UNIVERSITY OF IBADAN LIBRARY i '.I NIGERIAN JOURNAL OF SOCIAL WORK EDUCATION . . ., . ... . . ~ . . , . . .. : ~ : . ~ ., . .~ ., .. ,,. ::$:, .: . . .. . , d . . .& . .,. : . i~ ' . ' -. . , , \ ~ UNIVERSITY OF IBADAN LIBRARY NIGERIAN JOURNAL OF S O C W W ORK EDUCATION EDITORIAL BOARD Editor-in-Chief D R J.O. OJVINA. Departi?lent of Social 6Ffork, University ofIhadan, Ibacinn. Managing Editor: DR BAYO AKINOLA, Dept of Social Work, University of Ibndan, Ibndan. Editors: D R ABIODUN OKEDIRAN, Dept of 4 dnlt Education:CLTDP.4. 1.i~ivers.it v o.f ibar/q~i, Ibadan. D R J. JL MOJOYINOLA, DR (MXS) FUNMI F O L A W M I ; & T. G. ADEGOKZ Dept of Social Work, Uni~rersivo f I harlan, Ibadan. J. 0 . FAYEYE Dept of Sociologv, C'niversihj of Ilorin. llorin. M. INUWA llniversir?j ofKa~iok, bno. Consulting Editors: PROF. J. T. OKEDARA & PROF. C. N. ANYANWU liniversiiy of Ihnda17, lt~adan. Guest Editor PROF. J. T. OKEDAHA (.,f .i r tlzisetlilioni . ~ , ~ditoriaAl dvisors:. PROF. C. A. OKEDARA &PROF. EBO ZIBAHAKWE, 7;n;l:ecvjr?,o flhntiuiq. Ihcrclnlz. PROF. L. P. SHOEMAKER . IJnii?ersiho f Pei~nsvh~imiPol,7 ilc1c/e/plzitr, 1.X-1 PROF: F. TOGONU BICKERSTETH Ohafet?~iil >t~jlor~1 rii>i~ .rr.vitl:I le I f i . D R A. A. MORDI, URi~:ersiqhj "l/oriii,I lorin. N~TESF.O R CONTRIBU'TORS -unless agreed othenlise all accepted papers become the copyright of the journal. Contributors should bear in mind the international character and linguistic diversih of their audience. Manuscripts should be sent to Dr Bayo Akinola. Department of Social Work. University of Ibadan, Ibadan. Manuscripts ailing to conform to the follo\ving g~~idcli~ies will not be considered for publication. Three complete copies of the n~auuscripts hould be sub~nittcd.e ped double-space& on m e side ofthe paper. It is essential that full postal address be given of the author who will receive editorial correspondence. offsprints and proofs. Figures and tables should have their positions clearly inarked and be provided from the main text. The captions to figures provided on a separate sheet. Figure nunlbcrs should be shown as Arabic numerals. tablc numbers as Latin numerals. References should be in&cated in the test b! giving ths aulhor's nalnc ibllo~~cd the year in parentheses. e. g. . . . .. . ...e arly research b>- UNIVERSI Y OF IBADAN LIBRARY S111ith & Jones (1997. p. 275) Showed .... alternati~el) this could be shown as .. .. . .. .. . e arl, remrcll (Sillit11 & Jones. 1975. 'I 273 ) Showed .. The full refereilces should be listed in alphabetical order at the end of the paper using the folio\,-ing sele. ~ w k M. uir. J (1976) .A modem Approach to England Grammar: An Introduction to s!-stenlic grammar. London: B. T. Batsford Ltd. Article in a Journal: pleck. J. H. (1977) The work fanlily role system. Journal of Social Problems, 24. pp 4 17- 427. Chaptcr in a book: H;lllonay W. (1984) Gender Differel~cca nd the produmon of subjectivity in J. Henrigues. W. Hallomy. C. Un\in, C.Vem. & V. Walkerdine (Eds) Changing the subject. Loi~donM: ethuen. Please note tlml journal tltles must be &en in fill1 and that authors full first n a m o r initials may bc used. Particular care 111 the presentation of references would be greatly appreciated by the Editorial Board and the publisher. Proofs mill be sent to the author designated to receive them and should be corrected and returned immediately. A complele copy of the journal issue is supplied free of charge ;G ?he author. shortly after publication. UNIVERSITY OF IBADAN LIBRARY CONTENTS Editorial A. OKEDIRAN: Community participation in Adult Education Projects Implication for people oriented planning inNigeria. 1 J.0 AKANDE: Reducing incidents of community projects abandonment inNigeria some suggested panacea 10 T.GADEG0KE: The Sociology of social work 22 J-KMOJOYINOLA: Social support as facilitator of early patients recovery from physical illness 29 OLAIDE A. ADEDOKUN: Widowhood, divorce and waiting time: A neglected aspect of nuptiality studib in Nigeria. . 3 8 FUNMI FOLARAMMI: Strategies for preventing social breakdown in schools 5 5 H. T BENEDICT: Refugee womenaoel Afriean traditional 67 support system. How effective incountry ofasylum. GODWLN E. AKPAN: 'The benefit ofpoverty .to Niger;;,: A comment .74 J.0 OJESINA: Enhanchent of social work educatibn 78 BALOGUN S.K. and Arukwe E.1: The Influence of perceived leadership style on stress 91 + BAY0 AKINOLA: Policy practice m social work models and contemporary issues inNigeria. i d 4 OLUJIDEM. GBENGM Overcornin= the food cric;~in , Nigeria through the moMlisation of peasantwomen: A strategy for action 1114 KEYE ABIONA: Community development and social work: Two sides of acoin? - ~ 121 TUNJI ADEPW: CommuniCation as aneffective crisis intervention strategy 139 FJCMI BALOGUN: Human behaviour adetermining factor behind education a social welfare orientation 13 5. OSIKI J. et al: Biodemographi determinants as precursor* for the onset and,maintenance of9 .d olescents' promiscuity: The psychologish angle 145 JOSEPH 0 .F AYJZYE: Crisislnte~entioann d definitions of purpose in social work 153 C A. 0 AKERELE: Cooperative finance in PlateauBenue and Bauchi States an empirical evidence 160 E.O. OLUMODEJI: Meeting the psycho-social needs of I handicapped children inNigeria. -, 169 UNIVERSITY OF BADAN LIBRARY STRATEGIES FOR PREVENTING SOCIAL BREAKDOWN IN SCHOOLS FUNMI FOLARANMI Ph.D. -p, epa~rpmentb f Adult Educution, (Socicrl Work Unit) University of Ibadun, Ibadam ABSTRACT An &em@ has been made in this paper to present a model on the process of social breakdown. The model, developed by Robllison (1978) describes the gradual process of 'breakdown in social functioning in relation to individuals, families and schools' and pays particular attention to t115 parts various agents of social control play in the prevention of social breakdown. Strategies developed by - experts.w hich are ckrecte-d a t , individuals, professionals a ~ tdhe government for the prevention of social breakdown are recommended. Thereafter, the strengths and limitatioi~so f the strategies are discussed and a conclusion is reached that urgent social work intervention in the scl~oolsw ill help a great deal in preventing social breakdown in schools. INTRODUCTION Generally, not all the ch~ldrenw ho attend school have b~ able to benefit maximally fiom school education. In fact the situation is getting worse with the introduction of free education at all levels. Whereas the purpose of school education is to make all the children who pass through it hctional both during childhood and in their adult years. A visit to any prison or remand home reveals that many of the inmates in these institutions must have attended school Statistics from a study carried out by Odekunle (1978) in Kano and Kaduna State show that the percenwe of prison inmates who attended school is about 37% while figures of clients at Welfare Agencies also indicate that a very high percentage of their clients attended school. Nigeria would celebrate her 40 years of independence this year, (2000) it is' the belief of this writer that schools, having gone that long way should be able to assure the society that it would do its best to make sure h a t the objectives for UNIVERSITY OF IBADAN LIBRARY setting them up are met where all the children who come through pass ! out successfully at the end of their school years. Nigeria c(un boast of many secondary and tertiary institutions. In 1989190 academic year, there were 34, 904 primary schools, 5,868 secondary 1 schools, 120 colleges and polytechnicsand 38 universities. There were also 300 1 vocational, technical and business schools. This is in addition to various special 1 schools and numerous private institutions all over the country. The purpose of establishmg so many schools is to make all children who pass through them functional.. literate and responsible adults later in life. But it is disheartening to read negative reports by many scholars on the high incidence of malfunctioning among students, Allen-Meares et al. (1983) Bakare (1993), Meedles dZ Knapp (1994). More than half of the students in these schools can neither read nor write, i Marcionis, (1995). More often than not, students are faced with certain problems associated with social breakdown which they cannot solve by themselves. Such problem include: teenage pregnancy, juvenile delintpxicy, teenage drug and alcohol abuse, absenteesm, truancy, school fhilures .and mslpy more: The problems are prevailent in the public schools. In support of'th&:view, Allen- Meares et 01. (1983) explain that the persistence of poverty, &''its. @endant --problems of madequate housing, health-care + and nutrition, l W ea rly --, childhood experiences affect the quality of learning and the school's success m achieving its goals. Poverty and high unemploymqt in Nigeria are alarming i which usually lead to growing social problems. &&& of poverty status most often eater school 'less prepared than their comtaDarts in the workmg class , parents group 1 Perhaps that is why Obemeata (1995) concluded that the education system in ' Nigeria has become an unpiofitabIe industry. Both the prima~ya nd secondary schools produce functional illitecites in large numbers every year a sit:t.~tion which unfortunately, nedtes the objectives of Nigeria's National Policy on Education, though Skidmore et al. (1991) believe that, individuals, especially children, are faced with problems they cannot sblve by themselves. This explains 1 why certain categories of children in school are not capable of functioning independently, the fact remains that the numbers of children who fill1 into the category have amhued to rise at an alarming rate over the years. In support of f this view N m o r e ( 1966) pointed ortt that most schools meet.the n&& of good 1 students and have not seriously ccm$dered their responsib'i of meeting the needs of students who have below-average abilities, or who need extensive remedial instructions. Many schools do not also provide adequate guidance services to detect those students who are making insufficient progress. 56 1I I UNIVER ITY OF IBADAN LIBRARY Mames (1974) on the one hand believed that inability to function adequately for many students may mean disruption of life, a sense of loss and grief which culminate in despair and death. Robison (1978), on the other hand believed that crisis situations which temporarily results in breakdown can eventually result in innovation which will qualitatively improve the life of the victim. It is believed that many of the apparently unmanageable teenagers could be helped if ' appropriate assistan& is provided at the right time. Social workers' are therefore, encouraged to use their knowledge and skills to meet the children's needs. p a h t o meet such need could be disastrous not only to the individuals I mncwn&i, but to the society as well. 1 I SoCfAL FUNCTIONING DEFtNED It is necessary to delve a little bit into the area of social functioning befbre a I discussion of social breakdm could be carefully ruticulated. The 1959 Curric;ulum Study of the Council on Social Work Education (CSWE) &red the Wowing definition of Social Work. Socia6 wark seeks to enhance the social functioning of individuals, singly and in pups, by activities focused upon their seckl relationships which constitute the ' I between man and his I activities can be grpuped into thrw fnam. 1 restoration of impaired capacity, p& of individual and social resource&,a nd pmentictn of dysbction. The ma& concern of this.paper is the pre!mtim & so@ breakdown 111 schools, hence the concept of social functioaing in this piper W Q limited to those activities performed by the school child. Cmsequdy, md+Amctioning here incliides students abillty to communic$e and expres~ in English and m their first language, pass school and external ~xu&&&@ a d $ch ool punctually and regularly, cooperate with parents, tea- adults in their communities, cope with crisis situations and adapt to t h n & q cbvhmmt. (Folaranmi, 1988). Broadly speaking, the school social worker sem tho68 @d&n whose social emotional problems interfere with their uw of schbol eaperiemce to ths maxi~numo f their abihty. This does not include all the c h b w ho show r a ~ l s symptoms of difficulty in school b m time to time but ohly those chirdrm. in r whom the degree of the symptom indicate a need for help. Some of &e UNIVERSITY OF IBADAN LIBRARY sy~nptolllsa ccording to the proceedings of the Workshop on School Social Work in Illinois (1956) are: School achievement below ability level, problem of attendance illness without physical cause excessive fears, anxieties and crying, shyness, withdrawn behaviour and over-dependency extreme restlessness, aggressive and hostile behaviour, conflict with authority, difficulty with other children. The ability of the child to cope with school activities in spite of the presence of any of these problems of obstacles to learning means that the child is able to mteract with hisker environment and adapt accordingly. The council of Social Work Education made it clear when it said that the ability of people to cope with life's problems and tasks.. eliminate or lessen the negative consequencies d stress usually results fram the interaction between people and their environments. Social hctioning is therefore enhanced when individuals feel basically satisfied .;;$ithemselves their roles in life and their relationships with others. THE PROCESS OF SOCIAL BREAKDOWN Failures of Social functioning are taken to be acts or omissions of performance which in themselves constitute a failure to live up to the expectations of society and or those of the self. The failures might be delinquent acts or neglect of duty. Society makes all kinds of definitions as to what constitutes social breakdown, even though they vary considerably from group to group. In Nigeria, acts that may portray social breakdown are those acts that will require the control or intervention of the criminal justice system. For example: delinquent behaviour such as stealing, teenage drug abuse, run-away children and etc. A model on the process of Social breakdown developed by Robinson (1978) is presented below: TABLE 1 :M odel of the process of social breakdown STAGE I INDIVIDUAL FAMILY At risk I Dawning recognition 1 Da~vnillgre cognitioi~s 1 D"awnring r"ecog"nition by subject by some subjects. by social institution. Other Primary No definitions made I Socialisation agents agents. No definitions made. 'alert'. Other primary Socialisation All rights and powers AlI rights and powers 1 retained. retained. UNIVERSITY OF IBADAN LIBRARY -- Primary socialization Primary socialization Defimuons ma& agents active. agents active. higher up the s?sulm. Definitions made Definitions made Prescriptions made mithin the v-stem. , within the system within the %stem. Prescriptions made Prescriptions made Soil~ep owers -withint he system. within the system. constraiaed Powq of subject Some poyers constrained. constrained. Secondary Primary and seconda~ Primary and Pnmary and socialization agents secondary resocialisation agents activ8. socialization agents active. Defi@o-n s made active. Definitions made withie h e o utside the Definitions made within and outside the system? mlthin the outside the system. ~owe&osfi ibject .. system. Poners limited. ( limited. Power limited. Tertiary 1 All'relevant systems -All reloant systems All relmnt systems active. - active. active. Definitions made Some definitions Definitions made within the legal system. made within the legal within the Politico- Prescriptions made -stem. legal system. within the legal system. Prescriptions involve Prescriptions im o l ~ e Prescriptions involve custodial care for-~ major restructuruig 'custodial' care. some mnemnkrs. Power seriously 1, Power of su6ject Power seriously curtailed. seriously curtailed curtailed. Source: Robinson; Margaret: (1 978). Schools and Social Work Lolldon. Routledge SZ Kegan Paul Ltd The model describes four stages which are not clear cut and with no obvious boundaries between them. S t r ~I - At risR of Social breakdown: This is the first stage of the continti- of social breakdown and the one which is most mcult to recognize. h g l e (1974) lists the following group of children as being particularly vulnkrable and at risk. 1) ,Socially and cultura~lyu nderprivileged children. !1) Families where personal relationships suffer from some degree of impairment or where there is some emotional neglect. ~ i i ) Families where there is serious or irreversible physical or mental illness or disabling handicap. UNIVERSITY OF IBADAN LIBRARY i v) The child who has one parent only (whether because of illegit~nacy, separation, divorce or death); 11) Fanlilies affected by sudden and disrupting crises. Holtnan (1970) takes a sociological view in his description of fdmilies at risk I I who, he reeonmends should be given priority. He describes the places where I . such families live as twilight zones: His description of the places are: ! , I i) geographically located "I between the busipess center and the outer rings 1 of cities. ii) having a relatively high number of immigrants; iii) home conditions characterized by overcrowdy and lack of amenities. iv) higher than average proportion of unskilled and semi-skilled workers; v) higher than average proportion of families receiving state benefits; vi) higher than average proporiion of large fanilies; vii) lack of play space and facilities. viii) poorer health than is found in the population as a whole; 1x1 high incidence of child deprivation and delinquency; U) some evidenke that the areas have the worst social services. Sfagc.11P rimury Soci(z1 Breakdown: At this stage, d is clear that something ' I .is wrong with the child or the family and affecting the child. There i s open recognition betvo-een the school, and either the child or the child in the family, i ' that a problenlaiic situation exists, whether or not each accepts the perceptions of the other as to what it'actually is. It is at this stage that prescriptions are made within the same system to alleviate, mitigate or cokect the situation. Children who have behaviour problems tend to be seen as "bad" by the school systenl. This is because their behaviour makes it difficult for teachers to carry out their tasks while children who are isolated and withdrawl may hardly be noticed because they made fewer denlands on the teacher and are less disruptive in class. On the other hand, children whose behaviour is seen as bizarre, and especially those whose parents are known to suffer from psychiatric 1 disorders are often seen as "mad" At this stage, social work system is not i i usually involved. i Stuge 111 Secondaq~S ocial Breakdown: When a subject is described as 1 experiencing secondary social breakdown, both primary and secondary socialization agents are actively involved. In the model presented in Table 1, secondary socialization 'agents are taken -to be social workers. .One of the key factors of this stage of breakdown is that the definition is made outside the school system. With regard to school children, this means that they are expected to be C UNIVERSITY OF IBADAN LIBRARY --refmedt o the social work system and it is this act of referral which indicates that the stage of secondary social breakdown has been reached. Stage ZV Tertiary Social Breakdown: Tertiary social breakdown can be said to haw occurred when the stage of social breakdown has been reached. 7he defining agents explain that corrective action is mandatory to 'restore the possibility of social functioning. At this time, the definition incluues three systems, one of which is likely to have the power to make definitions with legally backed sanctions. Another important feature of tertiary breakdown is that the subject's self- imageis usually rahcally redefmed as part of the process. While in primary and secondary social breakdown, the subjects' self-image is usually radically redefined as part of the process. While in primary and secondary social breakdown, the subjects' self-esteem may suffer to a varying degree, when tertiary social breakdown is defined, there is no escaping from the accompanyit~g sense of failure, whether this is acknowledged or not. For sch6ol children, tertiary social breakdown is reached when a child is compulsorily required to sp&d more time away from home in some form oY custodial !caret han he or she spends at home. One reasoh for that may be that t$e ivome or Eqnily may ,po longer be functioning in such a way as to provide hbnl&efyith ,the c a y and, controf that are needed. THE STRATEGIES . The followuig strategies are offered: They are provided by Prhgle (1974), ~ e ; i d e(1 999) and &meata (1995). In spite of the fpa that not all care-giving . . , profession* agree to the causes underlying 'Pringle's categorization of childrd'at risk (Stage I I), most of them would probably agree as to the vulnerability of sich children ahd yet the same professions could hardly be said to be 'alert' in their concern for such children. Certainly, with regard to cooperative effort in working twgether across the boundaries of their own care-giving systerns,Pr;ag1e (15(74) argues that they are more concerned with preserving their own professi&?bl prihciples than wid th&:n,&s of children. She' urges the professions to 'be m@ . ', "alert" to the needs of children. Education Priority Areas (many of them situated in the tw&ght zone described by Holman (1970) in stage 1 as discussed earlier should receive urgent support and attention in order to combat the vicious downward spiral of pavsrCr and deprivation. More resources, buil'hings, new and additional equipment, extra more - skilled teachers and so on should be given to these areas, over and :above t the national average. UNIVERSITY OF IBADAN LIBRARY I Obemeata (1995) lists the following measures by wl~ich the education i r~~dustrcyo uld be made more profitable: which this author believes to be yet another strategy: They are: 1) enhanced learning environment; ii) improve the physical structures of the schools; iii) provide instructio~lapl laterials. i v) increase instructional time. V) improve the learning capacities of pupils; vi) improve quantity and quality of teachers; vii) examine the role of language in education; viii) improve management of schools; ix) increase funding of education. X) our leaders should demonstrate a real political resolve to reverse the ~mprofitablenesso f education industry in Nigeria Odejide (1999) recommends a core-set of life sktlls that are at the heart of s!dls based init~ativef or the promotion of the health and well betng of children and adolescents. They are, to this atitbor believed to be yet another strategy These include: 1. Decision making: ability to deal constntct~vewi~it h decisions concerning one's life 2. Problem solving: ability to deal constructively with problems. 3. Creative thinking: ability to explore available alternatives and varioi~s umsequencies of one's acbans and non-actions. 4 Critical thinking: ability to analyse information and experiences in an objective way. Helps individuals recognize and assess the hctors that influence attitudes and behaviour, e.g. values, peer pressure and the media. 5 Effective co~unicat ionb: eing able to e ress opinions and desires, needs and fears. Bemg able twask for advice anI "h elp in time of neeb. 6. Interpersonal relationships skills: help to relate in positive lways with the peoIjle one interacts wkh e.g. friends, relatives, endkg relationships in a constructive way. 7. Self-awareness: recobition of ourselves, of our character; of our strengths - and weaknesses, desires and dislikes. 8. Empathy: ability to imagine what life is llke for another per on, even in a situation that we nlay not be familiar with. i". UNIVERSITY OF IBADAN LIBRARY 9. Coping with emmons: involvesrecognizing elnobons 111 ourselves and . others, being aware of how emotions iufluence behaviour and being able to respond to emotions appropriately. recognizing how this a f k & us and acting in ways that help to control our levels of stress. Table 2: shows in clear terms the &rent actual life skills and lesson activities that can be taught at different levels and ages to promote psychosocial competence and to achieve health promotion and effective social functioning of individuals and in&m. Table 2: Acquisition and Application of Life Skills others in a time of pcessesrn - . UNIVERSITY OF IBADAN LIBRARY STRENGTHS AND- LIMITATIONS OF THE STRATEGIES It may not be easy to identify the effects of each strategy tbsy are interrelated. Consequently, the success or failure of the will be evaluated by exarninlng the achievements of school children some m r s after leaving school. Those $10 Qll into Pnngle (1974) categorization of c h i h i at risk or Holman's (1970) g o u g of children who live in twilight zanes n& priority attention. In its totality, it will not be absolutely right to state that-the vario$s llltervention strateyes and programmes instituted by government and non- governmental agencles for the prevention of sociai breakdown in the schools have made significant impact. This is because of the 'pcontrollable student population in our schools who man~festv arying degrees:of.soc~al breakdown. Students defy school authorities. At all levels of education; students engage in all sort of malpractices. In fact Onyechere (1996) submits that examination malpractices rank as one of the most dangeroq problems of any society, because .it makes nonsense of educational systems. It plants the seeds of unethical values in the fertile minds of students. This is obviously one of the results of inability to function on the part of the students who then seek alternative means of achieving their aim of schooling i.e. pass examinations etc. Unfor!xnately, this method does not argur well for both students and society, as it has been found & that malpractice is rooted in malfunctioning. (Foiaranmi, 1998). It is believed that when a canbdate depends on malpracticesZtop ass examinations, such a candidate is building the foundation for a life of immorality and crime. In the area of human development generally, education in particular, the various strategies offered by Robinson (1974) Obemeat. (1995), Odejide (1999) appear very solid and helpll as they are capabre of sensitizing the public to the UNIVERSITY OF IBADAN LIBRARY benefits of social functioning. They are also capable of ecabling the indvidual, government, and social welfare agencies to examine themselves to see if in actual fsct they have been able to peribrm their duties and fulfill their obligations as they should. 'Ibis study has pointed out that in order to effectively prevent students' social b d a h n , there is need for more intensive, properly streamlined anr4 consciously planned educational and enlightenment p rog razes .for the students at bath pr&ary and secondary schools. - From practical experience of what goes-&-in the schools as well as reports obtained at the Social Welfare Centre (Schools Division) in Iyaganku, those students who are experiencing social breakdown umlly constitute a potent force of disruption in the school and in the society, F o l a r d (1998). This apparm~tly confirms the findings by Dave (1975) that the disruptive elements in schools usually constitute about 2% of the school population. Such students are most of the times recruited by area boys and touts and thereby-they co~thtrallya dd to the ever-increasing number of miscreants $the society.. The presence of .students 3 are prone to breakdown in schods demonstrated that the existing eg ies should be properly structured, and effectively implemented to be able tdnip the problems in the bud. I wish to state categorically that efforts at preventing social breakdown in schools rest not only on the shoulders of government as many may subnlit, btd also o n individuals, professionals and institutions concerned. Pringle (1974) addresses her call to the practitioners and professionals in the helping professions, while Obemeata (1995) addresses the government. Odejide (1999) betieves that an awareness by the individual of the various indices sf the breakdown and the ability to combat these indicators with life skills will help a great deal of both short-iun and long-run prevention of social breakdown. REFERENCES Allen-Meares, P. ton, R. 0. and Welsh, B. L. (1986). Social Work Services in the Schools, New Jersey, Prentice Hall Inc Bakare, C. G. M. (1993): The Psychology of Adolescents and its Implications for Guidance and Counselling in Nigenan Schools. In Ps~cholomf ix Evewdav Living. Vol. 2, No. 3 pp. 9-14. Folaranmi, 0. 0. (1998): Home Background and Social Functtsnkg of Secondaw School Students in G ~ oSta te, Unpublished Ph.D thesss university of Ibadan, Ibadan. UNIVERSITY OF IBADAN LIBRARY Henggeler, S. W. and Bourduin, C. M. ( I Q W ) : Faniilv ll~erapvsn d_B~I?_a~yv!r;A ~j.uusystern~bcp roach to Treatink thz Behaviour Problems of Children and Adolescents. California Col-e -Bo~ks. Holman. K.( 1970): Sociallv Deprived Fanli+i'es jn Britain Bedford Square Press. JAMB ,.\dmission Brochure (1!39S/99): Uh E/QE, PCE Brochures Lagos Joint Admission and Matriclllation Board. kfarcionis, J. J. (1995): Sociolozy; New Jersey, Prentice Hall. Marris, P. (1974): Loss and CI~arge:L oiiaon, Routledge and Kqan Paul. Meedles and Knapp (1094): Teachuiq Writuig to Children Who at-e Underserved in Journal of Education. Psychology: Vol. 80 No. 3. Narranlore. C. Wl. (1966): E~~cyclopeadoiaf Psvcholosical Problei~~ks,l iclligan. Zondervan Publishing House Obemeata, J. 0. (1995): Education: .4n Un~rofitableI ndustry in Nigeria, Ibadan. PG. Scl~oo~l [ l ~ t e r d i s c i ~Dl isncio~ur~se , University Press. Odejide, A. 0. (1999): "Life S&lls Education" Seminar Paper Presented at Postgraduate Institute for Medical Research and Training, Collehv o!: Medicine, Tbadafi Odekunle, Femi (1970): Juvenile Delinquency and Adult Crime in Socxl ,Proble~nasn d U~lil lali tvi n N h pro ceedings of the National . . S e ~ i o a orn .Social Problem Social Disorganisation and Criminality (cd) by .Akeredoltr-Ale, E. ' 0. Cllibogu, N. and Odiaka, 0. A. held UI Bagauda. kiano? Nigeria. Ogundimu, B. .4 ' f1 985): Nigeria System of Educations in The Intemationai , Encvc!o~edia of Education. Vol. m-o (ed) by Husen. T. and ~ostldtwaite, Oxford, Perganon Press. Gilyschere, The (1996): E.xamination Ethics Hadbook, Lagos, Potomec Books (,&I Exam Ethics Project Production). Pringle, h.1. I<. (1,974):T he Needs of Children Robinson, M. (1P78): Schools and Social Work, London. Routledge and Kegan Paul. ,. Skidmore, R. A. Thakaray, b1. G. .And Farley, 0. w. (1991): Introduction to Social Wxk, New Jersey, Prentice Hall Inc. UNIVERSITY OF IBADAN LIBRARY