03. the Role of the Guidance Counsellor Docaug 07 (1)

7/30/2019 03. the Role of the Guidance Counsellor Docaug 07 (1)

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Contents

Page

Introduction

3

Definition 3

Membership 4

Adult Guidance 5

The Role of the Guidance Counsellor

7

Vocational, Education & Personal Guidance

8

Labour Market Education & Training 14

Equality & Diversity 15

Managing A Service & Programme Delivery 15

Information & Resource Management 16

Counselling Skills 17

Ethical Principles & Professional Practice 18

A Model of Practice of the Guidance Counsellor 20

Who is entitled to access Guidance & Counselling Service? 21

Locations & Settings 23

Referral Services 24

References 25

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Welcome to the IGC

The Institute of Guidance Counsellors established in 1968, is the

professional body representing over 1300 practitioners in

second level schools, third level colleges, adult

guidance services, private practice and in other settings.

On behalf of it's members and their clients the Institute has a

liaison and advocacy role with government departments,

management and trade union organisations, national parent

bodies, higher and further education institutions, employment

and training agencies.

Introduction to the Role Document

Members of the Executive of the Institute of Guidance Counsellors

have prepared this document. This document seeks to reflect best

practice for Guidance Counsellors. This document is not

prescriptive. Its primary purpose is to provide useful information for

those interested in the profession of Guidance Counselling and to

assist existing Guidance Counsellors in planning and fulfilling their

role and function, in the context of the ethos, culture, and

environment in which they work. The Institute of Guidance

Counsellors wishes to promote the highest standards of professional

practice. This document should be read in conjunction with the

current Constitution & Code of Ethics of the Institute of Guidance

Counsellors.

Definition

The role of the Guidance Counsellor is to engage in personal,

educational, and vocational counselling with clients throughout the

lifespan, in the particular circumstances of their life.

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Membership

Membership of the Institute of Guidance Counsellors is open to

those individuals, who have successfully completed a programme of

study, recognised by the Institute, for the purpose of admission to

membership.

The Institute recognises two strands, through which individuals can

obtain membership.

1. The first of these strands admits to membership graduates of

professional training programmes, constituted to prepare

individuals to work as Guidance Counsellors in second level

and further and higher education

2. The second strand admits to membership graduates of

programmes constituted to work with adults in a guidance and

counselling role.

Both strands admit suitably qualified applicants to full membership

of the Institute of Guidance Counsellors, upon successful completion

of their separate courses. Such membership does not of itself confer

any employment rights, in specific Guidance and Counselling roles,

given that employers of Guidance and Counselling graduates may

lay down a range of other qualification requirements, for

employment in their specific sector.

Education

The institute recognises at the time of publication of this document,

the following Irish Guidance and Counselling programmes, currently

being offered by third level institutions, as meeting its entry

requirements, for those seeking employment in education settings.

An up to date list of recognised qualifications is always available on

the Institutes website at www.igc.ie

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http://www.igc.ie/http://www.igc.ie/


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Higher Diploma in School Guidance and Counselling (NUI

Maynooth)

Higher Diploma in Guidance and Counselling (NUI Cork)

Graduate Diploma in Guidance and Counselling (University of

Limerick)

Masters of Education - Guidance and Counselling (Trinity

College Dublin)

M.Sc. in Educational Guidance and Counselling - Mode B

(Trinity College)

Postgraduate Certificate/Diploma/MSc in Counselling and

Therapeutic Communication (University of Ulster) plus (DAS)

Adult Guidance

The Institute recognises the following Irish Guidance and

Counselling programme, currently being offered, by NUI Maynooth,

as meeting its entry requirements, for those seeking employment in

an adult guidance role. All courses currently accepted for

membership of the IGC, will be reviewed every three years.

Individuals presenting qualifications obtained from colleges in other

jurisdictions will have to fulfil a basket of entry requirements, which

must include the following generic core components.

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http://www.nuim.ie/academic/education/Courses/sgc.htmhttp://www.nuim.ie/academic/education/Courses/sgc.htmhttp://www.ucc.ie/en/CKC02/http://www.ul.ie/education/programmes/gdgcb.htmlhttp://www.ul.ie/education/programmes/gdgcb.htmlhttp://www.tcd.ie/Education/courses/masters.phphttp://www.tcd.ie/Education/courses/masters.phphttp://www.tcd.ie/Education/MScinEducationalGuidanceandCounselling.htmhttp://www.tcd.ie/Education/MScinEducationalGuidanceandCounselling.htmhttp://prospectus.ulster.ac.uk/course/?id=3233http://prospectus.ulster.ac.uk/course/?id=3233http://www.nuim.ie/academic/education/Courses/sgc.htmhttp://www.nuim.ie/academic/education/Courses/sgc.htmhttp://www.nuim.ie/academic/education/Courses/sgc.htmhttp://www.ucc.ie/en/CKC02/http://www.ul.ie/education/programmes/gdgcb.htmlhttp://www.ul.ie/education/programmes/gdgcb.htmlhttp://www.tcd.ie/Education/courses/masters.phphttp://www.tcd.ie/Education/courses/masters.phphttp://www.tcd.ie/Education/MScinEducationalGuidanceandCounselling.htmhttp://www.tcd.ie/Education/MScinEducationalGuidanceandCounselling.htmhttp://prospectus.ulster.ac.uk/course/?id=3233http://prospectus.ulster.ac.uk/course/?id=3233http://prospectus.ulster.ac.uk/course/?id=3233


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COMPONENT HOURS1. KnowledgeRole and functions of the guidance counsellor (managing

the guidance service)Career development and the nature of work 24 hours

The Psychology of Human Development and Behaviour 24 hoursCounselling theory 24 hoursProfessional issues (e.g. ethics, record keeping) 12 hoursMulticultural, Special Educational needs and equality issues 6 hoursGuidance programme planning / Whole school planning 6 hours2. Skills DevelopmentGuidance skills development 24 hoursCounselling skills development 24 hoursExperiential group work 24 hoursPsychometric testing 30 hoursInformation management and systems 12 hoursPersonal growth/development, which should include

personal counselling.

12 hours

3. Field PracticeGuidance practice and supervision. 24 hoursCounselling practice and supervision. 24 hoursAppropriate placements 48 hours

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The Role of the Guidance Counsellor

The seven areas of professional practice of the Guidance Counsellor

are as follows:

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Ethical

Principles&

Professional Practice

CounsellingSkills

Information

& ResourceManagement

Managing ofGuidanceService &

ProgrammeDelivery

Equality &Diversity

LabourMarket

Education& Training

The practiceof PersonalEducation &VocationalGuidance

throughoutthe lifespan

GuidanceCounsellor


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1.

The practice of vocational, educational, and

personal guidance across the lifespan.

The Guidance Counsellor has the competency:

To facilitate career/life choices through the lifespan

To facilitate educational choices through the lifespan

To facilitate personal choices through the lifespan

To assess through the lifespan

Facilitation of career/life choices through the lifespan

The Guidance Counsellor will have knowledge of the major

vocational guidance theories, understand the theoretical origins of

career development work, and use a theoretical framework, through

which to understand individual career development.

The Guidance Counsellor will demonstrate the ability to: Describe change and transition in the context of lifespan

career development

Help individuals adapt to and manage change and

transition

Help individuals understand and accept that change and

transition are normal parts of life

The Guidance Counsellor will demonstrate the

ability to describe work/life balance in the context

of lifespan career development

Understand the need to balance the multiple roles assumed

by individuals throughout their career development

Understand and integrate into practice that making a living

is only one component of ones identity

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Understand that individuals, their values and the

environment are interdependent

Can foster career management strategies by helping

individuals develop the skills to effectively manage their

careers

Helping individuals understand that career management is

a lifelong process

Helping individuals understand how societal trends play a

major role in career management

Promoting individuals independence and self-confidence

Increasing individuals awareness of opportunities and

options

Understanding and agreeing on possible outcomes

Working out steps needed to make and implement a

decision so individuals achieve goals

Can refer individuals to the appropriate sources by

Assisting clients in selecting services and resources to

meet their needs

Helping individuals to develop skills for research

Assisting individuals in obtaining services outside the

boundaries of the Counsellors expertise

Facilitating case management

Can conduct a needs assessment by Assisting individuals identify their career development needs

holistically in the context of their lives

Determining whether individuals needs are within the scope

of practice of the Counsellor and, if not, determine appropriate

referral

Providing a context for the career development service

Assisting the Counsellor and individual to negotiate and

contract the service to be provided

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Where appropriate to assist teachers/tutors to enhance their

formal and non-formal methodologies in the use of guidance

resources in a school/adult setting.

Facilitate teaching colleagues in implementing appropriate

aspects of guidance programme within the curriculum.

When working with adult clients:

Facilitate their successful engagement, with appropriate

education/training.

Support the individual in long term planning and the guidance

of a personal portfolio.

Provide continuity of support across modules and tutors /

trainers.

Facilitate Adult Education Colleagues to implement

appropriate aspects of guidance within the adult education

programme.

Facilitation of Personal Choices through the

lifespan

The guidance Counsellor is involved in Personal/Social Guidance.

This requires the capacity to:

Assist clients to develop self-awareness of their personal

values, attitudes, beliefs and those of others.

Help clients identify strategies for building self-esteem and

that of others.

Facilitate clients in identifying and expanding existing coping

strategies.

Assist clients to understand the importance of emotional

expression and develop appropriate ways to express feelings

in different contexts.

Assist clients develop their communications skills

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Help clients in understanding the importance of positive

thinking and help clients develop the ability to use this life skill

effectively.

Assist clients in understanding the impact of stress on

emotional and social health and assist them in developing

personal skills for managing stress.

Assessment

Assessment involves the integration and evaluation of data

inventories, tests, interviews, scales, and other techniques,

which measure an individuals abilities, aptitudes, barriers, life

roles, interests, personality, values, attitudes, educational

achievements, skills, and other relevant information.

The Guidance Counsellor identifies when the use of an

assessment is appropriate, which test instrument to use, test

interpretation, which is, interpreting, and explaining to a client

the results of an assessment and the implications thereof.

The one to one personal interview is a necessary first step in

attempting to establish an understanding of the clients

present circumstances, as well as an appreciation of his/her

personality, values, attitudes, interests, ambitions,

motivations and barriers or perceived. The interview will also

afford an opportunity to establish information as to clients

educational achievements to date.

The guidance counsellor is responsible for the maintenance of

professional standards in the administration, interpretation,

and dissemination of tests and results.

The guidance and counselling process aims to help clients to

grow in self-knowledge and self-esteem by assisting them

to:

Understand personal emotions, abilities, interests and special

aptitudes

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Acquire information about education and career opportunities

within a changing society

Make and carry out appropriate life choices and plans and

achieve satisfactory adjustments in life

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3.

Equality and Diversity

Guidance Counsellors recognise, understand, and respect

diversity and conduct their work in sensitive ways.

Counsellors should pay attention particularly to the language

they use in conversation with clients and avoid outdated

words or terms which may stereotype or cause offence to

individuals.

4.

Managing a Service and Programme Delivery

Guidance Counsellors maintain professional standards in

delivering and managing their service to clients by

Maintaining client records

Using planning and time management skills

Follow appropriate procedures and policies within their

employment

Establish and maintain collaborative work relationships

Evaluate the service provided

Liase with the appropriate relevant bodies

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5.

Information and Resource Management

Guidance Counsellors:

Recognise the need for systematic, efficient, and effective

information and resource management in their work

Have a knowledge of legislation governing freedom of

information, data protection etc.

Have a responsibility to ensure that current information is

gathered, organised and disseminated to provide clients with

the widest range of options.

Must keep up to date with ICT (Information and

Communications Technology)

Assist clients in accessing and interpreting information

effectively.

The effective management of information and resources

should provide for the following:

Access to information technology including Internet and e-mail

Research

Outreach work

Careers exhibitions

College open-day visits

Work-place/industry visits

College Open Days

Guest Speakers

Development of publications and resource material relevant to

the client base

Newsletters

Effective use of notice boards and information points

Up-dating careers library

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6

Counselling Skills

Counselling is central to the work of the Guidance Counsellor.

Guidance and counselling is an interactive process between

counsellor and client, which can involve working with the individual

in a one-to-one or group setting.

The skills of empathy, genuineness, and unconditional positive

regard facilitate clients in identifying options, making decisions, and

resolving difficulties. These skills also include: active listening,

clarifying, paraphrasing, setting boundaries, contracting,

challenging, focusing, motivating, utilising non verbal

communications, probing, questioning, reflecting feelings,

prioritising issues, structuring and summarising a session and

reviewing progress.

Counselling participation can be categorized under three

integrated areas of activity:

1. Educational Guidance and Counselling

2. Career and Vocational Guidance and Counselling

3. Personal Guidance and Counselling

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Guidance and counselling may involve facilitating and

assisting clients with the following:

Emotional issues

Social issues

Cultural issues

Relationship and developmental issues

Developing self management skills

Coping with transitions

Coping with crises

Promoting and developing personal awareness, working

with feelings, perceptions, and internal or external conflict.

Economic and labour market issues

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CareerVocationalGuidance &Counselling

EducationalGuidance &Counselling

PersonalGuidance &Counselling


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7.

Ethical principles and professional practice

Guidance Counsellors operate according to the Ethical Principles and

Professional Practices as laid out by the Institute of Guidance

Counsellors Code of Ethics.

Guidance Counsellors:

Respect the dignity, integrity and welfare of their clients

Set and maintaining appropriate boundaries

Adhere to appropriate confidentiality and legal limits

Safeguard the storage, retrieval and disposal of clients

records both written and electronic

Develop and maintain their professional competence

Engage in professional supervision of their work

Interpret instruments for which they are qualified

Recognise the limits of their training and experience and

make appropriate referrals

Membership of the IGC is maintained by adhering to the

Code of Ethics of the Institute. Failure to do so could lead

to loss of membership.

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A Model of Practice of the Guidance

Counsellor

in a Guidance and Counselling Service

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CAREERCOUNSELLING

CLIENT

EDUCATIONALCOUNSELLING

PERSONALCOUNSELLING

PERSONAL & SOCIAL

CAREEREDUCATION

Job Search Goal Setting

InformationTechnology

VocationalEducation &training

InterviewPreparation

Career &EmploymentOpportunities

Planning

Choices: Subject Choice Courses

Levels Testing Administration Study Skills Exam Techniques

Motivation

Self Awareness

Self Management

Care & Support


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Who is entitled to access a Guidance and

Counselling Service?

The entitlement of citizens of the European Union to Guidance is

outlined in the Resolution Guidance throughout life in Europe,

adopted on the 28th May 2004, during the Irish Presidency. The

resolution states, All European citizens should have access to

guidance services at all life stages, with particular attention being

paid to individuals and groups at risk.

The Council states that:

1. In the context of lifelong learning, guidance refers to a range of

activities1 that enables citizens of any age and at any point in their

lives to identify their capacities, competences and interests, to

make educational, training and occupational decisions and to

manage their individual life paths in learning, work and other

settings in which these capacities and competences are learned

and/or used.

2. Guidance provision within the education and training system, and

especially in schools or at school level, has an essential role to play

in ensuring that individuals educational and career decisions are

firmly based, and in assisting them to develop effective self-

management of their learning and career paths. It is also a key

instrument for education and training institutions to improve the

quality and provision of learning.

3. Guidance throughout life contributes to the achievement of the

European Union goals of economic development, labour market

efficiency and occupational and geographical mobility by enhancing

the efficiency of investment in education and vocational training,

lifelong learning and human capital and workforce development.

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4. Effective guidance provision has a key role to play in promoting

social inclusion, social equity, gender equality and active citizenship

by encouraging and supporting individuals' participation in

education and training and their choice of realistic and meaningful

careers.

5. Guidance in the Member States of the European Union is provided

through a wide diversity of structures, delivery systems and

practices across education, training, employment, unemployment

and private and community sectors. Such diversity provides a rich

basis for cooperation and mutual learning.

6. Guidance can provide significant support to individuals during

their transition between levels and sectors of education and training

systems and from school to adult and working life; to young people

re-entering education or training after leaving school early; to

persons re-entering the labour market after periods of voluntary or

involuntary unemployment, or homemaking; to workers where

sectoral restructuring requires them to change the nature of theiremployment; and to older workers and migrants.

7. High quality guidance provision throughout life is a key

component of education, training and employability strategies to

attain the strategic goal of Europe becoming the worlds most

dynamic knowledge based society by 2010.

Foot Note 1

Examples of such activities include information and advice giving, counselling,

competence assessment, mentoring, advocacy, teaching decision-making and

career management skills. A variety of terms are used in Member States to

describe services engaged in these activities, including educational, vocational or

career guidance, guidance and counselling, occupational guidance/counselling

services, etc.

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Locations & Settings for the Practice of Guidance &

Counselling

The work of the guidance counsellor takes place in a variety of

locations and settings such as:

Primary Schools

Post Primary Schools

Higher Education Institutions

Colleges of Further Education

Adult education centres

Local Employment Service Network

FAS

Statutory agencies

Community Based Services

Area Based Partnership Companies

Prison Education Services

Ex-Offender Services

Drug Rehabilitation Services

Psychological Services

Special Education Services

Private practice

Referral Services

The guidance counsellorboth accepts referralsand, when necessary

and appropriate, refers clients to other professionals for specialised

services. The guidance counsellor initiates the referral and

supports the client at all stages of the process. Up to date referral

sources should be maintained.

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Listings of Referral Services

General Practitioners, Healthcare Services, NEPS, JLO, Victim

Support Services, Addiction Services, Youth Services, CommunityServices, Mental health Services, Attendance Officers,

Ethnic/Minority groups Services, Social Services, HSE, Employment

Services, Training Services, Disability Services,

Youth Cafes & Information Centres.

Support Groups & Help lines:

Suicide Bereaved, Bereavement, Addictions, Eating ( Body Whys),

Gay/Lesbian (Sexual) , Teen Between, Seedlings, Rainbows, Victim

Support, Aware, ISPCC, Samaritans, AA, NA, GA, Grow, Victim

Support, Court Supports, Teen Parents.

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References

European Union Resolution on Strengthening Policies, Systems andPractices in the field of Guidance throughout life in Europe adopted

at the 2585th Council meeting of the Education, Youth, and Culture

in Brussels, on 27-28 May 2004.

Guidelines for Second Level Schools on the Implications of Section 9

(c) of the Education Act 1998, relating to students access to

appropriate guidance.

Career Guidance and Public Policy, Bridging the Gap-OECD Paris

2004.

Irish Education Act 1998.

Ireland - National Development Plan 2007-2013.

Learning For life White Paper on Adult Education 2000.

Planning the School Guidance Programme NCGE and DES 2004.

Report Irish National Guidance Forum 2007. (Awaiting Publication

July 2007)

03. the Role of the Guidance Counsellor Docaug 07 (1)

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Transcript of 03. the Role of the Guidance Counsellor Docaug 07 (1)