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Saturday, November 5, 2011
What Challenges do you foresee in the implementation of the 60,000 laptop project to Public Basic Schools, by the ministry of Education?* How should the challenges be addressed?
Introduction
According to Ehrman, ‘teaching and learning is our core business which is changing students’ knowledge, aptitudes, abilities and attitudes, and everything else must add value to it.’ Changing students’ knowledge, aptitudes, abilities and attitudes is like changing a Lizard into a Butterfly. And if teaching and learning is the key for such a transformation, then it is possible. However, it is a very complex task. Getting children to metamorphose from one status of intellect to another, through teaching and learning involve several procedures, theories and principles that must be followed over a long period of time. Conventional teaching practices, with outmoded pedagogy, have not been able to develop the learner's mind as it is supposed to. The introduction of technology into schools across the world, have transformed teaching and learning rapidly. It has also made students more proactive than passive. Today's rapid advancement and technological development have opened up a new and exciting world that, just a few years ago, seemed unimaginable. With the click of a mouse, technology continues to change the way we live, learn, work and interact each and every day. (Tun Dr. Mahathir Mohamad, the 4th Prime Minister of Malaysia. (HMEF 5083 Course Manual, chapter 3).
Discussion
Ingrid Ansah in her submission, stated that the approach suggested by Dr. Mahathir Mohamad in the course manual is what basic school teachers must do and I quote: ‘basic school teachers will have to adopt if or when the Ministry of Education fulfils its promise. This initiative will require training on a mass scale for both teachers and students. Teachers will need to be trained in skills such as;` learning skills, creative and critical thinking, facilitating, assessment and evaluation and technology competence.’
Well, for me what Ghanaian schools need, with regard to ICT education, is far more greater than training basic school teachers. Why on earth would one want to train teachers, when indeed there is no comprehensive plan for effective integration of educational and Instructional technology into schools? What happened in Malaysia, through the PDK programme, which later became known as SMART School, remember was guided by a model, which was carefully planned, with theories from the domains of Seels and Richey as well as the ADDIE model from McGriff. Today, they have a more comprehensive ICT education, which goes beyond the installation and use of broadband internet. Can Ghana boast of ICT education when indeed educators and policy makers are not applying tried and proven educational theories to change knowledge, aptitudes, attitudes and abilities of children?
On Monday, 12 September 2011, the major news that hit the headlines was that ‘Government is to distribute 60,000 laptops to basic schools across the country under its computerization project to improve the teaching of ICT.’ (GNA News. Source: Modernghana.com). Moreover, “Betty Mould Iddrisu, Ghana's minister of education, announced the plan as part of the government's Basic School Computerization Project, which is designed to ensure that Ghanaian children grow up computer literate in an increasingly digital world. (www.lenovo.com). The project was launched in Accra, under the theme “ICT as a tool for development at the basic level education”, said the initiative seeks to equip and empower basic school teachers and pupils with modern ICT equipment and skills to enhance their knowledge and capability in the use of modern technology.’’
A critical analysis of the theme for launching the project gives us some clues about the Government’s ICT agenda at the basic schools level. Using ICT as a tool for development in basic schools. This theme in itself is mediocre. One may ague that it is just a starting point. But I beg to differ because I have been an ICT Teaching Assistant in the Business and ICT department of Barking College in the United Kingdom during the 2005/ 2006 academic year. That was at the tertiary level. At the basic level, I was a volunteer teacher for a week in Lauriston Primary school in Hackney, London, to teach 8 year olds i.e. Key Stage 2 pupils. In Ghana, between the period of September 2006 to November 2007, I was the ICT instructor at Alsyd Academy, a basic school situated at Dworwulu, a suburb of Accra.
At the tertiary level in Barking College, I realized that all teachers had laptops and used the computer and its peripherals, alongside recommended software and applications to instruct or teach students. Every lecture room was fully equipped with technological devices such as desktop computers, webcams, projects, CDs and other storage devices. So teaching and learning was instructed through technology. Literacy and numeracy became very easy and inspiring for students to do. Class assignments were research and internet based as well as books. Note here that there were no dedicated computer laboratories, but rather the lecture rooms were furnished with technological devices, specifically for teaching and learning. This made students very active rather than passive learners.
At the basic level in Lauriston primary school, there was a dedicated computer laboratory for teaching and learning of ICT at certain periods in the week. And to my surprise, children of KS 2, saw the computer as a play device. But once they were instructed through demonstrations and maneuvering, they were engaged to study better than conventional teaching practices. In Alsyd Academy, there was a dedicated computer laboratory with 40 desktop computers and pupils had to share one computer by pairing. This was solely provided to teach Basic Computing Skills, but without overhead projectors. So as a teacher, I had to go round and help each pupil click the right button and menu box, etc. That for me is partial fulfillment of ICT education. It is not like absolute Instructional Technology that is taking place in Malaysia now, through the Smart School system. Meanwhile, the Minister for education said ‘the ICT project is one of the flagship projects the Ministry of education has kick-started, hoping that by the end of 2013 Ghana will be competing with countries likes of South Africa in terms of ICT Education. (GNA News. Source: moderngahana.com).
Competing with other countries is a great idea but studying what and how others have done it is key. This project is bound to face a myriad of challenges. But before I identify the challenges let me ask a few questions, which I believe need to be operationalised in the context of this discussion.
• Who is supposed to benefit from the 60,000 laptops?
• Will all children of all public basic schools have the laptops?
• Are private schools supposed to benefit from any similar package currently or in the future?
• By what criteria are they distributing the laptops?
• How are they going to be shared in terms of quantity?
• Are the laptops going to sit in computer laboratories?
• Are there proper storage facilities for these delicate machines?
• What kind of maintenance plan is in place to ensure long life span of the laptops?
• Are teachers part of the beneficiaries?
• Are there internet facilities to support teaching and learning?
• How integrating is it? Is it just for basic computing skills or for instructional technology?
• Have teachers been trained to instruct pupils with the laptops?
These and several other questions can be asked because the project is not well planned to ensure the success and development.
The Challenges
• The project is intended for only public basic schools and this cannot bring any significant development to education in Ghana
• How can ICT be taught effectively in schools that lack standard computer laboratories?
• Internet assess and installation is a problem that bedevil many public schools.
• Many teachers are likely not to benefit from this.
• Not all children are going to get these laptops because in one of the editions of the Daily Graphic, a list of students and teachers, from the various regions, were published as benefactors who had to go to the regional education units for them. That suggests to me that not all teachers and pupils are going to benefit from this. What are the criteria for distribution? Clearly, discrimination and inequality is going to come up as a challenge if all pupils are not furnished with a laptop.
• There are no customized software and application for teaching and learning.
• Teachers across board have not been trained for ICT education.
More Challenges
Ingrid Ansah, once again, mentioned yet another challenge, saying, ‘In addition to receiving training, teachers will need to be counselled on various issues, such as class control, and encourage students to stay focused, to achieve this, the lesson need to be interesting to hold the students attention. This is essentially a big change to them and they will need to be counselled on how to cope with these changes.’ I absolutely agree with her because certainly, the attitude of pupils is going to change due to the use of laptop. Behaviour change is likely to reach undefined heights and teachers will have to find ways of ensuring good behaviour. Counselling indeed will be an antidote to some of these challenges due to the sudden change.
Another major challenge is sustainability and maintenance. How secured are these laptops in the school environment especially where there are no dedicated computer laboratories? The laptops are likely to be stolen and this will cause heavy financial loss to the state. In terms of servicing the laptops, rlg, the company that supplied the laptops to the government, are ready to carry out such maintenance duties as and when the need arise.
Finally, I would like to touch on the challenge of curriculum development. The new curriculum captures ICT as a core subject at the basic level. Which is a good thing. But how is it being treated? To date, children in basic schools just learn the theory and principles of basic computing skills but there is no avenue for them to practice, because there are no computers. Ingrid Ansah in her final assertion threw more light on this, making mention of the policy statement of Ghana’s ICT for Accelerated Development: In the policy statement of Ghana’s ICT4AD 2003, there was a statement that `policy efforts shall be directed at using ICT’s to facilitate education and learning within the educational system and to promote e-learning and e-education as well as life-long learning within the population at large.’((ICT4AD) Policy 2003). That means e-learning and e-ducation are recognized as important tools for teaching and learning. But to what extent have educators prepared e-learning materials for individual course contents based on curriculum subjects outlined? That is what we need to do because e-learning require such things as ‘Course Content’, Student Support Services’, and other materials through the Internet for ‘Student-to-tutor interaction’ and ‘Student-to-Student interaction. [from Figure 3.1: E-Learning Model for Schools [Sourcecde.athabascau.ca/online_book/ch2.html]
Solutions and Recommnendations
I think the best way to address these challenges and solve them is to look at what Malaysia, UK, Korea, Australia have done and them tap into their expertise for effective installation of instructional technology into schools.
I also beleive that the Ministry of education must provide training packages for teachers to enrol during the long vacations so that they can have time to be exposed to the tenets of instructional technology once and for all. To ensure full and effective participation of the training by teachers and educators, the Ministry of Education must send a directive to withold the salary of teachers who do not avail themselves for training, for a three month period. That way, teachers will be compelled to streamline other roles for the training. This is very important because teachers every where must be ICT compliant and technologically sound in order to be able to impart knowledge and facilitate teaching and learning in schools.
The government must also make heavy investments into the provision of infrastructure, especially computer laboratories and other technological devices for teaching and learning. Some of the private schools have found ways of investing in ICT infrastructure including the Internet. So the government must be able to do this. The burden should not be on the government alone, but all stakeholders of education must be roped into this big idea of integrating instructional technology in to schools. Pupils and students at basic schools, must be counselled and psyched up for such a change and with time they will adopt it.
Finally, educational leaders and policy makers must also ensure that the curricular is catered for by creating customised or tailor made teaching materials that take in to account Ghanaian culture and other values that are unique to Ghana.
References
HMEF 5083 Course Manual Open University AIT Graduate Studies page 52,53, 61
Ghana News Agency. GNA News of 09-14-2011, 12-09-2011: www.moderngahan.com
http://www.lenovo.com/articles/us/en/news/ghana-to-deliver-60000-laptops-to-schools.html
http://www.modernghana.com/news/350146/1/govt-to-distribute-60000-laptops-to-school-childr.html
http://www.rlgghana.com/index.php?option=com_content&view=article&id=72&Itemid=100
http://www.ghanaweb.com/GhanaHomePage/NewsArchive/artikel.php?ID=218542
http://news.gkrom.com/articles/gov’t-to-distribute-60000-laptops-to-school-children
Friday, October 28, 2011
Educational and Instructional Technology for Development of Education in Ghana: Adopting the concepts of Seels, Richey & McGriff

ABSTRACT
This term paper is prepared on the premise that Educational and Instructional Technology are crucial disciplines that, when integrated into schools, human resources become more developed and more productive. This has been proven in countries such as Malaysia, Newzeland, United Kingdom and USA. In 2005, Malaysia in collaboration with Newzeland, prepared a Handbook, dubbed ‘Monitoring and Evaluation of ICT in Education Projects’. The Handbook seeks to provide other countries with tools to develop more effective future strategies, which coordinate the introduction of computers with national education policies and programs related to changes in curriculum, teaching methods, assessment and teacher training. The Malaysian education policy is guided by the SMART School Model which is working efficiently. ICT for Accelerated Development (ICT4AD) is designed to propel educational technology in Ghana, but unfortunately, the policy is misdirected with emphasis on internet provision, rather than absolute replacement of conventional teaching with instructional technology. This paper studied and compared the educational policy framework of Malaysia and Ghana, suggesting ways of improving educational and instructional technology in Ghana; guided by the two theoretical models of educational technology by Seels and Richey as well as ADDIE model presented by McGriffi.
The Role of Internet in Education and the Challenges of using Internet in Education in Ghana
The Internet may be explained as interconnection of computers and computer networks using TCP/IP communication protocols according to T. B. Rajasherkar, NCSI, IISc; Introduction to Internet (May 2004). Protocol in the Internet domain is a set of rules of defining communication between systems. At the International Conference on Computer Systems and Technologies - CompSysTech’06, Ismail Sarıtas et al, released a paper on the subject in a document entitled, ‘The Role of the Internet in Computer-Aided Education’. In this document they discussed the role of Net-Aided Education (NAE) as follows:
• NAE disposes the educators of the problem of time and place, which are the two greatest restrictions of conventional methods. The most important problem of education (i.e. of lack of time, place and educators) makes such methods as NAE an indispensable companion of conventional methods. Learning that is based on the Internet equips the students with the opportunity to access information, without having to conform to a designated time and place. Additionally, NAE affects the students’ level of education positively by also teaching them how to keep their knowledge updated all through their lives. (CompSysTech’06, Ismail Sarıtas et al.).
• Distribution of information through the Internet is made possible by e-learning portals. These applications, also known as ‘course management systems,’ are software that can handle automatically such services as teaching design, sharing and debating in many forms, registering to classes, undertaking research tasks, doing exams, going back in history to review researches and exams, arranging teaching designs, keeping records of learner, educator and the system and displaying reports all through the Internet. (CompSysTech’06, Ismail Sarıtas et al.)
• NAE provides the teachers and learners with a suitable environment by keeping in mind the variations of learning style and capabilities of individuals and by making it possible for learning process to continue anywhere and anytime other than regular lessons. (CompSysTech’06, Ismail Sarıtas et al.)
Challenges of ICT Education in Ghana
The ultimate objective of the Ghana ICT for Accelerated Development (ICT4AD) is to: ‘accelerate Ghana’s socio-economic development process towards the realization of the vision to transform Ghana into a high income economy and society that is predominately information-rich and knowledge-based within the next two to three decades or less.’[Ghana ICT4AD Policy Document – pdf; retrieved from infodev.org ] . Ghana’s quest to use the Internet for accelerated growth in schools and the entire economy, is bedeviled with numerous problems or challenges. While some are under control, others appear to be insurmountable. In his document entitled ‘Ten lessons for education in the developing world’, under the auspices of the World Links for Development Program - The World Bank Institute; Robert J. Hawkins identified Ten reasons why ICT education in Ghana is facing numerous challenges. In his introductory pages, Robert made a very insightful statement:
“The skills to productively transform knowledge and information into innovative products and services will define successful knowledge economies. Because knowledge and information have become the most important currency for productivity, competitiveness, and increased wealth and prosperity, nations have placed greater priority on developing their human capital. Governments around the world are thus focusing on strategies to increase access to and improve the quality of education. Decision makers find themselves asking key questions: What defines a quality education in today’s global information-based economy? Has education kept pace with a rapidly changing world? Are there good models for reform that we can follow?”
That is the reality that African countries especially Ghana, must come to terms with. Because it is not just a matter of internet use at certain urban or rural areas or schools, but absolute assimilation of ICT into everyday life and generic activities. A complete adoption of educational and instructional technology is what can make this a reality. Robert pointed out, among other pertinent challenges that in Ghana:
• Conventional teaching practices are still a deep-seated menace. “But if you were to compare the classroom of a hundred years ago with an average classroom today, you would recognize it immediately: students lined up in rows, paper and pencil in hand; a teacher at the blackboard jotting down important facts; students furiously copying all that is written and said, expecting to memorize the facts and spit them out on an exam. While much has been changed by the advances of science and technology, education and the way that students learn and teachers’ teach have remained largely unchanged.’’(Robert J. Hawkins)
• Another challenge is Teacher training. Hawkins states categorically that ‘one of the key failures of many past programs was that schools were provided with expensive equipment but with little or no support for teachers’ professional development, national ICT-in-education policies, or community involvement.’ Teachers are also not conforming to the changing trends of ICT integration into schools. It is only the ICT teachers that are conforming to change. But all teachers are supposed to conform and changing their outmoded teaching patterns. Having experienced this as ICT Teacher in a JHS School (name withheld) in Accra, during the 2006-2007 academic year, I can say for a fact that this is very stiff challenge and until teachers part with outmoded teaching practices and yield to training, the Government’s ICT4AD will never be achieved. These are the real problems that the government has to deal with at all levels.
• Inadequate supply of computers and laboratories in schools in both the urban and rural areas. Government should make more ICT facilities available and ensure smooth implementation. Robert J. Hawkins assertion to this challenge states that ‘in a recent survey of teachers in developing countries conducted by SRI International for World Links, the majority of teachers in African and Latin American countries reported that the lack of adequate hardware and software as well as unreliable Internet access were significant barriers to using computers in instruction. This report reflects the fact that many schools in developing countries have a student-teacher ratio as high as 80:1, and must contend with a computer lab often to twenty computers for the entire school—if they are lucky.’ Lack of adequate hardware and software reduces the whole objective of Ghana’s ICT4AD to absurdity. Because, it is absurd to think of integrating ICT as a subject into the basic school curriculum, without necessarily providing the basic resources that will expose children to the ‘know-how’ i.e. the practical aspects. The result is that students come out of school without the requisite skills required for productivity. This goes a long way to affect productivity.
Recommendations & Solutions
• Blended learning will be a better option for us in Ghana and Africa. Because people are so used to the traditional classroom learning and will not easily and entirely switch to 100% e-learning. Not to mention the numerous problems we face in ICT development. It will take quite a long period for absolute change to occur.
• Due to special education needs. As a trained Special Education Needs (SEN) teacher, coupled with my experience in London as a SEN Facilitator, I would like to state categorically, that 'all children/students are equal but not all children/students are the same'. Differences in IQ, cultural backgrounds, sensory impairments and other deficiencies on the part of students make it necessary for the blended option to be used.
• Training of teachers and facilitators as well as course structure. Teachers must be ICT compliant at all levels so that they can become facilitators. Differences in course structure and modules also make it impossible to use e-learning method only. Because some subject areas may require practical demonstrations through the traditional method of learning and this cannot probably be rendered with ICT. However, Technology today is capable of doing the unthinkable, so the right expertise must be tapped to treat such special areas.
• Computers and Laboratories, coupled with software and hardware must be provided by the Government with support from parents and teachers (PTAs), especially in the public schools, so as to equip students at all levels, with the practical problem-solving skills through technology
Differences and similarities between two concepts required for Educational and Instructional Technology.
In recent times, educational technology and Instructional Technology have become asserts to some educational systems, especially among developed countries. These two educational concepts are Internet driven, yet there are significant differences or variations that are worth examining. Countries that have adopted these concepts of education, driven by technology, have transformed traditional teacher-centered practices to learner-centered, thereby empowering the learner. In Malaysia for instance, the introduction of the SMART SCHOOL CONCEPT, which was initiated in 1992, on pilot basis, was fully launched in 2004. ‘What distinguishes smart schools from other schools is the use of technology to support and enhance teaching-learning. With the aid of multimedia technology, self-accessed, self paced and self directed learning can be practiced.’ (Tengku Putri Norishah Shariman; HMEF 5083 Course Manual). Educational Technology may look the same as Instructional technology and countires that have used e-learning to transform teaching and learning seem to be using both concepts. But the big question remains. Are they using both concepts? How different are they and to what extent have they used registered and proposed models such as ADDIE and ISD, from renowned researchers, to develop strategic and sustained educational plans. This paper seeks to find.
Understanding Educational Technology
According to Saettler (1990), the first person to introduce education technology was radio instruction pioneer, W. W. Charters in 1948. In October 2005 a search by Google listed 17.6 million listing for the definition of Educational Technology. ( paraphrased from Tengku Putri Norishah Shariman; HMEF 5083 Course Manual). That suggests to me that there are several meanings to the subject. Shafritz, Koeppe, and Soper (1988), defined the subject as a ‘systematic approach to solving the problems of instruction that includes the development of instructional systems, identification of resources and the delivery of those resources to students.’ In my opinion this definition lacks the technology acumen. It gives no place to technology. In another vein Educational Technology ‘is the application of research, learning theory, emergent technologies and child and adult psychology to solving instructional and performance problems (University of North Carolina Media Services,1997). According to the Department of Educational Technology, Boise State University, (2011), Educational Technology is an innovative way to design, deliver, facilitate, and manage instruction for learners of all ages, whether it is face-to-face in a classroom, online, or a combination of methods. In detail, It is much more than audio-visual add-ons. It is a way of engaging learners to understand the implications of technology in today's society, empowering them to think, supporting them to lead their own learning and career paths, as well as the learning of others.
This definition from Boise State University gives me a better understanding of the subject. Because it presents educational technology as a management process that seeks to plan, manage, design material, facilitate and deliver knowledge (instruction) to learners of all ages in three major ways – online, face-to-face in a classroom or a combination of both. That pre-supposes that the tenets of educational technology must be strategically planned, designed and delivered; with utmost attention to Content, Context, Learner and Assessment. However, the need for equipment that will guide and facilitate teaching and learning cannot be under-estimated in educational technology.
Technology concerns itself with equipment and the know-how; i.e. how available tools and materials could be skillfully used to create or produce something. The Association of Educational Communication and Technology (AECT), seems to suggest that ‘more professionals now use educational technology in a general sense to describe any use of technology in an educational endeavour.’ (Tengku Putri Norishah Shariman; HMEF 5083 Course Manual). But technology alone cannot trigger or enhance attainment in schools, unless it is directed or tailored to do so. That is why planning and designing of educational material is key to effective use of technology to ensure achievement. According to Mohamed Ally of Athabasca University, in his work entitled, Foundations of educational theory for online learning, ‘it has long been recognized that specialized delivery technologies can provide efficient and timely access to learning materials; however, Clark (1983) claims that technologies are merely vehicles that deliver instruction, and do not themselves influence student achievement. As Clark notes, meta-analysis studies on media research show that students gain significant learning benefits from audiovisual or computer media as opposed to conventional instruction; however, the same studies also suggest that the reason for those benefits is not the medium of instruction, but the instructional strategies built into the learning materials.’ In a nutshell, educational technology must operate in a wider spectrum to ensure that the principles of strategic education are blended with technological advancements to ensure quality education that is not offered by conventional instruction.
Understanding Instructional Technology
In 1994, Seals and Richey, through the Association for Educational Communication and Technology (AECT), defined Instructional technology as ‘the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning.’ This definition throws more light on theory, practice and process with the perspective of design, development, utilization and evaluation. Drawing from the definition of educational technology discussed above, it is obvious that some similarities exist between Instructional Technology and Educational Technology. The issue of design, development, utilization and evaluation seem inevitable among them. Perhaps, seeking another opinion will help one find the similarities and differences that pertain.
Instructional technology is the use of a variety of teaching tools to improve student learning. We usually think of computers and computer software when we think of instructional technology, but instructional technologies are not limited to computers in the classroom. Instructional technology describes all tools that are used for teaching and learning such as: cameras, CD players, PDA's, GPS devices, computer-based probes, calculators and electronic tools we have yet to discover. (Illinois School District U-46, from http://www.u-46.org/it/DefinitionofInstructionalTechnology.htm).
This definition is very insightful, reflecting the true nature of instructional technology and emphasizing the idea of using a variety of teaching tools to improve student learning. There are several technological devices and tools that can be used to facilitate and enhance teaching and learning in schools. For example, the computer and its peripherals, digital cameras, video camcorders, projectors, 3G mobile phones, Portable Device Assistants (PDAs), calculators, CD/ DVD players, electronic white boards, computer-based applications (softwares) and many more.
In the United Kingdom for example, educational reforms through the ‘Baker Commission’ gave birth to a new system of education under the Education Reform Act. This led to the introduction of the National Curriculum (NC) in 1988. The NC was to lay down a common syllabus and course content that every state school should follow. The NC was divided into core and foundational subjects. Among the numerous foundational subjects was ‘Technology’. In order to improve standards, the NC required the use of Technology as the basis for teaching and learning at all levels. Additionally, the organization of teaching and learning required active strategic planning which was supposed to capture Literacy, Numeracy and Whole Class Approach. The idea of Whole Class Approach became necessary because some children required Special Education Needs (SEN), others suffered Emotional and Behaviour Development (EBD) problems. So the process of differentiation was adopted. ‘Differentiation’ was the process whereby, pupils across the whole range of ability (mixed) can have access to and benefit from the curriculum. Because it was believed that children could be exposed to different learning styles driven by technology. Some children are ‘audio learners’, ‘visual learners’, ‘kinesthetic learners’ or a combination of all. Due to this, authorities were not ready to differentiate or separate such children, but rather integrate all of them into mainstream school environment. My experience in the UK school environment as a Special Education Needs (SEN) teacher, taught me that if Instructional Technology was not practically and effectively introduced into the classroom environment, children who suffered EBD or SEN, would have had a tough time with the old conventional way of instruction. Having supported two SEN students at college level in London, I can categorically say that the use of computer and its peripherals, coupled with other technological devices for teaching and learning, have tremendously, helped such students to find instructive learning very easy.
The beauty of instructional technology is that technological devices for teaching and learning can be customized or specially designed with specific features, to serve specific needs. For example, the brail and other learning devices have been created for visually impaired students to participate in teaching and learning. Therefore, it will be treacherous to limit instructional technology to only computers in the classroom. Instructional technology has more to do with direct application of technology in the acts of teaching and learning. In other words instructional technology is a sub-category of educational technology. (AECT)
In concluding this section, I would like to state that there is a difference between Educational Technology and Instructional Technology but with some similarities as well. Where as Educational Technology serves as a the umbrella discipline with emphasis on strategic planning and designing content, context and assessment for all learners with primary consideration to technological equipment for effective teaching and learning; Instructional technology, is a sub-discipline that seeks to execute the basic tenets of educational technology. Ensuring that various technological devices and applications that serve as channels for students to experience real-life models and simulations; and the students’ interaction with those models and simulations facilitate teaching and learning. That means Instructional Technology should be more interactive than Educational technology. Offering a two-way or mutual communication flow between the learner and the technological device.
Instructional technology also encapsulates online learning, which is gradually eroding conventional instruction. Because, online learning makes use of the computer and the Internet with computer-based applications, such as Internet browsers and other learning platforms. Online learning is also referred to as e-learning, internet learning, networked learning, distant learning among others. Online learning allows participants to collapse time and space (Cole, 2000); however, the learning materials must be designed properly to engage the learner and promote learning. According to Bonk and Reynolds (1997), to promote higher-order thinking on the web, online learning must create challenging activities that enable learners to link new information to old: acquire meaningful knowledge; and use their metacognitive abilities; hence it is the instructional strategy, not the technology that influences the quality of learning.
The proposals of Seels and Richey (1994)
Educational Technology and Instructional Technology have earlier been discussed in this paper to enumerate their meaning and characteristics. This section will further elaborate the various aspects of educational and instructional technology that were introduced by Seels and Richey in 1994. It will also dilate on the similarities and differences that exist between the two disciplines.
The studies of Seels and Richey along side other researchers in the field have yielded tremendous benefits for the students to have insight into these two broad areas. According to the Association for Educational Communication and Technology (AECT), the studies of Seels and Richey, provided an overview of the various aspects of educational technology, both in theory and practice. Besides the sub committee of AECT that was tasked to do an in depth study of educational and instructional technology, did not only provide a working definition for both, but also produced a working document which examined in depth, the various domains introduced by Seels and Richey. That document is known as Knowledge base. The knowledge base for the field is divided into five interrelated domains: design, development, utilization, management, and evaluation (Seels & Richey, 1994, p. 21).. The knowledge base sought to provide in depth knowledge about the sub-domains that digested the content of each domain. Hence the five domains and sub-domains are described as follows:
Design: refers to the process of specifying conditions for learning. Sub-domains that can be identified in here are instructional systems, Message design, Instructional strategies and learner characteristics.
Development: refers to the process of translating the design specifications into physical form. In this domain such things as print technologies, audiovisual technologies. Computer based technology and integrated technologies key elements that form the sub-domains.
Utilization: refers o the use of processes and resources for learning. Utilization is also characterized by media utilization, diffusion of innovations, implementation and institutionalization.
Management: refers to processes for controlling instructional technology. Management must take into account such things as project management, resource management delivery system management and information management.
Evaluation: is the process for determining the adequacy of instruction. (Seels & Richey, 1994, pp. 24-43). This domain identifies four main items that make up the sub-domain. They are, problem analysis, criterion referenced measurement, format evaluation, summative evaluation.
AECT in explaining how the domains work, noted that ‘within each domain there are sub-domains that serve to describe each domain. For example, evaluation is divided into problem analysis, criterion-referenced measurement, formative evaluation, and summative evaluation.’ It further states that ‘the relationship among the domains shown in Figure 1 is not linear, but synergistic. Although research may focus on one specific domain or sub-domain, practice, in reality, combines functions in all or several domains. For example, a practitioner working in the development domain uses theory from the design domain, such as instructional systems design theory and message design theory.’ (http://www.aect.org/standards/knowledgebase.html). At this stage it is appropriate to study another or similar theory in order to know the similarities or differences that exist. For the purpose of this study, the ADDIE theory, introduce by McGriff will be analysed and discussed.
The proposals of McGriff
Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem.. Models help us to visualize the problem, to break it down into discrete, manageable units. (Martin Ryder University of Colorado).
Like the model above, McGriff (2001), introduced another model to emphasize the nature of instructional and educational technology. McGriff, discussed five major areas that should guide the structure of educational and instructional technology. According to the Instructional Design Central website, ‘the ADDIE instructional design model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools.’
Hence, offering a model which became known as ADDIE model. ADDIE is an instructional design method, more particularly an instructional systems design model.
Well the ADDIE model introduced by McGriff, does not necessarily follow a linear order though the five components can be classified into phases because one will have to revisit any one of the five phases at any given time. Each phase consist of a set of elements that help to execute it effectively. They are as follows:
Analysis phase says the audience must be defined, tasks and learning needs must be analyzed, and then constraints must be identified.
Design phase says that subject matters must be analysed in depth. Identify objective or goals with regard to competence; identify a sequence to meet these objectives; create learning scenarios for each subject objective and then identify kinds of learning materials and tools needed.
Development phase means to practically do the planned strategy for growth.
Implementation phase requires the training of teachers and learners to use available resources and then insure delivery e.g. through a book or CD ROM.
Evaluation phase requires the evaluation of design and initiating measurement and monitoring tools. But this stage is performed through out the entire process.
Comparing ADDIE model and the Domains from Seels and Richey
A careful study of the two models presented above, indicate that, certainly there are similarities and differences in the content and context. The similarities can be identified as follows:
• With regard to objective or goal, one can tell that both ADDIE model and the Domains of Seels and Richey had the primary objective of transforming Traditional leaning Environments (TLE) to New Learning Environments (NLT). But this transformation was supposed to be driven by technology in schools and among students of all levels. The Institutional Society of Technology in Education (ISTE), an organization based in the United Kingdom, has over the years, helped advance the use of technology in classroom. In the course of this they provided a ‘New Learning Environments’ model ensuring that learning and research in modern societies must be student-centered, constructivist and collaborative learning; because it is more effective than the traditional top-down lecture-based, text-driven model (paraphrased from HMEF5083 course manual). Therefore, coming back to the two models, it is clear that the objective of these models were to provide a guide to support the planning, preparation, management, implementation and evaluation of teaching and learning driven by technology.
• Another similarity that can be found with both models is that the Domains of Seels and Richey aim at doing same or similar things as the ADDIE model of McGriff. If one should try to literally synchronize them, basic things such as planning, layout, improvement, practical use of resources and assessment are the ingredients that Instructional technology, should thrive on.
It is worth noting, however, that the Concept of the Instructional Technology Field, a diagram that indicates how Instructional technology works, teachs that there are three major items that Instructional technology must possess before it is able to connect with other items to become effective. The three major items are:
• Theory, Strategies and Techniques; (i.e. systematic application of theories, applications and techniques)
• Change in Behaviour and Knowledge; (it must have positive effect on learners)
• Communication (it must enhance and facilitate communication, from a ‘sender’ to the ‘receiver’)
Due to the essential nature of these variables, the Domains of Seels and Richey, are captured in that diagram as a set of phases that link theory, strategies and techniques. Design, Development, Management, Utilization and Evaluation are supposed to be processed and coordinated efficiently in order to stimulate a measurable change in the actins, behaviour and knowledge base of learners at all ages/ levels. Below is a quick illustration of the Concept of the Instructional Technology Field.

In a nutshell, the domains of Seels and Richey cannot be underestimated in educational and instructional technology. They are very important for Instructional design technologists. In conclusion, educators who seek to transform traditional teaching practices should advance educational systems via instructional technology at all levels. Now let us compare ICT education in Ghana with that of Malaysia.
Comparing ICT Education in Malaysia and Ghana: A suggested Model for Ghana
Introduction to SMART Schools
The SMART school concept is a recognized system of ICT education specially designed as an educational technology policy for all schools in Malaysia. The concept actually began in 1992 as with the introduction of a programme called ‘Computer in Education (Komputer Dalam Pendidkan – (KDP). The main aim of the programme was to ensure the construction of computer laboratories. In spite of the electricity, maintenance of hardware and financial constraints, the KDP programme was expanded rapidly. Seven years later, the Smart schools concept was tired in 87schools on pilot basis. If Malaysia was to implement the whole programme across the country, then they had to ensure that all schools had Internet access. So the School-Net Broadband infrastructure projects was introduced to deal with that in 2004. Followed by a website for the Ministry of education to relay more information about the programme. The aim of the Smart School was to ensure that the country, through the Education Ministry, produce knowledge workers for the nation’s high-tech industries in the 21st century.’ One distinct quality of the Smart school model is the use of technology to support and enhance teaching and learning. This quality was aided by multimedia technology, self-accessed, self-paced and self-directed learning can be practiced.
Initiating a policy of this sort, required the need for a model to guide and sustain the concept. Due to this the objectives of the Smart school concept was illustrated in a model. The model has the following, as it’s main features:

The Ghanaian ICT POLICY - ICT for Accelerated Development (ICT4AD)
The Government of Ghana has placed a strong emphasis on the role of ICT in contributing to the country’s economy. The country’s medium-term development plan captured in the Ghana Poverty Reduction Strategy Paper (GPRS I&II) and the Education Strategic Plan 2003-2015 all suggest the use of ICT as a means of reaching out to the poor in Ghana. At the national level Kofi Mangesi states, that ‘In 2004 Parliament passed into law, Ghana’s ICT for Accelerated Development (ICT4AD) policy, which is currently at various stages of implementation. This policy represents the vision of Ghana in the information age and addresses some priority areas or pillars:
• Accelerating human resource development
• Promoting ICTs in education – the deployment and exploitation of ICTs in education
• Developing an export-oriented ICT products and services industry
• Developing a globally competitive value-added services sector – a regional business
service and ICT hub
• Deploying and spreading ICTs in the community
• Rapidly developing ICT and enabling physical infrastructure
• Developing R&D, scientific, and industrial research capacity
• Promoting foreign and local direct investment drive in ICTs
[SURVEY OF ICT AND EDUCATION IN AFRICA: Ghana Country Report–1, ICT in Education in Ghana; Kofi Mangesi, April 2007; retrieved from www.infodev.org]
In spite of all of these policy objectives, very little, in ICT has been achieved in Ghanaian schools. According to Kofi Mangesi, ‘the Ghanaian tertiary education sector is the most advanced in the deployment and use of ICTs in the country. All the country’s major universities have their own separate ICT policy, which includes an ICT levy for students. This enables students to have access to 24-hour computer labs with broadband connection. However not all tertiary institutions in the country are equally endowed and there are instances where the computer facilities are run purely by the private sector as cyber cafés on campuses’.
‘In the basic and secondary education sector, a project to set up computer laboratories in all science schools in the country has lead to a significant number of computers being installed across the country. A computer levy of ¢30,000 (USD$3.20) is allowed to be in most secondary schools. There is, however, a great disparity between public and private schools as well as between urban and rural areas in access to ICTs.’ (ICT in Education in Ghana; Kofi Mangesi, 2007)
Comparing The SMART School and the ICT Policy in Ghana.
Having studied the two reports on ICT education from both countries, I state, without exception, that Ghana’s ICT Policy lacks direction and the requisite impetus to fully integrate educational and instructional technology into schools at all levels. This may be due to two reasons:
• Either policy makers do not understand the essentials of educational technology and instructional technology or
• Policy makers did not have any clear-cut plan for such a massive integration. Because all that have been done so far that ICT has been added to the school curriculum and computer laboratories have been established in some few public schools. With private schools leading the way.
Meanwhile, the purpose of educational technology is not to, literally provide computer laboratories or provide Internet access in schools. It goes beyond that. At least having understood the models of Seels and Richey alongside McGraffi’s ADDIE model, I realize depth of insight and resources that educational and instructional technology requires.
• Malaysia did it within 12 years, but Ghana is still hovering around the issues because there is no clear-cut plan.
• Moreover, whereas Malaysia was inspired to democratize education through technology, Ghana is so urban bias.
• Many teachers, especially in the rural areas in Ghana, are reluctant to change because they are so steeped in the conventional way of teaching as well as lack of ICT literacy. But the SMART school concept in Malaysia sought to increase stakeholders’ involvement.
• There is no conceptual model to guide this, so needed integration of ICT into mainstream education.
There are so many issues we can point out but I think that is the more reason why ICT education in Ghana needs a model to guide its operations and set out a clear plan for a successful educational and instructional technology. There are fourteen priority areas that have been listed in the objectives of Ghana’s ICT4AD. Guided by that, one can formulate a critical and applicable model to guide and offer a clear-cut plan for effective integration of ICT into Ghanaian schools at all levels.

The diagram above is a proposed model for ICT education in Ghana. First of all, there must be a clear-cut philosophy for educational technology in Ghana. The problem in Ghana is quite a perculiar one and so this model has been created, not necessarily to follow the Malaysian model, but tailor-made to solve some pertinent problems that Ghanaian children/ students generally face. Such problems that technology can be used to solve are attitudinal, behavioural, emotional, and psychological problems. Self-esteem for example is a very big problem for many Ghanaian students, because many suffer inferiority complex and other esteem needs. But I believe that when technology is customized for specific needs it can resolve critical deficiencies. I have always argued that technology has really saved people with disability and special education needs. So the issue of attitudinal, behavioural and psychological needs should be one of the major reasons to integrate educational and institutional technology in Ghanaian schools at all levels.
Summary/ Conclusion
Educational and Instructional Technology have come of age and it is expedient for governments across the globe to fully endorse and implement them in the education of students at all levels. Interestingly, these two disciplines have been found to be partners with one being the subset of the other. Meanwhile, the Internet, a system of networking computers for mutual communication, has been found to be the lifeblood of Educational and Instructional Technology. It was also realized that, whereas educational technology seeks to plan, manage and coordinate the domains of ICT education, instructional technology is designed to offer students the opportunity to effectively use and experience various technological devices alongside duly prepared study materials.
Countries like Malaysia, Newzeland and United Kingdom have successfully integrated ICT into education. Others like Ghana and Nigeria are struggling because of several challenges that have been discussed in this paper. This paper identifies and elaborates on the DOMAINS of Seels and Richey as well as the ADDIE model of MaGriffi. These two models or concepts have the keys for to unlock the potential of instructional technology and educational technology. Guided by these two models as well as SMART school model, the author of this paper has proposed a model alongside other recommendations for effective implementation of ICT in education in Ghana.
REFERENCES
Department of Educational Technology, Boise State University, (2011) from http://edtech.boisestate.edu/web/edtech.htm
Tengku Putri Norishah Shariman; HMEF 5083 Course Manual; Educational Technology in School, Chapter 3.
Centre for Graduate Studies, Open University Malaysia; HMEF 5083 Instructional Technology Course Manual. Chapter 1
http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm
McGriff, S. (2001,Oct, 27). ISD Knowledge Base/Instructional Systems Design Models/
http://www.nsf.gov/about/history/nsf0050/internet/pdf.htm
http://ncsi-net.ncsi.iisc.ernet.in/gsdl/collect/drtbrara/index/assoc/HASH01db.dir/doc.pdf
http:// www.infoDev.org
http://www.nwlink.com/~donclark/hrd/sat1.html#model
http://ecet.ecs.ru.acad.bg/cst06/docs/cp/siv/iv.18.pdf
Psychoanalytic Counselling and Urbanisation: the need for more professional counsellors.

Abstract
Psychoanalytic theories that are in use today, can be credited to Sigmund Freud, whose works emanated from various psychological and physiological experiences. In a quest to make meaning out of what he experienced, Freud experimented till he discovered. Gerald Corey also added that, 'it is the views of Freud and psychoanalysis that continue to influence the contemporary practice of counseling and psychology.’ This term paper describes how counselling psychology fits into urbanization in the Ghanaian situation. It also describes how the need for innovation has compelled the American Psychology Association (APA) to setup an additional division. With urbanization taking place in Ghanaian societies and APA expanding its divisions, it is necessary to acknowledge the services of professional counselors. This paper identifies the role of psychoanalytic counselling in an urbanized society: something which also appears to be the need for APA to expand.
CHAPTER 1
Do you support the main argument for setting up the Division of Counselling Psychology within the American Psychology Association? Give tangible reasons for your answer
Introduction
Setting up the Division of Counselling Psychology within the American Psychology Association is pretty much a good idea. Indeed, as a world-renowned organization for issues concerning psychology, it is expedient to find out what might have necessitated the establishment of such a division. Ideally, such a reputable organization should have tangible reasons for doing so. Needs assessment, pre-testing and research are vital exercises that might have triggered the need for such a division. This paper will highlight the possible factors that, in several respects, support or otherwise debang the argument for setting up the Division of Counselling Psychology.
Historically, "In 1952 the Division of Counseling Psychology (Division 17) of the American Psychological Association was formally established" (Gladding, 1988, p. 14). “Counseling psychology focuses on providing therapeutic treatments to clients who experience a wide variety of symptoms. It is also one of the largest specialty areas within psychology. The Society of Counseling Psychology describes the field as: "a psychological specialty [that] facilitates personal and interpersonal functioning across the life span with a focus on emotional, social, vocational, educational, health-related, developmental and organizational concerns." [Quoted from, about.com. – at www.psychology.about.com/od/pyschology career profiles/p/counselling-psychology.htm.]
A critical look at the definition cited above, by the Society of Counselling Psychology, indicates that this kind of psychology takes into account the life span of an individual in relation to developmental and organizational concerns. In my estimation, guided by the focus listed in the definition above, the developmental and organizational concerns could be classified into two broad areas: because the focus of Counselling Psychology is on the emotional, social, vocational, educational, and health-related issues in the life span of an individual. Social orientations, vocational and educational qualities go a long way to determine the rate or level of development of an individual. Emotional stability coupled with good health also have the potential to determine one’s organizational abilities.
According to the Gale Encyclopedia, “Counselling psychology, a specialty within the area broadly designated as applied psychology, is not primarily an entitative science but draws heavily upon the basic and applied fields of psychology and upon other behavioral sciences for its foundations (Berdie 1959). It uses concepts, tools, and techniques that are also used by other specialty groups—notably industrial and personnel, clinical, and school psychology. It is, however, most appropriately viewed as the application of psychological and behavioral science knowledge in the form of a unique personal service furnished by professional practitioners with special qualifications”
The explanation of the subject by the Gale Encyclopedia, shows that Counselling psychology uses concepts, tools and techniques. However, the APA believes that it is important for some individuals to think and plan or take decisions that will help them to be more productive in the community. Quoting from the Gale Encyclopedia, the APA identifies decisions and planning as major characteristics of Counselling Psychology.
“As such a specialty the most important characteristic of
counselling psychology is its focus on the decisions and
plans that individuals must make in order to play productive
roles in their social environments. It is irrelevant whether the
person receiving professional assistance is sick or well,
normal or abnormal, handicapped or whole—that is to say he
is a client and not a patient. In counseling psychology the
emphasis is on further development as an individual; its
concern is the identification and enhancement of possibilities
and potentialities’’ (American Psychological Association 1961).
The APA, in addition to the above, offer more characteristics on the subject They include the following:
• a primary focus on normal people;
• service that is available throughout the life span;
• emphasis on the individual’s strengths and assets;
• emphasis on cognitive elements, especially where choice and decision are involved, with rationality and reason stressed;
• the dealing with personality difficulties in the context of the total goals, plans, and roles of the individual;
Basically, counseling psychology is concerned with the choices, decisions, and plans that every individual must make, as contrasted, for example, with clinical psychology, which is largely concerned with the problems and difficulties that some individuals face (Sundberg & Tyler 1962).
A critical look at the goals of the APA with regard to the Division 17, might offer the caveat for setting up such a division. In reference to the SCUCC Spring 2011 newsletter, published by the Sections College and University Counseling Centers (SCUCC), a unit of the Society of Counselling Psychology (SCP) under the American Psychological Association (APA); there is a vision or goal with which the APA has had to set up such a Division for Counselling Psychology.
“Our organization strives to further the research, training, theory and practice of counseling psychology among counseling center psychologists. The Section goals address a variety of domains, including counseling center research, training of future psychologists, individual and group treatment of students, assessment in student populations, consulting with faculty and staff, outreach programming to campus communities, and administrative issues.” [SCUCC, Spring 2011 Newsletter, Vol. 5, Issue 2]. ‘The Section operates by consensus of its members and is committed to advancing the human rights of all men and women regardless of race, sexual orientation, class, nationality, gender identity, ethnicity, age, disability, or religious orientation.” [SCUCC, Spring 2011 Newsletter, Vol. 5, Issue 2].
Reasons for Setting Up Division 17
The statement above clearly demonstrates that the APA, through the SCP, have sound reasons why Division 17 is needed. The goals provide a lens for one to identify, among others, the reasons for setting up division 17. They can be listed as follows:
• the need for a counseling center research,
• the need to train future psychologists,
• individual and group treatment of students,
• assessment in student populations,
• outreach programming to campus communities,
Additional reasons were also introduced by, Aaron Krasnow, the Chairman of the SCUCC, in his article published in the SCUCC newsletter, emphasized the need for ‘Innovation’ to take the place of ‘Traditional practices’ which were outmoded.
“I contend that as long as counseling centers seek to solve traditional
problems with traditional responses focused on the problem we’ll continue
to see the same trends we’ve seen for over a decade: increased severity, increased staff turnover, and decreased funding. It’s time for us to innovate.’ Being innovative requires a Future-system and person-focused approach
which tends to lead to long-term systemic changes or brand new knowledge. Typically innovation in all fields, including those innovative counseling centers, is driven by the desire to advance the field and to meet the needs
of people (customers, clients, users, populations).” (Krasnow A. 2011)
The issue of innovation, I believe, is the main reason that necessitated the establishment of Division 17 within the APA. Krasnow’s argument is sound and makes sense because it seeks to ensure that counseling centers within the APA, eradicate traditional practices, which in several respects, have not yielded dividends. Traditional practices have not only decreased funding, but also increased severity and staff turnover.
Sections in Division 17
It is interesting to note that Division 17 contains sections representing Advancement of Women; College and University Counseling Centers; International; Promotion of Psychotherapy Science; Counseling Health Psychology; Ethnic and Racial Diversity; Independent Practice; Lesbian, Gay, Bisexual Awareness; Prevention; and Vocational Psychology.
CHAPTER 2
Counselling can become an important profession as Ghanaian society becomes more modern and urbanized. Discuss.
Introduction
The Ghanaian economy is growing sturdily with the aim of reaching a middle-income status by 2015. In spite of the pessimistic stands of the opposition New Patriotic Party that Ghana should attain a middle-income status in 2012. In November 2010, the statistical Department of Ghana revealed that Ghana had attained the middle-income status due to some economic indicators. Latest figures released by Ghana’s Statistical Service indicate the country’s economy stands at GH¢44 billion, 60 per cent more than earlier estimated. The country per this new figure is deemed to have attained a middle-income status. Government’s statistician, Dr. Grace Bediako told Joy Business the new figures confirm suspicions that the economy has been grossly undervalued at least for the past five years. The growth rate for 2008 shot up to 8.4 percent instead of the 7.2 percent. Ghana has the largest Per Capita Income in West Africa but 21st in the continent. [Source: Joy Online Business News of Saturday, 6 November 2010].
There is no doubt that, Ghana as a country situated in the West-African Sub-region, seeks to transform its society from an impoverished to a more developed status. Although it is made up of ten regions, it is only a few regions that tend to harbour societies with the potential to becoming modern or urbanized. In the Greater Accra and Ashanti regional capitals, the quest to urbanize the cities have been displaced by intense migration. Rural-urban migration is so alarming and out of control. Industrialisation is virtually non-existing. Many young people, move from the rural areas to the urban areas in search for greener pastures, only to realize that there are virtually non-existing jobs. Such people find themselves in desperate and helpless situations due to harsh economic conditions and societal pressure. Guidance in difficult to come by; who guides these people? How do they cope with the homelessness, starvation, illiteracy, unemployment, delusions, confusion, ignorance and survival? Children and adolescent mothers are not left out. Many turn out to fill the principal streets of the cities, as beggars and poppers. Some end up as prostitutes, house helps and head-potters, popularly known as ‘Kayayo’. Learning a vocation is great but many cannot afford the initial financial arrangements that are required for apprenticeship. Due to this, many disappointed migrants tend to resort to self-styled employment, which usually begins with acts of robbery and crime.
A few months ago, newspaper headlines captured the Accra Metropolitan Assembly’s initiative to rid the streets of Accra of petty traders whose activities engulfed traffic prone areas in the metropolis. As a result, many petty traders suffered from the brutal activities of the ‘Task Force’, mandated to pursue and face out street hawking. Some were detained in jail while others suffered bruises amidst lost of valuable items when merciless operatives caught them. Currently, the AMA appears to have failed and the situation on the streets of Accra is the same.
Efforts to transform this country into a modern and urbanized society are underway, but gradually. City Authorities are using numerous approaches, yet to no avail. However, people have become victims from what may be regarded as inconsistencies within the transition period. There is the need, therefore, to ensure that victims, who have and would suffer any form of impropriety, during the transition period, must be recommended for professional counseling. If Ghana should attain a middle-income status by 2015, then it is obvious that more professional counselors might be required, due to the simple reason that lifestyles will change and such illness as stress, depression, delusion, hallucination, will double. To better understand the need for professional counselors in a growing or urbanized society, it is important to explore the very nature of urbanization and its related issues.
What is Urbanisation?
Urbanisation is defined by the Longman Dictionary of Contemporary English as ‘an urbanized country or area has a lot of houses, factories, shops, offices etc.’ It further explains that in an urbanized society, there are a lot of people who live and work in towns and cities. In a related issue, an urbanized society is also explained as the state of being or becoming a community with urban characteristics. According to the Longman Dictionary of Contemporary English, ‘Britain became the world’s first modern urbanized society.’ The question then, should be, what is an urban society and what are the characteristics of an urban society?
‘Urban society includes the towns, cities and metros with a specific way of life. An urban society can be defined as an area having higher density of population, people engaging mostly in occupations other than agriculture and domestication of animals, having a distinct ecology and cultural different from that of the larger society’s culture.’ [Source: http://nos.org/331courseE/L. Notes on Indian Society: Tribal, Rural and Urban; Urban Society p. 46.]. Additionally, the notes also enumerates the following as characteristics of urban societies:
• Cities have a distinctive environment that is not natural but a man made environment.
• The occupation of the urban areas is mainly non-agricultural, i.e. based on manufacturing, trade & commerce, professional and government, etc.
• Cities and towns have higher density of population than the rural areas.
• People in the cities have an urban way of life. Which means they have formal interaction, impersonal behaviour, non-kingship relationships, cultural exhibitionism, passing leisure time in clubs, parks, restaurants, cinema halls or markets.
• In urban areas more social mobility is found in the sense people gradually adapt to class structure (lower, middle or upper class based on economic criteria).
Urbanized societies have peculiar social problems as well. According to the Notes on Indian Societies: Tribal, Rural and Urban (p.47), ‘urban society has several social problems such as congestion of population, slums, crime, and acute shortage of resources and facilities (such as water, electricity).’ These may be regarded as general problems but there are more specific problems.
Urbanized Societies and the Need for Professional Counsellors
Anonymity in cities is a real problem that tends to affect both individuals and groups that get involved in some form of relationship. Due to mistrust and disloyalty, many people tend to experience disloyalty, betrayal and abuse. Anonymous activities such as gossip, hear say, propaganda and unsubstantiated issues, go a long way to cast dark scare on hard earned reputations. This causes tremendous mental pressure and tension among individuals in homes, businesses, churches, schools, markets and every human institution. Due to this problem of anonymity, many people suffer from numerous physiological ailments. Guidance and Counselling professionals will have a lot more work to do as Ghana strives to attain modernism and urbanism.
Another factor, which will trigger the services of more professional counselors, is that the rural-urban drift, has compelled many young people into the cities for white-colour jobs or non-existent jobs. It is rather awesome to find that unemployment rates are very high in the urban areas. This happens because of the push and pull factor that unfortunate migrants find themselves in. ‘Push factor means that lack of employment in the villages pushes the villagers to the towns in such of jobs. Pull factor means the relative in the town invite their close people and try to give them jobs. Many helpless Migrants become frustrated and destitute. Miserably enough, there is nobody to talk to and no counselor will listen to the plight of these people and they are left to battle life’s stress in everyway possible. Professional counselors will constantly be needed for help and direction.
Furthermore, migrants who try to settle in the cities, do not have and cannot afford decent places to stay. So they generally settle down as clusters at unwarranted sites which later grow to become slums. Typical of such in Accra are ‘Sodom and Gomorah’, ‘Nima’, ‘Sukura’, and ‘Tabooline’, among others. These slum areas have become hideout for criminals, drug couriers, armed robbers, money launderers, pick pockets and swindlers. Empirical statistics, over the years have shown that crime is on the ascendancy. Unfortunately, many young adults, emanating from these slum areas, engage in heinous crime and criminal activities. The desire to live adorable lifestyles have been found to be some of the reasons why criminals engage in such practices. When they are arrested they express fears and ramous that shows how dearly, they need a counselor. They wish they had not gotten involved at all. So the need for Ghanaian prisons and places of detention, to be furnished with professional counselors to help such culprits.
Educational opportunities are also cut off from many people who migrate to the cities; especially those above eighteen years of age. Apart from migrants, ordinary pupils and students must be guided and counseled to choose carrier paths that will help prepare them to the manpower needs of industrialization that should evolve if Ghana works towards attaining a modern and urbanized society. A myriad of problems seem to engulf the educational development of children, right from cradle to the university. Some can be identified as psychological, behavioural and attitudinal problems – so severe that teachers alone are not able to cope. Other problems emanate from career choices or paths, employment opportunities, examination issues, irregularities in teaching and learning, lacks of teaching and learning resources etc. Socio-economic vices such as child labour, teenage pregnancy, drug abuse, self-abuse, sexual immorality among others, are real issues that many young people, due to circumstances, engage themselves. Unfortunately, the educational sector has not seen much improvement in counselling. Many schools have no counseling centers. Tutorial sessions are not designed to help solve academic, and in some cases, personal issues bothering students and pupils. The Integrated Social Development Centre (ISODEC), has identified lack of guidance and counselling in basic schools in the Upper East Region, as a major cause of the high drop-out rate among girls in the area. The Regional Manager of ISODEC, Mr. Jonathan Adabre made this observation at a trainer of trainers' workshop, organised for Ambassador Girls Scholarship School Programme (AGSP) facilitators, managers of educational institutions and teachers drawn from Bongo, Bawku and Garu districts in the region and Walewale in the Northern Region. He explained that because of lack of guidance and counselling in many schools in the region, the career development of some school children especially girls, is not properly shaped as some of the girls get pregnant and stop schooling while the boys take onto the streets. [Source: GNA, via www.businessghana.com: Lack of guidance and counselling affecting basic schools in UER. 24th March 2010].
Professional counselors and psychoanalytic counselors, at the school and community levels, will definitely be needed to help many young people out of these issues or problems.
One problem that urbanization also authors is mental health and health related problems. General health issues affect people of all classes, especially in business, manufacturing, mining, agriculture, engineering, armed forces, air force and may more. The human resource development of an urbanized society must be preserved for short and long-term purposes. In an urbanized society, much more work will be required of the labour force at all levels and the most important thing is to preserve the level of productivity that exude from the respective labour force. Surely, such ailments as stress, hypertension, parkinson disease and other mental health related illnesses are likely to affect workers and productivity. In the last decade, HIV/ AIDS, as a dreadful disease has affected the lives of many workers and thereby affected productivity. In 1992, some 213 clients were diagnosed as HIV-positive at the Hospital. Of these, 152 clients were seen for counselling; 81 were male, including one child; 71 were female, and five of these were children. The distribution of clients seen at Holy Family Hospital is: 47 from the District, 60 from other Regions and 45 from other countries. (Marie L. Ego and Margaret Moran 1993: Health Transition Review Vol. 3, supplementary issue; HIV/AIDS counselling program: a rural Ghana experience: Holy Family Hospital, Berekum, Ghana. The national HIV prevalence suffered an increase from 1.7 per cent in 2008 to 1.9 in 2009 but experts say despite the increase, Ghana's epidemic was still on the decline. The highest prevalence rate was recorded among the 40 to 45 years and the least in the 15-19 years age group. Prevalence among the youth between 15-24 years, used as a marker for new infection is 2.1 per cent. (Accra, March 15, GNA). These empirical data are clear indicators for one to realize that, when Ghana becomes a more urbanized society, HIV/AIDS prevalence rate is likely to increase among the workforce and therefore, there will be the need for more professional counselors to serve in such capacities.
Limitations to counselling in Ghana
In the Ghanaian context, many people think that counseling is an act of giving advice, and for that matter, people wield the perception that they are counselors because they literally can advice somebody. Due to this, many people don’t find the profession attractive enough and therefore, are not be able to appreciate the need for counselors. Today, counseling is commonly viewed as a common practice in the Church or adorned places of worship. Even fetish priests have resorted to advertising their outfits as solution centers. Though they are not professional counselors, they tend to offer some form of counseling to clients who patronize their services.
CHAPTER 3
What is the goal of counselling according to psychoanalytic approach? Describe in detail psychoanalytic counselling techniques used in psychoanalytic counselling.
Introduction
Before a client attempts to find a psychologist that uses psychoanalytic techniques it is important to better understand this therapy style (John Culbertson, 2010). According to his article entitled Theory of Practice of Counselling and Psychotherapy (eight edition), Gerald Corey, Professor emeritus of human services at California State University and a licensed psychologist, teaches that in spite of all the theories that he has postulated, ‘it is the views of Freud and psychoanalysis that continue to influence the contemporary practice of counseling and psychology.’
The statements shared by these two renowned psychoanalytic writers, indicate that Psychoanalytic Counseling is a crucial part of counseling as a profession and the tenets of it could be traced to one Austrian psychiatrist known as Sigmund Freud who in the 1940s began a study on psychoanalysis. Freud postulated a series of ideas on human behaviour and development, due to emotional problems he experienced during the 1940s. Notable among the numerous emotional problems he suffered are various illness originating from stress, phobias and dreams. Childhood experiences and sexual feelings are also flagships from which his theories evolved. Drawing from his experiences and unfavourable circumstances, Freud was able to identify and examine the deficiencies in his life. Taking a series of cues from his emotional laxities, he proposed basic assumptions for human nature, believing that humans, are basically driven by irrational forces, unconscious motives and physiological drives that mainly evolved during childhood years.
John Culbertson’s statement above places emphasis on psychoanalytic techniques and therapy. In my opinion, this is free advice for both counsellors and clients. Fact is that counselors, who are engaged in psychoanalytic counselling must endeavour to use appropriate theray to help clients. Likewise, clients must also be concerned with the kind of therapy that a counselor should adopt for utmost clinical care. But the question is, what is a therapy? Therapy may be explained as:
‘treatment of physical, mental, or behavioral problems that is
meant to cure or rehabilitate somebody or
psychoanalysis or techniques from another school of psychotherapy, intended to treat mental and emotional problems with psychological methods’ (quoted from Encarta® World English Dictionary)
This definition suggests to me that the word ‘therapy’ means, treatment of something with the purpose to cure something specific. Again psychoanalytic techniques could be used to treat illness relating to mental and emotional health. Meanwhile, there is a hole that must be plugged. That hole is psychoanalysis.
What is Psychoanalysis?
Psychoanalysis may be defined as ‘a psychological theory and therapeutic method developed by Sigmund Freud, based on the ideas that mental life functions on both conscious and unconscious levels and that childhood events have a powerful psychological influence throughout life.’ It is also called depth psychology. (Encarta® World English Dictionary). The Longman Dictionary of Contemporary English also defines the subject as ‘medical treatment that involves talking to someone about their life, feelings etc in order to find out the hidden causes of their problems.’
Another definition states that, Psychoanalysis is a specific mind investigation technique and a therapy inspired from this investigation. [Quoting from www.freudfile.org]. The same source discloses that in relation to this definition, psychoanalysis may be designated in three parts:
• A method of mind investigation. And especially of the unconscious mind;
• A therapy of neurosis inspired from the above method;
• A new stand-alone discipline who is based on the knowledge acquired from applying the investigation method and clinical experiences.
Le Bach P. (2010) also defines Psychoanalysis as ‘a specific framework of techniques and procedures that therapists use to help clients access subconscious feelings and desires’.
Gleaning from the various definitions, it is clear that psychoanalysis seeks to use systematic or therapeutic techniques to investigate and solve mental and emotional problems for clients. (Gyau Y. 2011). Departing from the caveats offered for the meaning of psychoanalysis, it is important to look into the purpose of this stand-alone discipline in counseling. What could possibly be the goals of psychoanalytic counseling?
Goals of Psychoanalysis and Psychoanalytic Counselling
Before the goals of Psychoanalytic Counselling are established, it is important to look at the original goals of psychoanalysis as outlined by the theorist. According to Corey, Sigmund Freud in his psychoanalysis theory had some basic underlying goals.
• To make unconscious thoughts and memories conscious
• To reconstruct the basic personality of a client
• To assist clients in reliving earlier experiences and working through repressed conflicts
• To achieve intellectual and emotional awareness
• Additionally, Freud and psychoanalysis believe that it is important to strengthen one’s ego so that behavior will be based more in reality and not so much on the instinctual cravings that the Id wants to express.
The goals of psychoanalytic counselling are:
• to help clients become aware of their unconscious thoughts and emotions that have effected their behaviour or action;
• to help clients identify unresolved development issues, eihter, personality or psychosexual aspects, so that clients can continue with their development in a healthy way.
• also to help clients recognize ineffective ways of coping with stress they had previously adopted
• to teach clients how to cope positively with anxiety and the demands of living.
Psychoanalytic Counselling Techniques Explained
There are various techniques that a counselor can use as a tool to help clients solve their problems. Usually, Psychoanalysts listen to their clients concerns. Corey offers the following explanations for three of the key psychoanalytic techniques:
Free association technique
This technique provides the cohesive element binding together other techniques, according to Theory and Practice of Counseling and Psychotherapy (eigth edition) by Gerald Corey, published by Thompson in 2009. Free association technique is quite flexible because it allows the client to speak his or her mind without any ramous or favour. In this technique, ‘the client is encouraged to verbalize any arising thoughts. It does not matter which thoughts even if the thoughts seem irrelevant or illogical. This technique allows uncensored speaking which brings subconscious thoughts to the surface. Verbalized subject matter is just as important as areas not spoken about’ (Le Back Pham, 2010). The issues verbalized by the client may be silly, unimportant, rude, or painful but the psychoanalyst is required to give a listening ear. In this regard the psychoanalyst must interpret the same material (content) released by the client and then aim at leading the client to have better insights of the hidden issues. Thereby enhancing the psychology of the client.
The dream analysis
Sigmund Freud believed that ‘dreams are the royal roads to the unconsciousness’ because of the fact that so much reserved unconscious material arises within the context of dreams. According to Corey, ‘dream analysis uses interpretation to understanding the meaning behind latent and manifest content in a client’s dreams. Latent content in dreams consists of hidden, symbolic, and unconscious thoughts and feelings.’ Therefore, the therapist must work to uncover the disguised meanings that are in the dream through the study of the dream symbolism.
Analysis of resistance
Resistance in counseling is like a defense mechanism which occurs when a client, with time, become unwilling to release unconscious thoughts or issues for the counselor to explore them. The client may maintain the status quo rather that adopt to change. Resistance refers to anything that works against the progress of therapy and prevents the client from accessing unconscious thoughts and feelings, according to Corey. During counselling sessions, the counsellor may point out to the client the occurrence of resistance in reference to a particular subject matter. But this technique, in my view, is a bit unethical, since the counselor, in the event of misconduct, may encroach upon the rights of the client. A better option will be, to diligently educate the client about how the unconscious content could work better for him than oppose or resist it.
Analysing transference
This technique deals with the thoughts and feelings that are deeply rooted in the subconscious mind of the client. During the therapeutic process thoughts and feelings of the client can be transferred to the counselor. But this largely depends on the kind of relationship that the counselor and the client have established among each other. According to Corey, transference is when the client allows past relationships to affect the client’s current relationship with the therapist. According Le Back P. (2010), ‘Transference can even occur between clients and computers, because computers within our society take on human-like qualities, reported an article written by John Suler, titled Psychology of Cyberspace – Transference to Computers, published on September 27, 2009 in Selfhelp Magazine.’ What I a learning from this technique is that, it can be found in all areas involving relationships. Meanwhile, communication is one of the key determinants of a strong relationship, and communication is always between two or more people. It should be learned, then, that when people communicate more often, more attention is demonstrated to the parties involved and as a result, relationships are established and strengthened. It is interesting to note that, counsellors may be caught in this natural human act of relationship, in their quest to keep a rapport with their clients and help them. That is why during the psychoanalysis counselling process, counsellors must not, under any circumstance, present themselves as the solution to the clients problems. Neither should counsellors take advantage of the client’s vulnerability and abuse the client. Especially in cases related to marriage, divorce, relationships, self-development etc. The advantage in this technique is that is enables the client to understand the effect of hidden material on current relationships.
Interpretation & Psychoanalysis
Interpretation is another technique used for psychoanalysis. This technique seeks to explain the meaning behind the client’s behavior that is manifested in dreams and free association exercises. Interpretation also helps to understand resistance and transference issues, according to Corey. After interpreting the meanings behind unconscious material the client is able to dig deeper and uncover more unconscious thoughts and feelings.
The Purpose of Psychoanalysis
All of the techniques and processes involved in the psychoanalytic framework are aimed at uncovering and interpreting unconscious material. This gives the client and the therapist a deeper understanding of underlying motives and feelings affecting every day life. Therefore, the client and the therapist work together through this unconscious material in order to improve the client’s well-being and quality of life. the therapist works to accomplish the primary goal of bringing the unconscious into conscious awareness.
Limitations of Psychoanalytic Techniques
There are some limitations of Psychoanalytic Counselling that use the various techniques. According to Corey (2010) ‘clients who seek to be counselled through this kind of counselling must first know that such intensive therapy is both time consuming and very expensive.’
Secondly, the techniques explained above, indicate that psychoanalytic counselling is a vary delicate discipline and therefore, it must take a highly skilled and trained therapist for the techniques to be used appropriately and in a way that is truly compatible to therapy. Further more, clients with a weak ego may not be able to handle this intensive form of therapy.
Summary/ Conclusion
Discussing guidance and counselling in these specified areas connotes that it is an inevitable discipline that must be taken seriously. It was absolutely stunning to realize that the APA has created an additional division because of innovation. So that traditional practices which were expensive and time consuming could be abolished. The need for more professional counselors, have also become imperative because Ghana strives to attain a middle-income status by 2015. At a press conference organized by the Ministry of Local Government and Rural development on 13th October in Accra, it was revealed by the sector minister, Hon. Samuel Ofosu Appiah, that ‘a five-year urbanization development plan in collaboration with the Millenium Development Authority had been prepared and will be implemented shortly. That should suggest, then, that urbanization and modernization of our societies are closer to us than we thought. The government should put structures in place to train counselors to ensure a balance in urbanization.
Psychoanalytic counselors will also have a place in urbanization. Though the therapy/ techniques are expensive, the elite in an urbanized Ghanaian society, may be able to afford such specialized services. This academic, in several respects, place the counselor at the centre of urbanization, hence broadening the scope of guidance and counselling.
REFERENCES
American Board of Examiners in Professional Psychology (1953) The Certification of Advanced Specialists in Professional Psychology. Washington: American Psychological Association.
American Psychological Association, Division of Counseling and Guidance, Committee on Counselor Training (1952a) Recommended Standards for Training Counseling Psychologists at the Doctorate Level. American Psychologist 7:175–181.
American Psychological Association, Division of Counseling and Guidance, Committee on Counselor Training (1952b) The Practicum Training of Counseling Psychologists. American Psychologist 7: 182–188.
Harris, Alex H.S.;Thoresen, Carl E.;Lopez, Shane J. (2007). Integrating positive psychology into counseling why and (when appropriate) how. (Practice & Theory): Journal of Counseling and Development.
Moore, James L., III (2005). A call for greater collaboration between the Counseling Psychology and School Counseling professions.(Trends): Journal of Counseling and Development.
www.ghanaweb.com/GhanaHomePage/NewsArchive/artikel.php?ID=178595
www.wiki.answers.com
http://www.thefreedictionary.com/urbanized
http://www.modernghana.com/news/192598/1/ghanas-quest-for-middle-income-vision-2020-2015-or.html
http://margiecash.com/counselingpsychology.htm
www.smcuniversity.com
www.sonoma.edu/psychology/careers.htm
www.encyclopedia.com/doc/fullarticle/1G1-158682737.html
http://www.div17.org/sections_scucc.html
http://www.div17.org/students_defining.html
http://www.editorsweb.org/mental/psychoanalysis.htm
http://www.apa.org/careers/resources/guides/careers.aspx
http://www.med.nyu.edu/psa/psychoanalysis/therapy.html
http://www.science.fau.edu/student_services/handouts/counseling%20psychology.pdf
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