CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The socio-emotional context of children’s lives influences their ability to learn. Education is a major factor in the development and growth of society and its nature and goals depends on the society its nature itself. Educations in particular have been critically trying to provide solutions to the problem posed by socio-emotional behaviour of students in schools and society at large.
These limitation observed in the; lives of individual in the school system gave rise to multidimensional studies and research by people and scholars even outside the profession.
This state of affairs makes it all the more imperative for further and continuous study of the strategies for coping with social emotional problems among student’s adolescents and the totality of the larger society.
Socio-emotional problems are state of ill health in some student which are not socially approved they found it difficult to cope with the social moral code of conduct of the society. He or she is a social misfit and a moral reprobate. Multiplicity of causative factors varies with each case and is relatively linked with each other (Abraham David 1960). Both psychologist and gerontologist have both agree that socio-emotional problems are early notice in students between the age of 12-19 years and these periods of adolescent.
According to the memorandum of the 1925 British tropical Africa (N.E.R.C.P31). Education system was supposed to provide all the basic necessities the child demand to equip and make him fit into the society with a viable undependable contribution of personal service to the development of the society. But the society seen to strip the child naked owing to it engineering policy, which rather are almost undermining has present and neglecting his interest. The inverse now be the case as a result of these malfunction of the society the teacher when a contrastive insight among the students have been able to note several differences in the behaviour of the student some of which are irrational and not acceptable to be satisfied for a moral conduct.
Among all these social emotional problems are inferiority complex, poor participation examination malpractice are fighting, sleeping in the class etc the teacher who uses the child centre method of teaching, the method that ensure the proper and active participation of the students in the class activities, thereby also help to maintain an unrestricted relationship with the child, these processes help the teacher to note the various differences amidst the students.
The contest here is not that the child is not educated but more attention needed to be paid and better treatment demanded to improve the condition of the student, because they are not educated enough.
Research has lead to support the fact that family background, environment, peers, personal and intelligence factors also determined the child disposition of his innate character in the classroom. Fimghe 1973 beer support to these this project is concerned with ascertaining the perceived student teacher relationship on their socio-emotional problems and finding solutions to improving the situation.
PURPOSE OF STUDY
The aim of this study is to try as much as possible to pin point the strategies that can actually be use in coping with socio-emotional problems of students in secondary school adolescent by using personality test, aptitude test and achievement test six secondary school. Edo college, Immaculate Conception College, western boys high school, Russell secondary school and Imaguero college all in Benin city Edo state Nigeria