INVESTIGATING COUNSELOR CONFIDENTIALITY AS A DETERMINANT OF STUDENTS’ UTILIZATION OF COUNSELING SERVICES IN SECONDARY SCHOOLS

CHAPTER ONE INTRODUCTION 1.1 Background of the Study There is widespread agreement that effective therapy cannot succeed without a guarantee of confidentiality; however, it is also generally accepted that confidentiality is sometimes discretionary (Omotoso, 2017). Counseling within educational settings plays a vital role in supporting the psychological, social, and intellectual development of students. School counseling programs are designed to tackle various challenges students face, such as emotional struggles, academic pressures, behavioral issues, and conflicts with peers. By providing a safe and supportive environment where students can openly share their concerns and receive help, effective counseling significantly contributes to their overall well-being and academic success (American School Counselor Association [ASCA], 2019). Despite this importance, many secondary school students remain hesitant to use counseling services due to fears about confidentiality (Omotoso, 2017). Confidentiality is a core ethical principle in counseling, requiring counselors to protect the privacy of any information shared by clients. The American Counseling Association (2014) emphasizes that confidentiality is essential to building trust, which forms the foundation of successful counseling relationships. When students trust that their disclosures will remain private, they are more willing to seek counseling and discuss sensitive issues openly. On the other hand, concerns about confidentiality breaches can discourage students from accessing counseling, leaving their problems unresolved and affecting both their academic performance and personal lives (Gibson & Mitchell, 2020). Research has shown that adolescents often worry that details shared in counseling sessions might be revealed to parents, teachers, or classmates. This fear is especially common in cultures where mental health issues are stigmatized or personal problems are seen negatively (Okeke & Ugwueze, 2021). Omotoso’s (2017) study found that many Nigerian secondary school students avoid counseling because they fear that confidential information might be disclosed to school authorities or parents without their consent. Such fears may be intensified by unclear confidentiality policies, inconsistent application of rules, or lack of awareness about what confidentiality entails in counseling sessions. The concept of confidentiality strongly influences whether students decide to utilize counseling services. According to Gibson and Mitchell (2020), students are more likely to seek help when they perceive counseling as a private process that respects their privacy. This understanding is crucial for addressing sensitive issues such as mental health disorders, bullying, substance abuse, and family problems. Unfortunately, many students have limited knowledge about confidentiality’s nature and limits, leading to misconceptions that can prevent them from accessing needed support (ASCA, 2019). Cultural and socioeconomic factors also shape students’ attitudes toward counseling and confidentiality. In many societies, particularly across Africa, talking about personal problems with a counselor can be viewed as a sign of weakness or inability to handle one’s challenges independently. This cultural stigma, coupled with concerns about confidentiality, can discourage students from seeking counseling even when they experience significant psychological distress (Kochhar, 2019). Understanding the importance of counselor confidentiality as a key factor influencing students’ use of counseling services is essential for developing strategies that encourage students to seek help without fear of privacy breaches. The success of school counseling programs depends not only on having skilled counselors but also on students’ willingness to use these services. Okeke and Ugwueze (2021) argue that schools must create an environment where students feel safe and confident that the information they share in counseling will remain confidential. This involves establishing clear confidentiality policies, educating students about these rules, and consistently upholding ethical standards that prioritize student privacy. Failure to do so may reduce the effectiveness of counseling programs and leave students’ academic, social, and emotional needs unmet. Therefore, this study aims to explore counselor confidentiality as a predictor of students’ use of counseling services in secondary schools. 1.2 Statement of the Problem Confidentiality plays a critical role in ensuring that secondary school students make effective use of counseling services. It is a fundamental concept designed to build trust between the counselor and the student (American Counseling Association, 2014). Despite its recognized importance, many students remain hesitant to use counseling services due to fears about the privacy of the information they share. Omotoso (2017) notes that perceived breaches of confidentiality or fears of disclosure can significantly deter students from seeking counseling, thereby limiting these services’ ability to address students’ psychological and emotional needs effectively. Previous research also indicates that students’ lack of understanding or misconceptions about confidentiality policies contribute to their reluctance to seek help from school counselors (Gibson & Mitchell, 2020). This is particularly concerning during the secondary school years, when students often face sensitive issues such as social pressure, academic stress, and family problems. The hesitation to access counseling services due to confidentiality concerns can worsen these issues and negatively affect students’ academic success, social relationships, and mental health (Kochhar, 2019). Hence, this study investigates counselor confidentiality as a predictor of students’ use of counseling services in secondary schools. 1.3 Objectives of the Study The general objective of this study is to examine counselor confidentiality as a predictor of students’ use of counseling services in secondary schools. The specific objectives are: i. To evaluate students’ awareness of confidentiality policies in school counseling services. ii. To assess the impact of perceived counselor confidentiality on students’ willingness to seek counseling. iii. To identify the barriers related to confidentiality fears that prevent students from using counseling services. iv. To suggest strategies to enhance students’ trust in confidentiality practices to increase the use of counseling services in secondary schools. 1.4 Research Questions This study will be guided by the following questions: i. What is the level of students’ awareness regarding confidentiality policies in school counseling? ii. How does perceived counselor confidentiality influence students’ willingness to seek counseling? iii. What barriers related to confidentiality fears prevent students from using counseling services? iv. What strategies can improve students’ trust in confidentiality to promote greater utilization of counseling services in secondary schools? 1.5 Significance of the Study The findings from this research will help inform the development of effective confidentiality guidelines and policies in school counseling. Ensuring that confidentiality rules are clearly communicated and consistently followed can improve counseling outcomes and make these services a more valuable part of the education system. Furthermore, by identifying factors that discourage students from seeking counseling, the study can empower more students to seek the help they need. Increasing awareness about confidentiality policies and their importance can help reduce stigma, encourage help-seeking behavior, and address the psychological and emotional difficulties students face. Additionally, the study’s results will be valuable to the academic community by contributing to existing literature, enriching library resources, and serving as a resource for future research. 1.6 Scope of the Study This research focuses on counselor confidentiality as a predictor of students’ use of counseling services in secondary schools. Specifically, it will assess students’ awareness of confidentiality policies, examine the influence of perceived counselor confidentiality on willingness to seek counseling, identify barriers related to confidentiality fears, and propose strategies to improve students’ trust in confidentiality to boost counseling service utilization. Geographically, the study will be limited to secondary schools located in Ikeja, Lagos State. 1.7 Limitations of the Study Like all research efforts, this study faced certain limitations: Time: The researcher was constrained by time, as the study was conducted alongside other academic commitments such as attending lectures and fulfilling educational requirements. Finance: Conducting this research involved financial expenses, including costs related to printing, sourcing relevant literature, and data collection activities. Availability of Materials: The researcher encountered difficulties in obtaining adequate literature related to the study topic, likely due to the specialized nature of the subject, which posed a challenge. 1.8 Definition of Terms Counselor Confidentiality: This refers to the ethical duty of school counselors to protect the privacy of any information students share during counseling sessions. Counselors are expected not to disclose any personal details or session content without the student’s permission, except in situations where there is a risk of harm to the student or others. Counseling Services: These are support services provided by trained professionals, such as school counselors, aimed at helping students deal with personal, social, academic, or career challenges, with the goal of promoting emotional well-being and academic success. Utilization of Counseling Services: This term describes the degree to which students actively seek and make use of available counseling resources in their schools, including their willingness to attend sessions, share their concerns, and engage in the counseling process. Perceived Confidentiality: This indicates the extent to which students believe that what they share in counseling will remain private, which can influence their decision to seek counseling and how openly they communicate during sessions. Predictor: In this study, a predictor is a factor believed to influence or forecast an outcome. Here, counselor confidentiality is considered a predictor of whether students will use counseling services. Secondary Schools: These are educational institutions that serve students after primary school but before higher education, typically accommodating adolescents aged 12 to 18 years. This study focuses on counseling services provided within such schools.