Dynamics of personal-social counselling practices onadolescents’ societal adaptation in fako division, south west region of Cameroon

This study aimed at investigating how personal-social counselling practices influences adolescents’ societal adaptation in Fako Division, South West Region of Cameroon. The theoretical underpinnings of this study were informed by Carl Rogers’ (1967) Person-Centered theory Albert Bandura’s (1997) Social learning theory. The study employed the convergent-parallel mixed research design whereby both qualitative and quantitative data were collected simultaneously through questionnaires and interview. A sample of 360 adolescents, 18 counsellors and 15 parents were randomly, purposively and conveniently selected from public, lay-private and confessional schools in Buea, Tiko and Limbe sub-divisions in Fako Division in the South West Region of Cameroon bringing the total number of participants to 393. A Chi Square Test was used to establish the degree to which providing personal-social counselling influences adolescents’ societal adaptation. The hypothesis was tested at the significance level of 0.05. The qualitative data obtained were analyzed using the technique of content thematic analysis. The Chi Square Test revealed that with the number of participants at 360, the Chi square is value is 532.957a with a degree of freedom (df) of 304, p = 0.000, which is less than 0.05. That is X2 (304, N=360) = 532.957a, p = 0.000. From the analysis above, the significance or p-value = .000 is less than predetermined alpha =0.05 (0.000<.05). Also, the calculated X2 value (532.957a) is greater than the critical table value (124.3). This implies that personal-social counselling practices have a significant influence on adolescent societal adaptation. Given that this increase is significant with a p-value of 0.000, it is evident from the study that personal-social counselling significantly influences adolescents’ societal adaptation. Counsellors should organize orientation sessions with guardians and parents within communities on the importance of character education while they continue to serve as role models to these children. Parents are hereby encouraged to spend time with children and create positive relationships and rapports among the children and peers as well, while reiterating on good behaviour and moral standards.