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

Abstract

This study examined the counselling strategies adopted for conflict resolution in senior secondary 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 effects 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 difference 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.