Muhammad B. HASHIDU PhD — Sat, 01 Aug 2026 00:00:00 +0000

This study investigates the psychological stress management strategies for students’

social media over usage in Federal University of Kashere Nigeria the specific objectives of the study is to determine the extent of social media usage among Federal University of Kashere, Gombe state Students, and identify major sources of psychological stress related to social media usage among Kashere, Gombe state Students. Media serve as a means to send and receive information. Most of this information can be used in a negative way. On the other hand, media can be used for good, to disseminate information, facts and ideas that may be important for the people to share.

While social media site can be seen as any Web site that allows for social interaction, such as, Facebook, MySpace, WhatsApps, Twitter, game sites, video sites, such as, YouTube; and blogs. In fact, using social media Web sites nowadays is the common hobby among adolescents and adults. The research design adopted for this study was descriptive survey. The target populations of this study were the Faculty of Education 300 level students of Federal University of Kashere Gombe state Nigeria. Sample of 100 students were randomly selected from the population of

about 1100 students using Morgan, K. (1970). The instrument adopted for data collection was self-structured questionnaire titled,

“Psychological Stress Management Questionnaire, data collected from the respondents will be analyzed using descriptive statistics by mean and standard deviation to answer two research questions. Results of the study revealed that social media over usage affect students emotionally. Lastly study recommended that parents and teachers should supervise the activities of their children.

ROLE OF CONFLICT RESOLUTION SKILLS IN PREDICTING UNDERGRADUATE STUDENTS' ACADEMIC PERFORMANCE AND INVOLVEMENT IN ACADEMIC CONTROVERSY AT YABATECH'S EPE CAMPUS IN LAGOS STATE

Sat, 01 Aug 2026 00:00:00 +0000

This study investigated conflict resolution abilities as indicators of academic success and involvement in academic disagreement among undergraduate students at Yabatech's Epe Campus in Lagos State. The study used a cross-sectional survey design and was based on the Constructive Controversy Theory, which was created by David W. Johnson and Roger T.

Johnson. Using proportionate sampling, a sample of 333 pupils was chosen from a population of 2,000. Academic performance was evaluated using self-reported CGPA categories, and data were gathered using validated four-point Likert-scale instruments measuring academic dispute engagement and conflict resolution abilities. Multiple regression and hierarchical regression analyses were used, and reliability coefficients varied between.86 and.88. The results showed that academic controversy engagement (β =

.62, p <.001) and academic performance (β =

.41, p<.001) were significantly predicted by dispute resolution abilities. Academic controversy engagement also significantly predicted academic performance (β =.38,p <

.001) and partially mediated the relationship between conflict resolution skills and academic performance. The study concludes that constructive conflict management enhances cognitive engagement and academic success. Recommendations for curriculum integration of conflict resolution training are discussed.

EMOTIONAL INTELLIGENCE IN FAMILY CONFLICT RESOLUTION AND COUNSELLING

Samuel O. AJAYI — Sat, 01 Aug 2026 00:00:00 +0000

Emotional intelligence (EI) has emerged as a foundational element in effective family conflict resolution and counselling practices. This paper explored how key components of emotional intelligence such as; self-awareness, self-regulation, motivation, empathy and social skills contribute to improved interpersonal dynamics, collaborative problem-solving and therapeutic

outcomes in family conflict resolution and counselling. Based on recent findings using secondary data such as books and journal,the paper highlighted the predictive role of EI in adopting constructive family conflict styles and building strong counsellor-client alliances. It also examined the integration of EI into professional training and organizational development, while acknowledging cultural and methodological challenges. The position advanced in this paper supports the intentional development of emotional intelligence competencies in both conflict

mediators and counselling professionals as a strategic means to enhance relational effectiveness and emotional well-being. Professional counselors, family mediators, social workers and the likes are therefore advised to be intentional in encouraging and helping married couples and the intending couples to imbibe emotional intelligence.

COUNSELLORS’ PERCEPTION ON ENHANCING EMOTIONAL INTELLIGENCE TRAINING IN THE THERAPEUTIC COUNSELLING RELATIONSHIP

Rebecca E. AGHADINAZU PhD, Sunday E. ANDREW — Sat, 01 Aug 2026 00:00:00 +0000

The study investigated counsellors’ perception on enhancing emotional intelligence training in the therapeutic counselling relationship. The study adopted the mixed - method approach,

combining both quantitative and qualitative methods to gain a comprehensive understanding of counsellors' perceptions of emotional intelligence (EI) training in therapeutic counselling. The quantitative component involved a structured questionnaire, while the qualitative component

involved semi-structured interviews with practicing counsellors. The target population for this study comprised practicing counsellors across various counselling settings (e.g., clinical, educational, organizational) in the federal capital territory Abuja. Purposive sampling technique was used to select 150 participants based on their willingness to be part of the study. A researcher developed instrument titled “Counsellors Perception on Enhancing Emotional Intelligence Training in Therapeutic Counselling Relationship Questionnaire ” (EEITTCRQ) was used for data collection. The instrument was validated by three experts. The instrument was tested for internal consistency using Cronbach Alpha Statistics and reliability coefficient of 0.70

considered high enough was gotten. Mean and standard deviation were used to answer the

research questions while t–test was used to test the hypotheses at 0.5 level of significance.

Findings revealed that emotional intelligence training enhance such skills as self-awareness, empathy among others. It was recommended that emotional intelligence training is essential in counselling and should be incorporated into counselling education.

ASSESSMENT OF COUNSELLING STRATEGIES FOR CONFLICT RESOLUTION IN PUBLIC SECONDARY SCHOOLS IN OWERRI EDUCATIONAL ZONE

Maris M. BEST-NJOKU PhD, Chidimma G. OKEREKE PhD — Sat, 01 Aug 2026 00:00:00 +0000

The study investigated Counselling Strategies for Conflict Resolution in Public Secondary Schools in Owerri Educational Zone. Based on the purpose of the study three research questions guided the study. The study adopted descriptive research design. The population of the study comprised all the three thousand six hundred and thirteen (3,613) secondary school teachers in the sixty-five (65) government owned secondary schools in Owerri Education Zone 1 of Imo State. The sample was made up of 300 teachers. This is made up of 100 teachers from girls’ school, 100 teachers from boys’ school and 100 teachers from co-educational schools. Simple random sampling (balloting without replacement) was used. The instruments used for data collection was titled School Counselling Strategies for Conflict Resolution Questionnaire (SCSCRQ). The SCSCRQ was validated experts. The reliability co-efficient(r) of 0.88 was obtained using Cronbach alpha method. Data collected were analyzed using Mean, standard deviation for the research questions. The result showed that there are effective Counselling Strategies for Conflict Resolution in Public Secondary Schools despite its causes and consequences in Owerri Educational Zone. It was recommended that teachers and School

counsellors should provide and monitor the under reporting of hate, crime and discriminating behaviours in schools.

WORK ENVIRONMENT PREFERENCE AND WORK MOTIV ATIONS AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN SABON-GARI LOCAL GOVERNMENT AREA KADUNA STATE, NIGERIA

Dahiru A. KASIM, Salman A. ADISA PhD — Sat, 01 Aug 2026 00:00:00 +0000

This study investigated the relationship between Work Environment Preference and Work Motivation among JSS3 students in Sabon-gari local government area. The objective was to find out the relationship between work environment preference and work motivations among JSS 3 students in Sabon-gari local government area, Nigeria. The sample of this study comprised of three hundred and eighty two (382) students of public secondary school. The research design

used was correlational method. Work Environment Preference Scale (WEPS) (1999) and Work Motivations Scale were the research instruments used for data collection. In selecting the sample of the study, Cluster sampling technique was used to select (15) schools. The sample was drawn from the selected fifteen public secondary schools in Sabon-gari local government area of Kaduna State. Stratified sampling is also used in selecting a representative sample. The reliability of the instruments was established using Cronbach alpha coefficient. The data

collected from respondents for this study were analyzed using both descriptive and inferential

statistics. The research questions were answered using descriptive statistic such as mean and standard deviation. While the null hypotheses were tested using inferential statistic such as Pearson Product Moment Correlation (r) was used to test the null hypotheses raised in the study.

Findings of the study revealed that the main objective of the calculated P value of 0.000 is less than 0.05 and correlational index level is at 0.512 at degree of freedom of 351. This shows that work environment preference has positive correlation with work motivations in the study area, The higher the students level of work environment preference, the higher their work motivations and vice versa Based on the findings of the study, it was concluded that significant positive relationship exist between work environment preference and work motivationsamong teachers in secondary schools in sabon-gari local government area of kaduna State. It was recommended that Educational counsellors, psychologist and measurement evaluator should organized

seminars, workshops, conferences and symposium to sensitize, teachers, parents, and curriculum planners on the importance of Work environment Preference and Work Motivations among students of Secondary School