Writing and Publishing My Personal Experience Dr Geoffrey Wango.ppt

In contrast to the dominant conceptualization that writing is happenstance or largely an inspiration, the author explores the art of inscription by arguing that modern writing and publishing takes a lot of determination and effort. Writing is not primarily a linear process, but rather one that is intricately social, as the writer seeks meanings and application in this unsought transition; it is not only personal and familial, but also broader and extended into various spheres (social, cultural, political, economic, career). In this view, writing is situated as an interpretive and communicative activity. Subsequently, the author using his personal experience in writing explicates the social constructionist model of writing in which the narrative processes occur between the author and the reader. The multilevel phenomenon in a world with immense information draws on individual self-narratives that must be organized into life experiences. There are several considerations in different cultural contexts while there is coherence within the prevailing orderliness. Still, writing is an interpretive and communicative activity. Even then, the structure of writing must display high levels of consistency with popular literature. The model provides the content and context by which meanings are found, appropriated, and assembled and thus assists potential authors to negotiate in the intimate interpersonal domain of their field.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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Dr. Geoffrey Wango
Senior Lecturer
Counselling Psychology
University of Nairobi
My Personal Experience

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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Objectives
(1)Understanding the writing process.
(2)Acquisition of skills in basic and
advanced writing.
(3)Obtaining information on publishing in
various genres.
(4)Selecting areas of interest in writing
and publication.
(5)Getting published in a variety of ways.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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The Writing Process

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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Who can write ….
Everyone can write some piece of
work.
But, honestly, not everyone can
certainly write everything …

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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First, Factual Questions ….

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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What can I write ….
I receive not less than 10 requests per week in
form of phone calls, e-mails, texts, chats,
Facebook, WhatsApp or even visits in my office
regarding writing. Most of the people have
nothing but they inquire on what to write, how
to start writing, what sells (and what does not
attract much attention), and publishing details.
Others have scribbled drafts, while many others
confess to have already abandoned projects they
had started, some with considerable progress,
while others have not yet clearly outlined their
great ideas and are in the initial writing stages.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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What can I write ….
-An Article in a Journal
-An Article in a Magazine
-Book
-A Chapter/ Chapters in a Book
-A Newspaper’s Column
-A Conference Paper
-An Internet piece
-A Novel/Story (on a Pertinent issue/s)
-Patent
-Poems
-Posters
-Presentations
-A Programme/ Documentary/Series
-A Research Proposal (Project/Thesis)
-A Research (Project/Thesis) Report

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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What can I write ….
-What do you want to write and publish? (Article,
book, chapter, novel, poem, presentation).
-What is the purpose of publication? (Book,
Conference, Documentary, Journal Paper,
Magazine, Newspaper, Project, Report, Thesis).
-Who are your targeted audience? (Adults,
Children, Young People (youth), Students,
Parents, Males / Females).
-Are you aiming at a general or specific audience
such as a professional or identified group of
people? (Doctors, lawyers, students, teachers).

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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Content and Scope ….
-What is the writing about? (An Article, a Book, a Documentary, a
Paper, a Poster, etc.). It is good to outline the objectives of the
project.
-What will be the scope? What do you want to cover, or talk
about? It is important to include the case (rationale, purpose) for
publication, (for example, you want to fill a gap; it is a hot topic;
you want to document latest research; disseminate information;
or, you are preparing a paper or poster for conference).
-Why do you feel compelled and qualified to write? (This includes
the urge to write, such as what has caused this information to
become necessary: why is it needed, by who, for what and how?)
Is this an area or field of interest?
-Is the need for information sufficiently important or significant to
support a new Article, Book, Paper or Chapter?
-Is your content adequate? (Scope in terms of space and time,
number of words / pages).

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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Production
-What is the length of the Article/Book/Poem/Chapter? Sometimes,
you may need to estimate the number of words and/or pages.
-How long will it take you to complete? It is important that you have
a set time frame - you cannot go on forever unless the project is
designed that way, such as a series.
-How are you hoping to disseminate it? (As a Book, Documentary,
Journal, Magazine, Newspaper, Television or Radio or Online).
-You may need other considerations such as follows:
Title - To befit the purpose and match with the content and theme.
Illustrations and type (pictures, diagrams, maps).
Images (particularly special images, pictures or drawings).
Any specific software that you need (particularly if there is any
that will require to be prepared to fit your typescript).
Budget considerations may be important if the project will incur
heavy (extra) expenditure.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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Getting Published

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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My own [experience]….
•Journal Articles
•Books
•Chapters
•Conference Papers
•PowerPoint Presentations
•Research reports
•Thesis
•Patent
•Other Papers and Publications

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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Several of my students, audience members at conferences,
participants in seminars and workshops, and colleagues
have consistently asked how, when, and why I am so
interested and preoccupied with writing. Why put all that
time and effort into reading, writing, obtaining so many
books and documents, and then writing? A piece of writing
is personally narrated, socially shared, and expressed in
compliance with certain communal conventions. To all
these I usually say: writing is a passion and a commitment,
of course, for creativity. Creativity includes several writings,
and hence more than one story. And the stories are really
three stories meeting together: (1) the individual (your life
and your experiences); (2) the community (setting, context);
and, (3) the product of the individual and community – the
content, the story they make together. Quite frankly, the
reading that culminates in writing is often much more
rigorous than anticipated.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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Let me briefly talk about myself. I was born and brought up in Githiga, Kiambu
County, Kenya on 3
rd
September 1966 and went to Gathaithi (1974 to 1976)
and Githiga (1977 to 1980) Primary Schools. Afterwards, I schooled at Kagumo
High School (1981 to 1986) and later Kenyatta University, where I graduated
with a Bachelors of Education (Arts) degree in Literature and English. I taught
at Kawethei Secondary School (1992 – 1993) before joining Kenyatta
University for a Master of Arts in Linguistics (1994 to 1996). I also taught at
Riabai High School (1996 – 1998) before I joined the Ministry of Education
(1999 to 2011). It was when I was working with the Ministry of Education that I
pursued a PhD in Counselling at the University of Birmingham, United Kingdom
on a Commonwealth Scholarship (2003 to 2006). I continued working with the
Ministry till 2011 when I joined the University of Nairobi (2011 to present).
This background of interacting with people from diverse communities and
cultures, including various orientations and perspectives explains why I esteem
human values and personal dignity of all, irrespective of ethnicity, race or
gender. In addition, education has highly lifted me from this noble background
to achieve what is not humanely possible, and hence my humble submissions
to the Almighty God, whose grace has been more than sufficient in all ways. My
writings may therefore reflect upon my humble beginnings: a religious (spiritual)
conviction in the existence of God as well as uplifting family values amidst the
values of integrity, humaneness and sense of responsibility.

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Embark on a journey
Writing is a passion. It is like
going on a journey.
Start now

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Activities: Writing and Progressing
-Our goal in writing and subsequently in this
presentation is to reflect on the construction of meaning
during writing and in dissemination (publication).
-Meaning is constructed at multiple levels. In the first
instance, the author starts by sketching a perspective.
Secondly, the reader seeks what we write and
interprets it. Therefore, a piece of writing is essentially
the content which is given voice by the reader,
supported by the context, and in several ways
interpreted within the specific cultural frames within
which it is set. The writer and reader are significant.
-As a writer, you begin by sketching a social
constructionist model of your writing as situated within
certain interpretive and communicative activity.

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Activities: Writing and Progressing
You can:
(1)Explore various types of writing and try out aspects
that you can embark on.
(2)Find out, if any, aspects that you can be involved in,
or would like to take part in via writing.
(3)Embark on research and writing in a field or aspect
of your interest and/or expertise.
(4)Publish your work (A Book, Project/Report/Thesis),
Poem, An Article in a Journal, Newspaper, Magazine
or Online).

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Counselling in the School
A Handbook for Teachers
-Equips teachers and counsellors with
counselling skills illustrated by examples;
-Details how to set up a working guidance
and counselling department and programme;
-Elaborates on main components of school
guidance and counselling services;
-Describes in brief the major counselling
approaches; and,
-Includes a counselling code of conduct and
selected worksheets for use in school.
Wango, G. M., & Mungai, E. K. (2007). Counselling
in the School: A Handbook for Teachers. Nairobi:
Phoenix Publishers.

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-The writing of this book commenced
in January 2003.
-Mr Mungai and I were working in the
Ministry of Education and attended
classes for a Higher Diploma in
Guidance and Psychological
Counselling.
-We used to train teachers in
Guidance and Counselling and
facilitated various seminars,
workshops and in schools and hence
had prepared various notes on school
counselling and programmes.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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-The first draft was prepared in April 2003.
-We sought a publisher and I visited
several press firms. Some had a similar
book in Guidance and Counselling and
declined to publish our book. I learnt that
this was a major problem in developing
countries as publishers rarely embark on a
topic that they, or others, have invested
in. Many publishers also asked if we had
other publications yet we had none at the
time. In addition, there was a lot of
reluctance, especially since the text
format was too formal. We put the book
on hold and I left for the United Kingdom
in September 2003 for my PhD.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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-While at the University of Birmingham in the UK, I
had access to materials including books and journal
articles on Counselling, Education, Psychology and
Psychotherapy together with School Guidance and
Counselling. Additionally, my area of study was on
Guidance and Counselling in Schools. I also had the
opportunity to attend several seminars and
conferences on writing and publications.
-At one time, my colleague and friend, Mr Mungai felt
the work was overwhelming and suggested we
abandon the book altogether. However, I insisted
that we go on. We improved on various sections of
the book and reorganised the main Chapters.
-Subsequently, the book further improved and we
sought other publishers.
-Phoenix Publishers took an interest and the book
evaluation made several remarkable suggestions.
-We made frantic efforts to reorganize all the Chapters
and sections. Indeed, It was a lot of work.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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-We worked closely with the Publishing Manager of
Phoenix Publishers who was also our Editor, Mr
Kariuki Wangai. Wangai is such an inspiration and I
have since learnt enormously a lot about publishing
through our ineraction. For example, what is the
niche; what does the customer want? What can
you write and how (NOT write and why). Also,
there is the authoritative writing. Wangai is a great
editor and mentor with colossal expertise in diverse
publications. He is part and parcel of my writing
success.
-We started a working title, ‘Guidance and
Counselling in School’ but later abandoned the
concept of guidance and counselling as the
profession is Counselling. This is because we
needed to retain the title for propensity. We then
thought of the sub-title, ‘Handbook’. But what is a
Handbook? The language in a Book and a
Handbook are also slightly different.

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Counselling in the School
A Handbook for Teachers
Introduction
SECTION A: COUNSELLING IN SCHOOLS
Chapter OneGuidance and Counselling in the School
Chapter TwoComponents of Guidance and Counselling
in the School
Chapter ThreeThe School Guidance and Counselling
Programme
Chapter FourThe Guidance and Counselling Department
SECTION B: COUNSELLING AS A PROFESSION
Chapter FiveBasic Counselling Skills
Chapter SixThe Conduct of the Counsellor
Chapter SevenConceptual Development: Major
Theoretical Approaches
Chapter EightThe Future: Counselling in Education
Appendices
References
Index

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Other Issues include the following:
-Peer contributions were good, though not
many of them understood aspects of actual
school counselling and the programme.
-We did encounter very constructive criticism
as well as various suggestions, including a
suggested view that we adopt case studies to
assist in schools.
-The major challenge was whether to target
primary or secondary schools. We argued
that counselling is similar in both level and
hence agreed to let the professionalism come
out.
-Finally, the book was published in 2007,
meaning it took five (5) years to materialize.
Wango, G. M., & Mungai, E. K. (2007). Counselling in
the School: A Handbook for Teachers. Nairobi:
Phoenix Publishers.

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SCHOOL ADMINISTRATION
AND MANAGEMENT
Quality Assurance and Standards in Schools
-I was employed and worked in the
Ministry of Education in 1999 as a
Quality Assurance Officer.
-Subsequently, I had gained immense
knowledge about effective School
Administration and Management,
particularly through the formal visits
for Quality Assurance and Standards.
Wango, G. M. (2009). School Administration
and Management. Quality Assurance and
Standards in Schools. Nairobi: The Jomo
Kenyatta Foundation.

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Dr Geoffrey Wango, Psychology Department, University of Nairobi
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-While at the Ministry of Education, I was
engaged in several programmes,
particularly as a member of the Primary
School Management (PRISM) National
Lead Team (1996 - 2000) that had
produced a series of Training Modules
and publications on School Management
Guide (Ministry of Education, 1999) and
on Research and Evaluation in
Education and Programme
Implementation (Crossley et al., 2005).
The Training Modules were as follows
(Ministry of Education, 2000a; 2000b;
2000c; 2000d; 2000e):
Module 1: School Development Plan
Module 2: Management of the
Curriculum
Module 3: Management of People
Module 4: Management of Resources
Module 5: A Guide for Trainers of
Trainers

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-While at the University of Birmingham
in the United Kingdom (2003 to 2006), I
had vast access to several publications
including books and Journals
particularly on Education
Administration and Management.
-In particular, I had a close look at books
and notes on quality assurance and
standards in schools. This is because
quality of standards in schools was a
dire need in Kenya. I started preparing
notes on a book on school visits for
quality assurance in 2005.
-By October 2006 when I was leaving
the United Kingdom to come back to
Kenya, I had prepared FOUR Chapters.

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-On return to Kenya in October 2006, I
was part of the Strengthening Primary
Education (SPRED) programme, and I
had immense knowledge of school
administration at the national and
international levels, especially on gender
and education (Ministry of Education,
2007a; Wango, 2001a; 2001b).
-At some point in time during our
discussions with Mr Wangai, we agreed
to explore writing a book on education
but we had no specific subject or title.
In one of our meetings, I mentioned to
him about a book I was writing on
quality assurance and standards in
schools that was aimed at enhancing
the quality of education management.
He gladly offered to have a look at the
manuscript, which he did and informed
me that it was impressive.

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Mr Wangai suggested that I consult
someone who could add aspects of
(school) administration and
management as part of the quality
assurance. I contacted several people
including the following: Agnes Gatere,
Teachers Service Commission; Elijah
Mungai, Ministry of Education; Fred
Oanda, Ministry of Education; James
Sankale, Ministry of Education and
later Ministry of Children and Youth;
Peter Wachira, Ministry of Education;
and Thomas Omuga, Ministry of
Education. The support of my
colleagues was overwhelming and I am
ever grateful as their input is the very
essence of the high quality manifested
in this and subsequent publications.

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-There were several suggestions including
a need to add aspects of school
administration and management. This
was to provide a rationale for quality of
standards in schools. Subsequently, I
added Chapters 1 to 3. Then, several
colleagues suggested a Chapter on
Financial Management, Professional
Conduct and Education Management
Systems, hence Chapters 8, 9 and 10.
-As a result, the Quality Assurance and
Standards section was placed in the
middle of the book, while aspects of
Administration and Management were put
in the introductory section. Later pages
included Finance and other aspects, a
major contribution to the Kenyan
Education sector that had lacked such an
informed practical approach.
-Subsequently, I have other publications
with the Jomo Kenyatta Foundation.

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Introduction
Part One School Organization, Administration and
Management
Chapter One School Administration and
Management
Chapter Two Setting up a Department
Chapter Three Department Programmes
Part Two Quality of Education Standards: Quality Assurance
and Quality Control
Chapter Four School Visit for Quality
Assurance and Standards
Chapter Five Quality Assurance and
Standards Officers in the School
Chapter SixThe Assessment Process
Chapter Seven School Assessment Report
Part Three Improved School Effectiveness
Chapter Eight Financial Management
Chapter Nine Professional Conduct
Chapter Ten Education Management
Information System
Chapter Eleven The Future of Education in
Kenya
Suggested Further Reading
Index

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Among the major aspects that I
can mention about this book are:
-Peer contributions are very
important and they came in to
provide invaluable input.
-The many critics I met were vital
and I learnt a lot from them.
-I had a major challenge, whether
the book was for Primary or
Secondary Schools, or if it was
applicable at both levels.
-The book was finally published in
2009 (having taken four (4) years)
and the sales were quite good.
Wango, G. M. (2009). School Administration and
Management: Quality Assurance and Standards
in Schools. Nairobi: The Jomo Kenyatta
Foundation.

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SCHOOL FINANCE MANAGEMENT
Fiscal Management to Enhance Governance and
Accountability
This book on School Administration and
Management (Wango, 2009) was an instant
success. I was invited to several school heads
meetings, who were grappling with how to
manage their institutions in a manner that
satisfied the requirements of the Ministry of
Education. The period was significant since it
coincided with managerial demands of
Strategic Planning, Service Charter and
enhanced governance and accountability in
public institutions. In discussions with head
teachers, the issue of improved school finance
management kept coming up. The editors at
The Jomo Kenyatta Foundation were keen to
have such a book on school finance.

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SCHOOL FINANCE MANAGEMENT
Fiscal Management to Enhance Governance and Accountability
-The idea of writing a book on School Finance
Management was an initiative of The Jomo
Kenyatta Foundation. It emanated from
Chapter Eight on Financial Management in
the book on School Administration and
Management (Wango, 2009) as Principals
were keen on this particular chapter.
-Writing commenced in February 2010. I had
a frank discussion with Mr Wangai who
suggested that I seek the assistance of
someone who had also worked in schools and
was more acquainted with school finances. I
kindly requested Agnes Gatere who works at
the Teachers Service Commission (TSC) to
assist in conducting research and interviews
on school finances, and in particular the
nitty-gritty details on effective financial
management.

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Together with Madam Agnes, we conducted a lot
of research in form of questionnaires, interviews
and discussions on school finance management in
schools and held several discussions with
Principals of Schools, School Accountants, Board
Members, Parents, Teachers, Auditors and
personnel in the banking sector as they interact a
lot with schools. This involved several visits to a
number of schools, including perusing through
several accounting documents.
To be honest, I kept talking to Mr Wangai because
at several points, I felt overwhelmed and almost
gave up on the project. The book was consuming
a lot of my time, especially when I joined the
University of Nairobi on a full-time basis in
February 2011 because I got fully immersed in
Counselling Psychology. Incidentally, I met Mr
Wangai frequently as it was convenient and easier
to meet at the university which was a walking
distance from his work station.

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SCHOOL FINANCE MANAGEMENT
Fiscal Management to Enhance Governance and Accountability
Chapter OneSchool Finance Responsibilities
Chapter TwoSchool Revenue
Chapter ThreeSchool Budgeting
Chapter FourFinancial Reporting and Accounting
Documents
Chapter FiveSchool Internal and External
Financial Control
Chapter SixSchool Finance Management
System
Chapter Seven Procurement and Supply Management
Chapter EightSample of School Audit and
Accounts Report
Chapter NineSummary and Conclusion
Glossary
Appendices
Selected References

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I sincerely wanted to concentrate more
on counselling psychology, my area of
specialization and I had several papers
in waiting. Indeed, I was already
working on a manuscript tentatively
titled, Counselling Psychology in Kenya.
But School Finance Management
(Wango & Gatere, 2012) had gone too
far, had taken a lot of time and my co-
author Agnes Gatere and I had written
two papers arising from the research
(Wango & Gatere, 2014; 2016a). Thus,
it could not be abandoned. Besides,
Madam Agnes and Mr Wangai urged me
stay on. I must say that I was extremely
excited when the book was finally
published in 2012.

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Other Pertinent Issues
-Peer contributions are very important and we
had the privilege of discussing aspects of
accounting and school finance management
with experienced professionals, such as
follows: Mr. Peter Kariuki, then Principal at
Magumu High School and later Chania High
School, Muthambi Boys and Ituru High
School; Anne Kuria, then at Mumui High
School Girls and later Mataara High School;
Paul Wango, Standard Chartered Bank; School
Auditors; and; Quality Assurance and
Standards officers.
-Still, we had other challenges as to whether to
adopt the book for primary or secondary or
both. Nonetheless, principles of governance
and accounting apply across board.
-The book was published in 2012 and took
three (3) years). This was principally because
of the time and effort fully devoted into the
manuscript.

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Counselling Psychology in Kenya
A Contemporary Review of the Developing World
In 2007, Kenya had been plunged into
chaos following the disputed Presidential
Elections held in December that year. As a
result, over 1,200 people died while
thousands were displaced from their
homes. The Ministry of Education was
highly involved in psychological
intervention programmes for pupils and
students, including teachers.
Subsequently, the Ministry developed
Psychological Intervention Guidelines for
Guidance and Counselling teachers and
school administrators.
Wango, G. M. (2015). Counselling Psychology in Kenya: A
Contemporary Review of the Developing World . Nairobi:
Kenya Literature Bureau.

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I was deeply involved in the development of
the guidelines, a series of psychosocial
support materials for use in Schools
among pupils, teachers and
administrators. These materials were very
useful and used in the training of
administrators and teachers as well as
assisting pupils and students to cope with
the trauma:
1)Violence, What I Need to Know
2)How to Overcome Sadness Caused by Violence
3)Helping you Cope with the Stress of Violence
4)Tips for Teachers
5)Tips for School Administrators
It was then that I realised how much our
country and others were missing out on
Counselling Psychology materials.

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Frankly speaking, I did not understand what
could have caused all the violence in Kenya.
In my view, more research, particularly
counsellors and psychologists, should
examine and intensify knowledge and
understanding of traditional societies. I was in
the process of writing several papers on the
development of counselling psychology in
Kenya, particularly guidance and counselling
in schools and educational institutions
(Wango, 2011d; 2012; 2013a; 2013b; 2014a;
Wango 2014b; 2015b), and once done I felt I
would spend time to really understand our
traditions and how they are linked to our
behaviour. In particular, there was the
emergence of ethnic sects whereas teenage
groupings attracted a lot of study among
psychologists in the western world, and this
was not happening in Kenya. I felt a need to
understand our philosophical underpinnings
such as the ‘Psychology of Elections’.

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Counselling Psychology in Kenya has
been expanded to explore aspects of
the more traditional societies hitherto
unfamiliar to many scholars. It is true
that I am a Kenyan and my traditional
society is only one; but many of our
various traditional societies are similar
though different in various aspects. In
my view, it was imperative to come up
with a book that could also enable us
and others understand our people.
I have placed emphasis on three areas,
that is, (1) professional competence; (2)
knowledge; and, (3) skills and
techniques, with a focus on developing
countries and traditional societies.

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Although I had started writing the book in
2005 while in the United Kingdom and
accomplished a lot by 2011, we still held
numerous discussions with Mr Wangai, a bit I
must say than anticipated, in the next four
years (2011 - 2014). I must say this was not
surprising and not without reason since by
then, I had attended several Conferences both
National and International and had a bounty of
papers (Wango, 2007; 2008; 2010; 2011a;
2012; 2013a; 2013b; 2014a; 2014b; 2015b). In
fact, Wangai used to literally go through all my
papers reading them one by one as he was
‘suspicious’ of my intent at going Global. One
time, he went through one of the papers,
Synchronic Hermeneutic Phenomenological
Approach (Wango, 2013a), and he told me that
I was using difficult terminology that was more
international than Kenyan. I laughed and
informed him that it is an international
theoretical perspective.

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Part I Founding Principles: The Growth and Understanding of
Counselling Psychology
1.Introduction: The Context of Counselling Psychology
2.Beginnings: Social and Historical Context of Counselling
2.Counselling as a Profession
4.Counselling: Legal Regulatory Framework
Part II Counselling Practice: Professional Development in
Counselling Psychology
5.Counselling Competence: Counselling Accreditation and
Regulation
6.Professional Ethical Standards for Counselling
7.Psychotherapeutic Approaches: Models of Counselling
8.Counselling in Context: The Nature and Outcome of
Counselling
Part IIICounselling Psychology and the Future
9.Future Development in Counselling Psychological Services
10.Developmental Themes and Challenges for Counselling
Psychology
11.The Rise and Nice of Counselling
12.Conclusion and Final Reflections
Glossary
References
Appendices
Index

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Counselling Psychology in Kenya
A Contemporary Review of the Developing World

The book was published in 2015 and was an
immediate success. I was also very excited that
I had several papers to back it up (Wango,
2007; 2008; 2010; 2011a; 2012; 2013a; 2013b;
2014a; 2014b; 2015b). At the same time, many
students particularly those pursuing post
graduate studies were contented to obtain a
publication with local content and in context.
Wango, G. M. (2015). Counselling Psychology in
Kenya: A Contemporary Review of the
Developing World. Nairobi: Kenya Literature
Bureau.

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Early Childhood Development
Education Guidance and Counselling
Among the prerequisite skills for teachers in
Early Childhood Development Education
(ECDE) are guidance and counselling,
coaching, and mentoring. This is because
teachers and counsellors dealing with children
must both understand the child and at the
same time assist them along in their growth
and development. This book on ECDE
Guidance and Counselling aims to assist
teachers and counsellors, especially those
working with children in early childhood, gain
expertise on working effectively with children at
this critical stage.
Wango, G. M., Kimani, P. W., Osaka, J., Githinji, S. N., &
Amayo, R. A. (2015). Early Childhood Development Education
Guidance and Counselling. Nairobi: Kenya Literature Bureau.

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In 2013, I was contracted, together with
others, to write a book on Guidance and
Counselling in Early Childhood
Development Education for the Kenya
Literature Bureau, a state publisher. After
the formal workshop, I visited Mr Wangai
and we talked extensively about children.
I also wanted to discuss the kind of
books that children read and liked, as I
felt this would inform the guidance and
counselling that should be accorded to
them. I was counting on Wangai for such
prerequisite information, noting that they
had done a lot of titles for young children.
Early Childhood Development Education
Guidance and Counselling (Wango et al.,
2015) took slightly over two years and as
finally published in 2015.

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1.Terms used in Guidance and Counselling
2.Ethics and Principles in Guidance and
Counselling
3.Characteristics of an Effective Counsellor
4.Types and Stages in the Counselling Process
5.Skills and Techniques in Counselling
6.Management of Emotional and Psychological
Challenges
7.Role of ECDE Trainers, Teachers, Parents
and Counsellors in Guidance and
Counselling
8.Identifying, Counselling and Referring
Children with Emotional and Developmental
Challenges
9.Identifying, Rehabilitating and Counselling
Children with Special Needs
10.Identifying and Counselling People affected
by Drugs and Substance Abuse
11.Supportive and Referral Services

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Early Childhood Development
Education Guidance and Counselling
Working on a book with several people is an
exciting experience and highly enriching. I
learnt a lot from Patricia, Amayo, Osaka and
Githinji. They have a lot of knowledge on
guidance and counselling in particular
regarding teachers and children in early
childhood development education. For me
teaching at the University level, I had to learn
the language of children which I found quite
fascinating indeed.
Wango, G. M., Kimani, P. W., Osaka, J., Githinji,
S. N., & Amayo, R. A. (2015). Early Childhood
Development Education Guidance and
Counselling. Nairobi: Kenya Literature Bureau.

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Study Skills for Secondary
School Learners
The idea of writing a book on Study Skills for
Secondary School Learners arose from an
outcry by parents and teachers that many
students failed to perform in school and later
in life due to lack of prerequisite skills. Madam
Agnes Gatere and I agreed on the need for a
short book with pictures and illustrations. We
also discussed the need for mentoring and
mentorship programmes particularly for young
people and in schools.
Wango, G. M., & Gatere, A. W. (2016). Study
Skills for Secondary School Learners. Nairobi:
The Jomo Kenyatta Foundation.

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Study Skills for Secondary School
Learners
The need to equip students with basic study
skills required that we prepare a Power Point
Presentation based on Study Skills book
(Wango & Gatere, 2016c). I was personally
involved in several presentations to students
and our reviewers particularly Mr Wangai
thrilled that the book included aspects of
personality (character formation), growth and
development. A lot of our discussions with
Agnes, Mungai and Wangai had also dwelt on
how counselling can adopt a more positive
approach and at the same time resonate with
the needs of the people and hence the book
was significant as we kept on working on the
book on Parenting (Wango & Gatere, 2019).
Wango, G. M., & Gatere, A. W. (2016). Study
Skills for Secondary School Learners. Nairobi:
The Jomo Kenyatta Foundation.

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Although I have always approached several
publishers, I must say that this book was as usual
rejected by three publishers who argued that
students would not buy any additional books. This is
despite the splendid style adopted by the book. Yet
at the time of this publication, the book had sold
over 8,000 copies. Additionally, I met one of the
editors who declined my publication in a
Conference in February 2019 and she was not only
highly apologetic but informed me that she had just
bought a copy of the book for her daughter (my
books were on display). She informed me that the
decision was based on an assessment report and
that the sub-editor reviewed the report as she was
a bit too preoccupied with several school based
publications which are a top priority. Well, at least
we got to know that we like many other authors
may severally miss out on a fair assessment.

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Parenting: Counselling in the Home
There was a lot of enthusiasm in the
book on Counselling in the School
published back in 2007. However,
teachers and counsellors were explicit
that parenting was becoming more
challenging and that it would be
prudent if someone took up the
challenge and prepared a guide to
assist parents in this worthwhile task.
Wango, G. M., & Gatere, A. W. (2019). Parenting:
Counselling in the Home. Nairobi: The Jomo
Kenyatta Foundation

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The book on Parenting commenced in 2008
and though it took ten years (2005 to 2015)
to complete the book on Counselling
Psychology in Kenya, I must admit that the
book on Parenting has by far been the most
challenging for us with Agnes who joined
the train in 2013. I have completed several
tasks alongside (Study Skills for Secondary
School Learners, Wango & Gatere, 2012 -
2015; Early Childhood Development
Education Guidance and Counselling,
Wango et al., (2013 - 2015;) but the
Parenting book has stood out with all its
demands right from changing publishers to
editing as well as the need for national and
international perspectives in addition to
local content and in context.

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Bringing up a child responsibly is fairly challenging.
Writing a book about it is a herculean task since
parenting is not a straightforward one-time activity: it
is a process; it takes time; it involves constant and
continuous guidance and counselling of the child;
and, it is life-long. Although we approached several
publishing firms, few were willing to delve into
parenting and strongly argued that parents do not
buy any books at all, and if they do buy, certainly that
is not in Kenya. Another challenge was the growth in
Internet services and some editors argued that
parents can easily find any information by use of the
mobile phone. We are in full agreement with these
worthwhile views and that is why we tended to
capture on our strongholds; that is, as parent,
counsellor, teacher and trainer. The book therefore
looks at parenting in total as an essential skill and we
have argued that the child requires and should in
turn receive adequate support, constant guidance and
counselling, and this can only be done if the parent
clearly understands his or her role, hence the book.

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There are several issues that affect parents,
children and in particular adolescents at home,
in school and in general life and modern living.
The preparation of this book has been very
rigorous consuming a lot of time in research and
discussions. There were many people who
provided us with a lot of essential information
and input on marriage, children, family,
adolescence, and spiritual growth and
nourishment. Each chapter has been reviewed
several times and some chapters have undergone
many stages of development. A lot of extra time
was spent in ensuring that the presentation of
material is relevant to parents, teachers and
counsellors. This implies that we had to seek
counsel from many other people and we pay
special tribute to the many parents, teachers,
counsellors, members of the clergy, pupils and
students with whom we shared on home and
child upbringing.

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Introduction
Part One The Parent, Home and the Child: What, Where,
How and Why
Chapter 1Parent and Parenting: Managing the Household
Chapter 2Safety in the Home and for the Family
Chapter 3Effective Family Communication
Part Two Child Upbringing: Child > Teenager > Adult Challenges
and Coping Skills
Chapter 4Child Behaviour, Managing Good Conduct and Character
Building
Chapter 5The Home, Family and the School
Chapter 6Human Sexuality during Growth and Development
Chapter 7 Adolescence: Parents and Teenagers Working Together
Part Three Onwards, The Future: Emerging and
Challenging Issues in a Moving World
Chapter 8Personality: The Self, Relationships and Management
Chapter 9Health, Healthy Living and Wellness
Chapter 10 Coping as a Single Parent: Single and Blessed
Chapter 11 Wellness and Wellbeing: Further Reflections and
Conclusions
Glossary
References
Index

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For such a high standard of both
content and presentation, the first five
years (2008 to 2013) were to say the
least, very daunting and I was greatly
relieved when Agnes Gatere joined me
in 2013. Already, I had received
numerous positive reviews but we still
overhauled the book and conducted
additional reading on the Psychology of
the Family, parenting, children and
schooling. We have certainly learnt
much more from the book than we
could have anticipated, including how
to express love our children and others
completely and unconditionally.
Parenting is a life-long process and I
am learning it too everyday.

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Writing
and
Publishing

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I must say I have found several writers and countless writings quite fascinating. I will
mention a few like The Holy Bible that is my life and spiritual stimulation. I have read all
the writings of Ngũgĩ wa Thiong'o and Chinua Achebe, among others. My favourite
columnists are in the Sunday Nation, that is, Yusuf K. Dawood, Phillip Ochieng, Gerry
Loughran and Chris Hart. Of course, Barack Obama’s autobiography is stirring and had
a remarkable impact in my life.
The article or writing that I would consider had an enormous or colossal dynamism on
my life was a fascinating and mesmerizing commentary on storytelling by Peter Guber in
Psychology Today (March April, 2011). I was given the Magazine by my best friend,
Agnes because as she put it, 'it has a wonderful article on storytelling. I have never seen
a person who is filled with such a passion to write so I know you will be inspired.’ The
article was actually thrilling and I read it again and again. It changed my life and I still
have the copy of the Magazine. This is because the article is not just about storytelling or
how to write but it is an inspiration; it is also a vivid description about choices made in a
major successful career by Guber. His career spans over several years and has
influenced enormous people all over the world.
Guber states there are several facts about story telling as an art, that is, (1) In order to
tell a story to an audience, one must be purposeful; (2) One must know the audience; (3)
To tell a purposeful story to the audience, you need to prepare. Of course Guber
concludes that 'you can't get anywhere without them (audience)'. This is knowledge,
experience and competence.
My Inspiration in Writing

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How and When to Write ….
-An essential skill in writing is to write regularly so that you can
build up your ideas. In that way, you compress your ideas into a
whole and avoid drowning in numerous ideas.
-Some people define the time and where to write. Some people
work best in the Library, private room (home or office) or office,
while others go on reading and writing while in a bus, train, on a
flight or in a restaurant. It depends largely on the individual.
-It helps to have sticky notes, real ones and on the computer, to
assist you make follow-up on ideas, opinions, readings, Internet
sites or papers, articles, books, chapters, conference papers and
other publications to visit and other considerations.
-The rule of the thumb is that while you need to set aside time, you
also need to pick out what works best for you. Some people are at
it early in the morning, in the evening right before bed, on a
weekend or public holiday, while others go for the weekdays. In
all, it requires personal discipline and well-arranged organisation.

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How and When to Write ….
Writing takes time and good scholarly work consumes a lot of time.
If you want to write or are writing, you need time to:
(1)Conduct a lot of reading. This involves general reading as well as
attention to the specific topic. You read extensively and intensively
in order to: (i) grasp basic concepts; (ii) obtain additional
information; and, (iii) fashion out your own ideas.
(2)Writing the piece. You need either to write down by hand or type
the book (manuscript), poem, paper or article.
You need to balance on time so that the piece of writing is on time,
especially when it has a deadline. The deadline may be self-
imposed or dictated by an organization such as a journal,
newspaper, magazine or publishing firm or set out by your
colleague or team members involved in the project.
Nonetheless, even if you are writing on your own, it is important
that you have some set deadlines or else you will go on endlessly,
Worst still, you may give up altogether and abandon the writing.

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How and When to Write: Inspiration
and Writing ….
-I do not dispute the fact that writing has a lot of inspiration.
Admittedly, there are times (and marvellous ones at that) when an
idea picks up from the blues as they say. You could be sleeping,
dreaming, driving or taking a nap after a long day or journey.
-The rule of the thumb is, always have a notebook and pen ready
at hand where you can write down any inspirational titles,
sentences, topics or ideas. Do not make the obvious mistake that
you will remember it later; it is then or never. In fact, when you do
keep it off and later remember, it is often almost always different.
Yet it is always best to maintain your original ideas and modify
them at your pace.
-Avoid having several scattered papers and notebooks as you may
end up losing them all!
-Remember, writing is orderly, organised and requires coherent
thought process.

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Writing and Editing
Writing is not perfect and hence do not aim to quickly come up with a
superb manuscript. If you do, well and good and congratulations but
still, check out on who has similar or related ideas. Therefore, start
by writing whatever pops into your mind. Keep writing until you have
finished and then edit your work. You can edit in two ways:
(1)Self editing. You can actually go through your own piece and improve on
certain basic aspects such as ideas, concepts and information (facts,
opinions, statistical data). You can quickly do a spell check and seek out
meaning as well as synonyms to avoid using the same words. Check out
the meaning of certain words to ensure that it is what you mean.
(2)Editing. You can get someone else to edit your work. That way, you get to
find out what you missed out, inconsistencies, repetitions and redundancies.
The editor can point out clarifications a well as aspects that need further
illustration.
Both you as internal editor and the external editor are important. Yet
the two tasks need to be synchronised so that your creative process
is not bogged down by minor interferences. You must remain on task
– writing, editing, publishing and dissemination.

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Seeking Feedback: Assessment and Evaluation
-The creative process involves you and others, hence you must be
accountable to self and others. This also encompasses a degree of
transparency since you eventually want to share your writing with others.
Therefore, writing is not a solitary activity but a shared responsibility. This
is because you will eventually disseminate your work to others, hence
you need feedback.
-Consult with others, including your colleagues, supervisor, editor and
others to enable you get an assessment of your writing. Remember, what
they give you is an opinion and the suggestions / comments made are
meant to improve on your work.
-Be receptive and avoid strong emotions such as getting easily irritated,
unnecessary arguments or belittling the remarks / comments /
suggestions. Instead, pay careful attention. In my own experience, I have
found comments that were seemingly out of place in one piece and
highly relevant in another, and duly incorporated them. Incidentally, you
will receive both written and verbal comments – write all of them down
and go through them at your own time and pace.

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Critics and Criticism
-I cannot recall clearly whether I read somewhere or someone told
me, that, critics are failed writers. In fact, some writers, both big and
small, are so pissed off by critics that they disregard them altogether!
I have attended enough seminars where writers have expressed the
view that critics are people who cannot write anything but instead
spend time tearing down the creation or writings of others.
-In my own view, I do accept that on one extreme, there are critics
that one would be persuaded to completely ignore because they are
torturous enough and out to torment writers with their philosophical
standpoints. But again, there are critics who are so helpful that I call
them constructive writers. These critics are splendid; they read and
understand the work, comprehend both the background and the text,
they know content and context and they are scholarly.
-As a writer destined to reach a wide audience, you cannot ignore
critics and criticism, whether it is positive or negative. This is because
in the end, an assessment of your work is aimed to assist you review
your writings, and hopefully improve in future efforts.

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Dealing with Critics and Criticism
The secret to getting published is writing and more writing. If you
seek publication with highly established firms (Newspaper,
Magazine, Journal and Publisher), you will certainly get some of
your work highly criticized or even rejected altogether, especially
in the initial stages of writing. Do not be discouraged or give up
even if your work is rejected and/or you are asked to revise
various aspects several times. The best part is that established
organizations will always critically review all works and provide
suggestions on areas of development, including stating reasons
as to why any piece of work is unfit, weak and/or areas of
improvement. Journals, magazines and publishers will even point
out certain other journals, magazines or publishing firms that will
have more interest in your work and who can publish your
article/paper/book/chapter if at all the subject/topic is not aligned
to their core mandate. In the end, you still need to thoroughly
prepare your piece of writing to get published.

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Self Criticism vis-à-vis Editorial
-In my own view and experience, it is significant to learn to re-look
at your own piece of writing and improve on it. Many people
immediately give it out to someone else to have a go. This can be
frustrating in a way, especially when the idea is far-fetched and
worst when the other person has little or no time, is impatient
(editors are busy people going through volumes of writing) and
cannot fully comprehend your ideas. In the end, they simply
dismiss them or provide weird suggestions.
-Instead of just giving out your work, learn to re-look at it as well;
the same idea can be expressed in a (slightly) different way or
improved upon. This may require a change of word/s, an
explanation, example / illustration, use of a synonym instead of
some of the words for clarity, definition of terms / concepts, or an
additional sentence as a follow up. In certain instances, it also
requires a change of attitude, self reflection to be precise.
-Self criticism before editorial work makes you a great writer.

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Referencing and Plagiarism
- Referencing is an academic convention and incorporates copyright
laws. The referencing style serves several purposes as follows:
Provides evidence that you have read and considered the relevant
literature.
Acknowledges the source of your information and thus avoids
plagiarism.
Allows validation and confirmation of sources of your work. The
reader can trace and verify the source of information, or seek
additional information in related subject / topic.
Demonstrates scholarly attitude in your work. This establishes that
you have undertaken research on the assignment, topic or report.
This gives your work credibility.
-Acknowledging sources of information is a moral and legal
standard. It is part of professionalism. A failure to reference, and
correctly, is inappropriate in writing.

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Referencing and Plagiarism
-Plagiarism is a form of academic misconduct that
involves the use of other person’s work without
acknowledgment or consent.
-Plagiarism is a serious crime and regulated by several
copyright rules.
-You are responsible for what you write. Therefore, it is
your utmost responsibility to avoid cheating or deception
by acknowledging information obtained from various
sources and the contribution of others in your area of
study (piece of writing).
-There are serious penalties for plagiarism including
failure to reference. In several instances, plagiarism may
prompt legal action from the copyright owner of any work
that is not acknowledged.

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Referencing and Plagiarism
Persons in developing countries need to be extra cautious with
regard to plagiarism. This is because there is a lot of exposition of
information in form of writings and publications. Hence, though
one has a great idea, someone else may have long picked on it
and expressed it, or published on related theme/s and thus may
turn out to be plagiarised. The rule of the thumb is, read
extensively. I hasten to add that as a member of the Editorial
Team in several Journals, I have often found myself (like all the
great scholars and wonderful colleagues from who I have learnt
immensely) making suggestions when the author/s do not appear
familiar with several publications. These include classic writings
and experts in the field of study. Editors do not take poor and
inadequate reading or lack of prerequisite information very kindly;
in fact, certain editors, both new and seasoned ones, are most
likely to take insufficient reading as ‘lacking in content’ (manuscript
deficient and award low score). The manuscript is simply rejected.

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My Quotes on writing….
I truly thank God for the gift of life, the knowledge God has
graciously granted me, and the opportunity as well as the gift
of writing. I don't consider myself more special than others; I
only express that my inspiration is from God. I work hard to put
across weĺl-rounded arguments in some logical sequence, a
simple straightforward way, that's for sure. I am not the hero
but the many people I talk to and that support me. They
include family, friends, colleagues, students and participants in
seminars, conferences and others who have taken part in
various researches.
Dr Geoffrey Wango

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My Quotes on writing….
Everyone is gifted in their own way and it is important to
identify your ability and potential. I love sentence fragments
and I am emotionally overwhelmed when I express myself – it
is a passion and it is irresistible. I also have to put together
various ideas that may appear clumsy, but in the end they are
patched up and make interesting reading. Writing adds
meaning and knowledge to life and I certainly want to make a
contribution to humankind.
Dr Geoffrey Wango

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Writing and getting
published is an
elaborate process.

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Top Tips on Writing and
Getting Published

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1)Conduct a lot of reading. It is helpful to
conduct research for your article or story.
This enables you: to understand what
you are writing about; become aware of
diverse viewpoints on the topic; and,
obtain additional information some of
which is highly critical.
2)Separate facts from opinion. One way to
be successful as a writer is to be critically
aware of the information contained in
your article, paper or book. This involves
a lot of soul searching and self reflection.
You must be careful to balance between
facts and opinion, as well as diverse
viewpoints. Remember, an expert in the
field can come across your writing and it
is prudent you earn their respect.

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3)Organize your ideas to ensure you are
clear and for easy reading. You are the
writer and hence at this point in time, you
are the source of information. Ensure your
ideas and/or topics are well organized to
allow easy reading. Organization also
enables your thoughts to flow; similarly,
the reader is able to follow up the
concepts in your writings.
4)Write your article, chapter, book or
presentation. Now that you have
conducted a lot of reading, separate facts
from opinion and ensure your ideas are
organized, then start writing. It is when
you write that your thoughts become a
piece of writing.

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5)Stay informed. Keep abreast of the latest
trends and developments, including
research and information as well as
discussions in the field. This enables you
to grow as a professional, update your
knowledge and ensures that you are
relevant. It is critical that you attend
seminars, workshops and conferences to
exchange opinions with others about your
field of interest or expertise. Conferences
provide an opportunity to seek inspiration
and generate new ideas from peers as
well as networks. You can collaborate with
others in the future. In the end, improve on
your communication skills and build on
your own confidence and expertise.

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10 ways to get Your Book, Paper,
Chapter or Journal Article Published
1.Select a Topic / Theme / Subject / Idea of
utmost interest to you and your
reader/s.
2.Pay careful attention to your reader/s.
3.Choose a Publisher, Newspaper,
Magazine or Journal which has interest
in the subject.
4.Start writing within the specified word
length (and time-frame if indicated).
5.Include key messages but avoid extra
data / unnecessary information.

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6.Use the prescribed format particularly
standard language and headings,
including tables, figures and diagrams.
This involves editing and reviewing your
own work.
7.Adhere to statistical advice and interpret
any available data.
8.Ensure correct spelling and grammar.
9.Adhere to standard referencing style.
10.Use the same terms for the same thing
and provide definitions for new terms.
10 ways to get Your Book, Paper,
Chapter or Journal Article Published

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Practice, Practice and Practice
Writing is a skill and requires practice. I’m completely lost for words
when I get an inquiry from someone who tells me that they want to learn
how to write. When I casually ask what they have been writing, they say
nothing! One of my hobbies is watching television and I truly admire the
way athletes keep practising, just as lions enhance their hunting skills by
pursuing together. Equally, if you want to be skilled in writing, attend
seminars, conferences and workshops on writing and your field of
interest. This includes reading relentlessly around your topic/subject.
This makes you more competent, you acquire the vocabulary and you
certainly become a better writer. Effective communication is a skill
because it reflects both your understanding and familiarity with the topic.
At the same time, practice enables you to acquire the writing style that
manifests your elegance in the way you interact with the subject and
methods of expression. Practice, more practice and thorough preparation
is what provides the supportive mechanism that makes you a skilled
writer, editor, mentor and expert. Practice.

83. 7/7/2019 Dr Geoffrey Wango, Psychology Department, University of Nairobi 83
Acknowledgments
It was on an official assignment as an editor at Phoenix Publishers
that I first met Mr Kariuki Wangai in September 2004. Alongside
my co-author Mr Mungai Kariuki, we had submitted a manuscript
on the requisite skills for counselling in the school context that was
finally published three years later (Wango & Mungai, 2007). We
became friends and I have constantly contacted him on several
occasions for opinions on diverse pieces I have prepared and he
has sincerely encouraged me to embark on additional
publications. Over the next fifteen (15) succeeding years, my
repeated contacts with him and our discussions have been on
writing and publications. I am grateful that this has resulted in
several books and many of my publications, published and
unpublished, far much more than perhaps any of us would have
envisaged. Mr Wangai has also reviewed my publications and I
am sincerely grateful to him for all our accomplishments.

84. 7/7/2019 Dr Geoffrey Wango, Psychology Department, University of Nairobi 84
Acknowledgments
There are many people and organisations that I am highly indebted. They
include: Kenyatta University for a scholarship to study for a Masters
Degree (1994 to 1996); The Commonwealth Scholarship Commission
who granted me a scholarship for a PhD at Birmingham University in the
United Kingdom (2003 to 2006); my publishers, Kenya Literature Bureau,
Phoenix Publishers and The Jomo Kenyatta Foundation ; and my
wonderful employers, the Teachers Service Commission, Ministry of
Education and the University of Nairobi.
I cannot fail to mention my best friends and co-authors, Agnes Gatere and
Kariuki Mungai who have always been there with me and read all my
manuscripts. Mungai is a friend, former colleague, teacher and counsellor.
Agnes is my confidant and according to me, she should put all the books in
her name since she is the one who assesses and evaluates them.
I wish to express my utmost gratitude to all the authors of the papers, books
and publications - and all the participants - in the research cited. I am also
grateful for the contributions of various colleagues and others to my books,
Journal papers, conference and seminar presentations, journalists who
have conducted interviews, and other publications.

85. 7/7/2019 Dr Geoffrey Wango, Psychology Department, University of Nairobi 85
Publications by Geoffrey Wango, Geoffrey Wango
and co-authors and other Contributions
Elijah, D. M., Kimani, E. N., & Wango, G. M. (2013). Gender-related challenges faced by students in
learning technical courses in Machakos technical training institute, Machakos County – Kenya.
Prime Journal of Social Sciences, 3 (1), 557 - 564.
 
Crossley, M., Herriot, A., Waudo, J., Mwirotsi, M., Holmes, K., & Juma, M. (2005). Research and
Evaluation for Educational Development: Learning from the PRISM experience in Kenya .
Symposium Books Limited.
 
Guber, P. (2011). Psychology Today. March / April 2011, Vol. 44, No. 2 pgs 78 - 84.
 
Kamunyu, R. N., Ndungo, C., & Wango, G. M. (2016a). Contributors to Students’ Use of
Counselling Services in Kenyan Universities. Research on Humanities and Social Sciences, 6 (12),
125 - 128.
 
Kamunyu, R. N., Ndungo, C., & Wango, G. M. (2016b). Prevalence of Counselling Services among
University Students in Kenya. Research on Humanities and Social Sciences, 6 (10), 204 - 209.
 
Kamunyu, R. N., Ndungo, C., & Wango, G. M. (2016c). Reasons Why University Students Do Not
Seek Counselling Services in Kenya. Journal of Education and Practice, 7 (15), 142 - 145.
 
Ministry of Education (1999). School Management Guide. Nairobi: The Jomo Kenyatta Foundation.
 
Ministry of Education (2000a). Module 1: School Development Plan. Nairobi: Ministry of Education.

86. 7/7/2019 Dr Geoffrey Wango, Psychology Department, University of Nairobi 86
Ministry of Education (2000b). Module 2: Management of the Curriculum. Nairobi: Ministry of
Education.
Ministry of Education (2000c). Module 3: Management of People. Nairobi: Ministry of Education.
 
Ministry of Education (2000d). Module 4: Management of Resources. Nairobi: Ministry of Education.
 
Ministry of Education (2000e). Module 5: A Guide for Trainers of Trainers. Nairobi: Ministry of
Education.
 
Ministry of Education (2007a). Gender Policy in Education. Nairobi: Ministry of Education.
 
Ministry of Education (2007b). Careers Booklet. Nairobi: Ministry of Education.
 
Ministry of Health (2010). National School Health Strategy Implementation Plan 2010 – 2015.
Nairobi: Ministry of Public Health and Sanitation, and Ministry of Education.
 
Mungai, K. (2016). Geoffrey Wango, A Biographical Note. Nairobi: The Counsellor Magazine.
 
Ndirangu, A. N., Wamue Ngare, G., & Wango, G. M. (2013). Gender Factors in Implementation of
Life Skills Education in Secondary Schools in Nairobi, Kenya. International Journal of Education
and Research, 1 (5), 1 - 18.
 
Republic of Kenya (2009). National School Health Policy. Ministry of Public Health & Sanitation and
Ministry of Education.

87. 7/7/2019 Dr Geoffrey Wango, Psychology Department, University of Nairobi 87
Sun Young, P., Senegačnik, J., & Wango, G. M. (2007). The provision of citizenship education
through NGOs: Case studies from England and South Korea. Compare: A Journal of Comparative
and International Education, 37 (3), 417 - 442.
 
Wangai, K. (2018a). Counselling Psychology in Kenya: A Contemporary Review of the Developing
World. Nairobi: The Counsellor Magazine.
 
Wangai, K. (2018b). Geoffrey Wango, A Biographical Note of his writings and publications. Nairobi:
The Counsellor Magazine.
 
Wangari, G., Kimani, E., & Wango, G. (2017a). Challenges faced by women football players who
participate in football leagues. Journal of Developing Country Studies, 2 (1), 13 - 35.
 
Wangari, G., Kimani, E., & Wango, G. (2017b). Factors influencing the participation of women in the
local football leagues. International Journal of Gender Studies, 1 (4), 56 - 75.
 
Wango, G. M. (1998a). Language and Gender: A Case Study in Social Semiotics of the Lexicon of
the Gikuyu Language. M.A. Thesis, Nairobi: Kenyatta University.
 
Wango, G. M. (1998b). The Social Semiotics of Language and Gender in Gikuyu Language.
Nairobi: Postgraduate Studies Seminar, Kenyatta University.
 
Wango, G. M. (1999). The Interlocking Relations between Education, Language and Gender.
Workshop on the Development of Gender Responsive Teacher’s Guide in Primary English and
Mathematics, Kenya Commercial Bank, Karen. Nairobi: Unpublished Education Paper.
 
Wango, G. M. (2000). Language, Education and Gender. Nairobi: Unpublished Paper.

88. 7/7/2019 Dr Geoffrey Wango, Psychology Department, University of Nairobi 88
Wango, G. M. (2001a). The Vulnerability of Girls and Women to HIV / AIDS in Kenya. Nairobi:
Unpublished Paper.
Wango, G. M. (2001b). Gender in Educational Institutions in Kenya. Nairobi: Unpublished Paper.
 
Wango, G. M. (2003). Curbing Violence in Schools: School and Teacher Preparedness. Nairobi:
Kenya Institute of Professional Counselling (KIPC).
 
Wango, G. M. (2006a). ‘The Role and Function of the Secondary School Guidance and Counselling
Programme.’ Nairobi: Kenya Secondary Schools Heads Association Annual Conference 2006.
 
Wango, G. M. (2006b). Policy and Practice in Guidance and Counselling in Secondary Schools in
Kenya. Birmingham: Ph.D Thesis, University of Birmingham.
 
Wango, G. M. (2006c). The Legal Framework for Kenya’s Educational System. Nairobi: Kenya
Education Staff Institute (KESI).
 
Wango, G. M. (2006d). The Proposed New Education Act. Nairobi: Paper Presented to the Task
Force on the Review and Harmonization of the Legal Framework on Education, Training and
Research in Kenya, November 2016.
 
Wango, G. M. (2007). Caring for the Emotional needs of Members of the School Community. The
Kenya Secondary Schools Heads Association (KSSHA) Annual Conference, June 2007.
 
Wango, G. M. (2008). Psychology of Communication: Gender Perspectives in Teaching, Learning
and Instructional Materials. Nairobi: Ministry of Education.

89. 7/7/2019 Dr Geoffrey Wango, Psychology Department, University of Nairobi 89
Wango, G. M. (2009). School Administration and Management: Quality Assurance and Standards in
Schools. Nairobi: The Jomo Kenyatta Foundation.
 
Wango, G. M. (2010). Pastoral Counselling and Care: The Role of the Clergy in Helping Services.
Limuru: St. Paul’s University.
 
Wango, G. M. (2011a). Counselling Psychology Legal Regulatory Framework in Kenya. Nairobi:
University of Nairobi.
 
Wango, G. M. (2011b). Provision of Sanitary Towels to Needy Girls in Public Primary Schools in
Kenya. Journal of Education Management, 1 (1), 159 – 169.
 
Wango, G. M. (2011c). Kenya New Constitution and Education: Education in Kenya Under the New
Constitution. Nairobi: Paper Presented to the Task Force on the Realignment of the Education
System to the New Constitution.
 
Wango, G. M. (2011d). Incorporating Psychosocial Support Services and Pastoral Care in Modern
Christian Living. Limuru: St. Paul’s University.
 
Wango, G. M. (2012). Labelling: Meanings for Counselling Psychology Practice in Contemporary
Traditional Societies. Nairobi: University of Nairobi.
 
Wango, G. M. (2013a). A Synchronic Hermeneutic Phenomenological approach to Counselling
Psychology in Contemporary Traditional Societies. Nairobi: University of Nairobi.
 
Wango, G. M. (2013b). Fundamentals of Counselling: Counselling Outcome, Issues, Trends and
Professional Ethics. Nairobi: University of Nairobi.

90. 7/7/2019 Dr Geoffrey Wango, Psychology Department, University of Nairobi 90
Wango, G. M. (2014a). The Development of Guidance and Counselling in Schools and Educational
Institutions in Kenya. Nairobi: University of Nairobi.
 
Wango, G. M. (2014b). Background and Historical Development of Guidance and Counselling
Psychological Services in Kenya. Nairobi: University of Nairobi.
 
Wango, G. M. (2015a). Counselling Psychology in Kenya: A Contemporary Review of the
Developing World. Nairobi: Kenya Literature Bureau.
 
Wango, G. M. (2015b). ‘Guidance and Counselling Services in Schools in Kenya’ [PowerPoint
Presentation]. Nairobi: University of Nairobi.
 
Wango, G. (2017a). Guidance and Counselling in Schools in Kenya: Principals’ use of counselling
skills. The Kenya Journal of Education, 1 (1), 11 - 22.
 
Wango, G. (2017b). History and Systems of Psychology: Timelines in the Development of
Contemporary Psychology. Journal of Psychology and Behavioural Science, 5 (2), 29 - 43.
 
Wango, G. M. (2017c). ‘Counselling Outcome, Issues, Trends and Professional Ethics.’
[PowerPoint Presentation]. Nairobi: University of Nairobi.
 
Wango, G. M. (2017d). ‘Transition from Primary to Secondary: Adolescence Growth, Career
Progression and Personality Development.’ [PowerPoint Presentation]. Nairobi: University of
Nairobi.
 
Wango, G. M. (2017e). ‘Effective Transitioning to University and into Adulthood.’ [PowerPoint
Presentation]. Nairobi: University of Nairobi.

91. 7/7/2019 Dr Geoffrey Wango, Psychology Department, University of Nairobi 91
Wango, G. M. (2018a). ‘Loss, Grief and Bereavement: Coping with Loss and Grief.’ [PowerPoint
Presentation]. Nairobi: University of Nairobi.
 
Wango, G. M. (2018b). ‘Living with Death so Certain for Someone Close to You: The Trials and
Tribulations of Overcoming Death.’ [PowerPoint Presentation]. Nairobi: University of Nairobi.
 
Wango, G. M. (2018c). ‘Living with Death: Coping with Life when Starring Death in the Face and the
Anticipation of Death and Dying.’ [PowerPoint Presentation]. Nairobi: University of Nairobi.
Wango, G. M. (2019a). ‘Internationalization of Higher Education in Africa and African Universities:
Seeing Beyond Ourselves.’ [PowerPoint Presentation]. Nairobi: University of Nairobi.
Wango, G. M. (2019b). Internationalization of Higher Education in Africa: ‘Seeing Beyond
Ourselves.’ Delight Professional Summits.
Wango, G. M., & Mungai, E. K. (2007). Counselling in the School: A Handbook for Teachers.
Nairobi: Phoenix Publishers.
 
Wango, G. M., & Gatere, A. W. (2012). School Finance Management: Fiscal Management to
Enhance Governance and Accountability. Nairobi: The Jomo Kenyatta Foundation.
 
Wango, G. M., Musomi, M., & Akinyi, C. (2012). Gender and Education in Kenya and Re-Alignment
of Education to the Constitution. Nairobi: ITP Human Rights Towards Gender Equality Seminar.
 
Wango, G. M., & Gatere, A. W. (2014). Leadership Professional Development Through Integrity and
Financial Accountability: Curbing Fraudulent Practices in Schools. Journal of Education
Management, 3 (1), 10 - 25.

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Wango, G. M., Kimani, P. W., Osaka, J., Githinji, S. N., & Amayo, R. A. (2015). Early Childhood
Development Education Guidance and Counselling. Nairobi: Kenya Literature Bureau.
Wango, G. M., & Gatere, A. W. (2016a). Integrity and Financial Accountability in Schools: Role of
Principals’ of Schools in Kenya. International Journal of Education and Research, 4 (4), 1 - 14.
 
Wango, G. M., & Gatere, A. W. (2016b). Study Skills for Secondary School Learners. Nairobi: The
Jomo Kenyatta Foundation.
 
Wango, G. M., & Gatere, A. W. (2016c). ‘Study Skills for Secondary School Learners’ [PowerPoint
Presentation]. Nairobi: The Jomo Kenyatta Foundation.
 
Wango, G. M., Wairire, G., & Odiemo, L. (2018). Counselling Interventions and the Use of
Counselling Skills in Police Services in Kenya. IOSR Journal of Humanities and Social Science
(IOSR-JHSS), 23 (7), 39 - 52.
 
Wango, G. M., & Wairire, G. (2018). Living but Leaving: Therapy in Light and Right of Life and
Death in Traditional-Cum-Contemporary Societies. International Journal of Psychological Studies,
10 (4), 79 - 94.
 
Wango, G. M., & Gatere, A. W. (2019). Parenting: Counselling in the Home. Nairobi: The Jomo
Kenyatta Foundation.