1.1 Background of the study
The problems the average teenage or youth in secondary schools in Nigeria has reached an alarming rate thus leading to the urgent need for effective counseling to help guide and nurture these young minds to avoid been overwhelmed by these problems which may lead them to making costly mistakes for their future. It has been very glaring that Guidance and Counseling which helps in the identification of teenage problems and rendering possible support were necessary has been lacking in our educational system especially in the secondary schools, until recently, this discipline has been grossly omitted in the system. Due to the absence of career guidance, many students have not got the proper skill to function effectively among her contemporaries. A good number of students have not been able to examine their potentialities and attempt to find career that will bring them job satisfaction; this may be attributed to either not Listening to a guidance counselor not receiving counsel at all. It is therefore imperative to expose students to various methods or ways of solving their problems, this cannot be over emphasized. It has been discovered that most schools do not have a functional guidance and counseling in solving teenage problems rather what exist is a miniature office occupied by teaching staff who offers skeletal guidance occasionally to students a wall as still teach his/her complete weekly periods, hence not having time for the guidance and counseling services.
In view of this schools are encouraged to have a solid and functional guidance and counseling program being headed by qualified counselor to meet the individual needs of the students. The family is the child’s first place of contact with the world. The child as a result, acquires initial education and socialization from parents and other significant persons in the family. Agulana (2000) pointed out that the family lays the psychological, moral, and spiritual foundation in the overall development of the child. Structurally, family/homes is either broken or intact. A broken home in this context is one that is not structurally intact, as a result of divorce, separation, death of one of parent and illegitimacy. According to Frazer (2004), psychological home conditions arise mainly from illegitimacy of children, the label of adopted child, broken homes, divorce and parental deprivation. Such abnormal conditions of the home, are likely to have a detrimental effect on school performance of the child he asserts. Life, in a single parent family or broken home can be stressful for both the child and the parent. Such families are faced with challenges of inadequate financial resources (children defense find 2004). Schults (2006) noted that if adolescents from unstable homes are to be compared with those from stable homes, it would be seen that the former have more social, academic and emotional problems. Rochlkepartain (2003) is of the opinion that the family and its structure play a great role in children’s academic performance.