Tanzania

IAC Member Associations & Organizations

Interested in your association becoming an IAC member? Find more information here.

Additional Counselling Associations & Organizations

Centre for Counselling, Nutrition and Health Care

Counselling And Family Life Organization

Tanzania Association for Professional Counsellors and Psychologists

Tanzania Counsellor and Advocacy-TCA

Tanzania Counsellors Associates

IAC Education Institute Members

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Additional Education Institutes

University of Dodoma

• Programme Types: Bachelor of Education in Guidance and Counselling, Bachelor of Education in Psychology

Jordan University College

• Programme Types: Basic Technician Certificate in Psychology and Counselling, Ordinary Diploma in Psychology And Counselling, Bachelor of Science in Psychology And Counselling

Zanibar University

• Programme Types: Diploma in Counselling Psychology, Diploma in Social Work, Bachelor of Social Work 

University of Iringa

• Programme Types: Certificate in Counselling Psychology, Diploma in Counselling Psychology, Bachelor of Counselling Psychology, Master of Science in Counselling Psychology

University of Dar es Salaam

• Programme Types: Bachelor of Arts in Psychology, Bachelor of Education in Psychology

Sumait University

• Programme Types: Bachelor of Arts with Counselling Psychology, Bachelor of Arts with Education in Counselling English 

IAC Member Centres/Group Practices

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There is no private practise available in Dodoma, all the counselling services are run by the NGO’s and small associations. 

Mental healthcare counsellors/psychologists are very poorly recorded in the research scope. Alternatively mental disorders are often treated by primary healthcare providers, such as community health workers, general nurses, and community health officers, who have received very limited training in the delivery of mental healthcare (Ngoma, Prince, & Mann, 2003). At this time there exists no community based healthcare providers in Tanzania who have been trained in the clinical capacities needed to identify, diagnose, and treat Depression in young people (Kutcher et al., 2017).

In Tanzania, guidance and counselling began in the year of 1984 ( Omari, 2008 ). It was soon after the introduction of boarding schools that led to moral deterioration and existence of HIV/AIDS pandemic which made people to lose hope and life. Twenty years ago the ministry of health decided to introduce guidance and counselling at the University of Dar es salaam as the way to overcome the problem. Guidance and counselling is now spread on educational institution, what we can call expert guidance and counselling in Tanzania schools began in the year 1984 following the National October 1984 Arusha Conference where advice and counselling services were endorsed by the government as an integral part of the country’s instruction ideas (Omari, 2008).

The subject of guidance and counselling is very popular and favoured by the Tanzanian school system which mainly focused in educating children at the school level by providing the necessity of counselling to educate them. There are various journal articles that focus on school guidance and counselling. It also points out how the Ministry of Education and Culture (MoEC) took initiatives to train school counsellors for the purpose of establishing counselling services in schools (Mabula & Edna, 2017). This means that counsellors need to have intensive training so as to deal with the personal world of students and help them understand themselves in relation with their internal world. It is further emphasized that guidance and counselling is based on the recognition of the dignity and worth of the individual client and right to choose what is good for him/her. Hence it is the responsibility of the school counsellors to establish an environment where their students can attend for counselling voluntarily and seek help willingly (Mutie & Ndambuki, 1999). 

There is few counselling and psychology associations that are available that can be contacted via through the website and social media platforms.  

There are practice settings only in NGO’s and small association.

The function requires focused attention on students for whom schools have not been successful. Most community schools in Tanzania, particularly those in rural areas, are at a disadvantage because they have not been furnished with adequate physical, fiscal and human resources (Haki Elimu, 2004). Therefore students encounter problems because of their poor conditions. Students do not do well because they lack the necessary conditions in which to perform well. 

For a deeper exploration of the counselling profession in the country, interested readers are recommended to read the following journal articles:

• Haki Elimu (2004) Haki Elimu Annual Report 2004, Dar es Salaam: Haki Elimu

• Kayombo, E. J., Uiso, F. C., & Mahunnah, R. L. (2012). Experience on healthcare utilization in seven administrative regions of Tanzania. Journal of Ethnobiology and Ethnomedicine, 8(1), 1-8 doi:10.1186/1746-4269-8-5

• Kutcher, S., Wei, Y., Gilberds, H., Brown, A., Ubuguyu, O., Njau, T., . . . Perkins, K. (2017). Addressing Adolescent Depression in Tanzania: Positive Primary Care Workforce Outcomes Using a Training Cascade Model. Depression Research and Treatment, 2017, 1-9. doi:10.1155/2017/9109086

• Mabula, N., & Edna, K. (2015). Is it Not Now? : School Counselors’ Training in Tanzania Secondary Schools. Journal of Education and Practice, 6(19), 160-169.

• Ngoma, M. C., Prince, M., & Mann, A. (2003). Common mental disorders among those attending primary health clinics and traditional healers in urban Tanzania. British Journal of Psychiatry, 183(4), 349-355. doi:10.1192/bjp.183.4.349

• Omari, I.M (2008), Education psychological for teachers, Dar Es Salaam University, Tanzania