Educators of behaviorally deviant children have been intrigued by the possibility that a child’s behaviour is more “disturbing” than disturbed. In this study, a comprehensive assessment of the emotionally disturbed kid has been framed in numerous ways throughout the literature, with varying consequences for school counsellors. A desirable change in pupils, such as improved study habits, greater scholastic accomplishment, fewer scholastic failures, a lower dropout rate, and better home-school relations, is the most significant outcome of a guidance and counselling programme. The primary goal of this study was to highlight the varied functions of the counsellor in giving education to emotionally disturbed children. This issue is particularly essential in light of the growing concern about special education pupils with emotional challenges making poor academic progress. This, which has been mostly linked to inappropriate behaviour, indicates that such children have poor social skills or overall work habits, causing them to perform academically below their peers. Without competent counselling, providing education to the emotionally disturbed child in the classroom would undoubtedly fall short of the goal. There are suggestions for the roles that counsellors should play in the education of emotionally disturbed children.
Kennedy Nyeseh Ofori
Department of Education Studies, Wesley College of Education, Kumasi, Ghana, P.O. Box 1927, Kumasi, Ghana.
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