2.6 Livelihood Context at the University Stage
2.6.5 Student Support Services at University
Traditionally, student counselling services in higher education has focused on educational guidance, career guidance, employment services, and psychological counselling (Rott and Gavin-Kramer, 2006; Clarke, 2009; Wallbank, 1991; Thomas, 2009). This is a well explored area, which I will not go into. However, the changing face of the higher education landscape,
which is more complex because of the diversity of the student population, requires a reconceptualisation of student counselling services.
The South African literature shows that at some universities, for instance, the University of Cape Town (UCT) the majority of students who made use of the student counselling services were undergraduate students and English second language speakers (Schreiber, 2007). The most frequently presenting concerns amongst these students were problems associated with concentration, difficulties with motivation, depression, tiredness and fatigue.
An immediate challenge is that students come from insular communities, yet are required to adjust to a culturally diverse environment, in which they have to negotiate multiple social relationships (ibid). According to Malefo 2000 and Naidoo (1999), previously disadvantaged students in historically advantaged higher education institutions face additional psychosocial adjustment problems (see also Higgins, 2007;Nicholas, 1997 in Schreiber, 2007).
The above analysis merely provides a snapshot, and is by no means a holistic picture of the gamut of problems faced by students. One of the participants in my study, when asked where he/she found help with his/her problems, said he/she was helped by a sangoma (a diviner and practitioner of traditional African medicine in Zulu culture). The literature is silent on some of the mainstream ‘traditional’ issues that affect students from disadvantaged backgrounds.
Thus, in the context of this study: Does the student counselling model currently in use accommodate the ‘new’ South African student context in terms of its diversity? For instance, does it take into account the lived experiences of students, including their background?
At UKZN, student services operate under the UKZN Student Counselling and Careers Centre. In many ways, the process resembles that of European and North American higher education institutions in that higher education student counselling services are still based on a traditional model (centralised, manned by psychologists, not socio-psychodynamic etc).
UKZN also runs three other student service centres, namely: the Disability Unit, the Wellness Centre and the HIV/AIDS Unit. This researcher tried to establish the most frequently presented problems/issues students raise at the Student Counselling and Career Centre for a statistical profile, but could not get access to such information, although it is presented at the Student Services Board. While the Student Counselling Centre web page provides a list of their services, this does not reveal much about the success, effectiveness of and accessibility to these services.
In the UK, Germany and South Africa, the literature shows that the concerns presented by students are similar. These include personal, struggles, existential and spiritual anxieties, financial problems, career choices and intellectual difficulties, welfare concerns such as poverty or food insecurity; personal relationship concerns; addiction; and identity issues (Clarke, 2009; Oxley, 2009; Leach, 2008; Pearson, 2008; Thomas, 2009; Wallbank, 1991;
Munro et al., 2011). Given the number of issues that students are confronted with while pursuing their studies, student counselling services should be accessible to all students so that they can be freed from psychological distress and able to engage in the learning process and maximise their potential(Crowley, 2007). Student counselling services in some South African universities have been seen to be inaccessible and in some cases invisible for students from disadvantaged schools (Jones et al., 2008). There is a long waiting list of students wanting to see counsellors. Because this is an educational service (see Crowley, 2007) it should be provided in a different manner from institutions such as hospitals. The identification of the concerns experienced by students in higher education will in essence be based on the approach and methods used.
Moreover, counselling should be applied discriminately, based on student needs or the concerns put forward at that particular point in time. The British Medical Journal (1976) noted that while many counselled students were academically inadequate, they did not disclose their academic problems to counsellors. Thus,
“they would probably have benefited more from academic and educational advice, and the American report highlights the lack of cross-referral between agencies and failure on the part of the counsellors and psychotherapists to take adequate histories of academic performance” (British Medical Journal, 1976).
This evaluation is related to the assertion by Jones et al. (2008), from a South African perspective that student counselling services were not utilised by students or were inaccessible because students did not know about these services. Schreiber (2007) observed that some students could be using other counselling services such as private services, and Faculty-based support services.
The use of student counselling services was also found to differ according to gender. At the University of the Western Cape Naidoo (1999, in Schreiber, 2007) noted that 58% of clients were female, and Nicholas (1997, also cited in Schreiber, 2007) observed that 56% of
students using counselling services at the University of Cape Town were female. Female students are more apt to discuss emotional issues and to ask for assistance (Schreiber, 2007).
However, university student counselling centres should aim to address the needs of all students, based on student contexts and backgrounds (Bronfenbrenner, 1979).
Munro et al. (2011) identified the models most widely used by student counsellors (who are mainly community psychologists). These include Social Action Models (SAM) and other community psychology based models such as the Mental Health Model. These models are preferred because of their presumed empowerment aspects. While Munro et al. focused on vulnerability to and the effects of food insecurity, student counselling services are faced with a myriad of student problems. Thus, an integrative, psychosocial dynamic model is relevant (see Clarke, 2009; see chapter seven on recommendations). The challenge for student counselling services should not be about the range of services they provide to the student population, but how to make these services visible and relevant. While they are called on to serve all students, disadvantaged and advantaged, the challenge is how to ensure that they reach the most disadvantaged. Thus, models and policies on student counselling services, like policies in other fields, should be based on well researched information.
Some intriguing research projects have been undertaken by student counselling and career centres, such as the exam-apple awareness drive which took place during the November 2006 examination period at UKZN to raise awareness on food insecurity (Munro et al., 2011).
Student counselling services need to adopt a proactive, integrative psychodynamic model in order to respond to diverse student needs and concerns. The work of a student counseling service involves frequent interactions with different parts of the institution (see Nicholas, 1996).
In the final analysis, student services should be of an educational nature and they must be visible. Many student services in higher education institutions are not visible to students from disadvantaged backgrounds (see Jones et al., (2008). Some find them culturally irrelevant, and social stigmas may prevent students from using them (Jones et al., 2008). Furthermore, studies have shown that some students suffer from class-based discrimination by both their peers and university staff which leads to an identity crisis (see also Thomas, 2009; Clarke, 2009). It is the contention of this study that the sustainability and effectiveness of student
support services hinges on their accessibility and ability to build confidence in students to access support.