AN ASSESSMENT OF COUNSELLORS’ E-COUNSELLING KNOWLEDGE AND SECONDARY SCHOOL STUDENTS’ ADJUSTMENT TO E-COUNSELLING IN THE SOUTH WEST REGION OF CAMEROON

Abstract

The advent of technology has transformed the counseling landscape, with e-counseling emerging as a viable alternative to traditional face-to-face counseling. However, the effectiveness of e-counseling hinges on counselors' competence in using digital platforms and students' willingness to adapt to this new paradigm. E-counseling is a vital tool in promoting school adjustment, as it provides students with accessible, confidential, and flexible support to address emotional, social, and academic challenges. This digital approach breaks down barriers to traditional counseling, ensuring that students receive the necessary support to thrive in their educational environment. This study aimed to assess counselors' e-counseling knowledge and secondary school students' adjustment to e-counseling, exploring the relationship between these two variables .The objective of this paper was to examine Counsellors’ Knowledge of E Counselling and the School Adjustment in secondary school students of the South West Region? The target population was made up of 240 school counsellors selected from 274 counsellors in the different schools in the South West Region. A google form questionnaires and an interview guide were the research instruments used to collect the data. Purposive sampling, simple random, convenience, and proportionate sampling techniques were used data for the study. The study employed Person Centered Therapy by carl Rogers, in order to establish the relationship between E counselling knowledge and School adjustment. The findings revealed that counselors' e-counseling knowledge was moderately high, with areas of strength in technical skills and areas for improvement in ethical considerations. Students' adjustment to e-counseling was also moderate, with concerns about confidentiality and technical issues. A significant positive correlation was found between counselors' e-counseling knowledge and students' adjustment. Results revealed that there is a significant relationship between E-counselling knowledge and school adjustment of secondary school students as was established (R-value 0.451, p-value < 0.001. It was recommended that counsellors should seeks avenues for self-improvement in digital technology through free online programs and that training schools make efforts to include e counselling modules in their training programs. This study highlights the need for ongoing professional development for counselors to enhance their e-counseling competencies. It also underscores the importance of addressing students' concerns and preferences when implementing e-counseling services. The findings have implications for counseling practice, education, and research, emphasizing the need for a collaborative effort to ensure the effective integration of e-counseling in secondary school settings.