Students’ Sexual Abnormalities: The Counsellors' Tasks

By International Law, rape is defined as a sexual intercourse, or other forms of sexual penetration, initiated by a perpetrator against a victim without their consent. There are many dimensions to the psychology of rape, but for Senior Secondary Students, the only reason they engage in rape is the boy’s inability to communicate or to have an agreement with a girl. In most cases, adolescents do not mark one particular girl or plan over time to rape a particular girl, the quest to rape is often ignited by the sight of a girl at that particular time and environment. Which simply means if the time, free environment and the girl in question are not present, rape cannot take place. Adolescents do not use rape as an instrument of war, oppression, superiority or hatred. Rape do not even exit in their dictionary, for them, it is simply seen as and called ‘opportunistic sex’. One out of every five male adolescent attempts to rape.

And, their most famous means of raping is by ‘a surprise attack from play’ or by drugging the victim.  For Example, the boy may slip in a cube of Maggi into a bottle of coke, or cook a pot of rice with Indian hemp, or simply purchase ‘Valium 5’ from a chemist and slip it into a glass fruit juice. Any of the above drugging methods is extremely dangerous.

Whatever the intentions may be, a victim of rape will have serve psychological disorder that will impair proper cognitive activities in class. Understating the risk of pregnancy and the transmission of venereal diseases like hepatitis A, and venal injuries, the girl will develop strong hatred for boys and may transfer same to her male teachers. She will always be suspicious and violent verbally and physically. If this are not checked and corrected in time, failures in examinations will not be the only causality, she may have a serious character malformation. The boy, on the other hand, may develop serious trauma, shame, strong and devastating feelings of remorse and may even run away from school.

The school counsellor has the responsibility of discouraging any form of private meeting between boys and girls. He/she has to educate them of the problems associated with inappropriate behaviour and its long-term dangers. The students should be encouraged to work together (group work), play together and share a lot. By this, the phobia and useless anxieties surrounding the sexes will be eliminated and they will have the courage to talk to each other. If sexual relationship is to take place, then, it will be agreed upon.

Homosexuality is an abnormal condition of sexual desire or romantic attraction directed to the members of the same sex. The general assumptions that had been in sway was that among secondary school students, homosexuality was simply the sexual expression to the next available person. So therefore, the condition is likely to be seen only in single sex schools. But the reality of the situation is that homosexual act happens even in co-educational schools.

Some have argued that homosexual tendencies are natural but prevailing evidence have proven that it is more ‘nurtural than natural.’ A child is born heterosexually but his/her environment can condition him/her to be homosexual.

When a student is summoned by the school authority for engaging in homosexual act, it is wrong to expel the student. The best thing is for the counsellor to step in because homosexual act falls under sexual personality disorder not an act of indiscipline.

The first step for the counsellor is to determine the root cause of the homosexual tendency because it is not a natural thing. In many circumstances, the boy or the girl has a personal hatred against the opposite sex. For instance, if a girl is born into the family where her father abuses her mother, beats her up and make her to do terrible things that may even hospitalize her. The girl child may grow up hating men and gradually seeing women as angels worth sharing her burdens with. On one of these processes, she might begin to express herself sexually to another girl. And if in a mixed school, she finds another girl that shares her plight, a very strong bond of sisterhood will emerge. This example also follows for boys who share the same fate.

If this happens to be the case, the counsellor needs to explain, in practical terms, to him/her the inherent dangers in homosexual relationships. Gay men and Lesbians are in the highest risk of being infected by several of the most serious diseases, –  from anal cancer, to Gay Bowel Syndrome (GBS), inflammations of the rectum and colon, bloody rectal discharge and rectal spasms among others. The counsellor should guide the student to know that women who practice lesbianism stand a very high degree of developing cervical cancer not to talk of metal disorder occasioned by alcoholism and drugs and the high rate of suicide among the homosexuals.

Pedophilia is an abnormal sexual expression in which an adult or in this case and adolescent desires or engages in sexual relations with a child. It may be either homosexual or heterosexual in nature. It involves getting excited in the site of naked babies, touching children erotically, et cetera.

Pedophilia has been described as a disorder of sexual preference, phenomenologically similar to heterosexual or homosexual orientation. These observations, however, do not exclude pedophilia from the group of mental disorders because pedophilic acts cause harm. As remedy, they can sometimes be helped by counsellors and mental health professionals to refrain from acting on their impulses which cause harm to children.

When this problem occurs among students, it can affect concentration by inspiring erotic images on the memory and thereby distracting the student from the class.

When it has been dictated among students, the counsellor needs to use Cognitive Behavioral Therapy (CBT) which aims at reducing attitudes, beliefs, and behaviours that may increase the likelihood of sexual offenses against children. Its content varies widely between therapists, but a typical programme might involve training in self-control, social competence and empathy, and use cognitive restructuring to change views on sex with children. The most common form of this therapy is relapse prevention, where the patient is taught to identify and respond to potentially risky situations based on principles used for treating addictions.

Sexual fetishism or erotic fetishism is a sexual focus on a nonliving object or non-genital body part as the object of sexual attraction. As an abnormality prevalent among the senior secondary school students, object such banana fruit, maize, elbow, fingers or words like, plumbing, knocking, flexing, pumping et cetera, can cause sexual excitement because of the images they associate with these objects and names.

One way for the teacher to diagnose this problem is for him/her to look out for unwarranted laughter among the students when talking to them in class. For instance, if an English teacher introduces a lesson titled ‘words associated with plumbing’ and the students start laughing at the pronunciation of the word ‘plumbing’ it means that the word plumbing has another meaning outside it conventional meaning. Or, if the teacher asks a student to mention one type of fruit that she knows, and the student stands up to say ‘banana’ and the whole class becomes uncontrollable, it means that there is something special about that name.

Whatever image the student associates that word with, other than what it is, affects the lesson presented. For this problem to be erased, which is not easy however, a counsellor should be brought in during group counselling to intimate them with the problems associated with it and the need for concentration in class.

Counselling can help in the reduction of reliance on fetishes for sexual satisfaction, improving relationship skills, or attempting to remove deviant arousal altogether. Cognitive behavioral therapy can also help to avoid antecedents to fetishistic behaviour and substitute non-fetishistic fantasies for ones involving the fetish.

Students’ Sexual Abnormalities in often a product of emotional imbalance as indicated above. More so, if a student is not emotionally balanced, the goal of education and even the immediate behavioural objectives for the classroom instruction will not be achieved. With this, it becomes exceedingly important that schools consider enlisting the services of a counsellor who is equipped with the parameters of attending to these imbalances in order to improve students’ cognitive functioning for academic excellence.

Idiongo Ebong

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