Vol. 2 No. 1 June 2012 The newsletter for Counsellors in the non-government education sector

In this edition

• Catholic Counsellors Seek Parity

• Catholic Counsellors Network at Conference

• Focus on Professional Supervision

• PD for

counsellors with teacher qualifications

• Comparing Roles Between Sectors

• ACCSSQ 2012 Conference photographs

• Member Profile, Emily Rotta

Counsellor

Reflections

Counsellors Network at Professional ConferenceCounsellors have reflected on their professional practice at a conference organised by the Association of Counsellors of Catholic Secondary Schools of Queensland (ACCSSQ).

IEUA-QNT member and Guidance Counsellor at St Columban’s College, Caboolture and Queen of Apostles, Stafford, Kim Rienecker (right) reported from the event.

The Counsellors’ conference this year was certainly very memorable with many of the participants giving feedback that it was the best one ever! The theme was School-focused Solutions – Interventions that Work and it was held at the beautiful and relaxing Twin Waters resort on the Sunshine Coast from 2-4 May.

The counsellors came from all over Queensland with a few travelling from interstate. One attendee came from as far away as Perth. The conference was opened by John Percy, from the Queensland Catholic Education Commission.

The conference presenters were truly empowering as they delivered the latest ‘cutting edge’ statistics and evidence-based techniques. Dr Renae Beaumont and Mark Dadds were the keynote speakers. The workshops were inspiring and useful, and the calibre of the presenters was also impressive.

Some of the workshops included Strategies for working with

adolescents with depression, Motivational interviewing and Short term solution-focused strategies with children and parents. The workshops offered data and techniques that will evidently be of use back in our schools.

There were four displays that offered a number of resources for perusal. IEUA-QNT Organiser Gaye Vale spoke briefly giving us an update on the latest enterprise bargaining.

The conference dinner was well attended and provided a great opportunity for counsellors to connect with each other and unwind as a group.

Many counsellors also managed to find a few free minutes to implement some of the strategies that we often suggest to our students - to chill out, go for a walk, reflect and recharge our batteries.”

■ See pictures from the conference on page three

Catholic School Counsellors Push for ParityCounsellors in Queensland Catholic schools are pushing for wage parity with their state sector colleagues as negotiations continue to replace the agreement covering the sector.

The employee log of claims, tabled by employee representative at the Single Bargaining Unit (SBU), includes a provision (see right) that would recognise the significant work performed by counsellors in Catholic schools.

Key elements of the claim also include a proposed three step wage scale that allows for biennial advancement (in line with the current state sector provision), a request for greater clarity around professional supervision, a quantum of ten professional development days per annum which will include mandatory training, and an annualised position description to address workload considerations.

Employee SBU representatives have indicated that the claim has generated robust discussion.

Our union hopes the outcome of these negotiations will provide counsellor members with appropriate professional recognition as well as enhancements to their provisions.

Our union believes there should be an understanding amongst stakeholders in the non-government sector that Catholic school counsellors perform roles that are just as significant and extensive as those in the state sector.

■ Visit our website at www.qieu.asn.au/catholic for further information and regular updates about the progress of Catholic sector negotiations

The Employee Claim

Employees in Catholic schools in Queensland cater and respond to the educational, social and emotional needs of students in their care. A significant part of this task is undertaken by school-based counsellors, howsoever designated. These employees undertake similar roles with similar demands upon them as do their colleagues in the public sector.

Employees seek parity with colleagues in the public sector for employees in this role.

- Excerpt from Catholic employee log of claims tabled at SBU

“

Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor

Page 2

Focus on Professional SupervisionProfessional supervision is a key tool for counsellors to reflect on their practice and enhance their future work.

It is important for employers to understand the place of supervision in a counsellor’s professional development and the time needed to complete an adequate amount of supervision.

Catholic sector school counsellors are seeking the inclusion of a clause in their replacement collective agreement that recognises the importance of supervision and the need for time to be allocated within hours of duty for this supervision to be completed.

Supervision can be defined as a form of “experiential learning” that focuses on unpacking past practice and making consideration about potential improvement.

Key benefits of professional supervision include:

• Helps counsellors know where their strengths and weaknesses lie• Creates a collegiate learning environment• Counsellors gain and build an on-going awareness of ethical considerations• Establishes a necessary forum to explore and consider the competing needs of stakeholders in the counsellor’s work• Offers the insights of a ‘third-party’ to help counsellors discuss issues and aid in their decision making

Source: Michael Carroll. One More Time: What is Supervision? Published 2007: Pyschotherapy in Australia. Vol 13, No 3.

Mark Mewburn (right), Counsellor at Ignatius Park College, said supervision is essential to developing his skills.

“Taking on supervision is part of being ‘professional’. It means I open up myself for others to review my skills in a constructive way,” he said.

“It gives me the ability to tap into the wisdom/skills of a fellow professional.”

Mark said supervision involved a range of reflective practices geared toward professional growth.

“Supervision will often revolve around discussing particular clients where I might feel uncertainty, confusion, frustration or where there are ethical issues that I need to discuss,” he said.

“I choose my supervisor because he/she can offer experience and skills different to my own, thus giving me the opportunity to grow.”

Though Mark chooses to undertake one-on-one supervision, he said peer mentoring with school counsellor colleagues and group supervision are also valuable methods.

Mark said his employer fully supports his professional supervision by covering costs and allocating time within hours of duty.

The inclusion of a clause around professional supervision in the replacement Catholic agreement would help to provide similar conditions for counsellors who may not currently have adequate access to professional supervision.

Professional Development for Guidance Counsellors with Teaching QualificationsMany of our school counsellor members hold dual qualifications, and perform both teaching and counselling duties within their role.

Professional development becomes a key concern for these counsellors who, in addition to completing professional supervision, will undertake teaching professional development to maintain their registration with Queensland College of Teachers’.

While it can be difficult to secure quality professional development, employees should seek on-going activities that are reflective and increase levels of expertise and understanding.

Where possible, the development should also be tailored to the strengths and needs of the individual in order to create higher capability and understanding.

Professional development can be employer provided, linked to systemic programs and initiatives and delivered by private providers; it can comprise additional formal study, be school-based or even offered by professional associations and networks, such as unions.

Our union regularly provides information and opportunities for our members to undertake professional development.

Members recently undertook relevant professional development at a joint IEUA-QNT and the Queensland Teachers’ Union conference.

The ‘Challenging Times: Sustaining Professional Practice Conference’ included a range of presentations that addressed key issues in relation to the Australian Curriculum and the pedagogies necessary to assist students to make the most of their learning opportunities.

Undertaking appropriate professional development, such as union conferences, is integral to maintaining registration as a teacher.

Attendees of the Challenging Times conference said the event provided a healthy dose of current and energising research about education, and helped to re-focus on how educators can sustain their profession in the modern world.

Not only are union conferences considered appropriate professional development for members, but so too is union-run training such as Industrial Relations in the Workplace.

■ Further information about professional development can be found on our website at www.qieu.asn.au

A key principle of the Catholic sector log of claims is the clear comparison that can be made between state school and Catholic school counsellors.

It is important to unpack the extent of this comparison as, in many Catholic schools, there has been an undervaluing of the work performed by counsellors.

A review of school counsellor position descriptions in the state sector and the Catholic sector reveals many similarities in the outlined purpose and responsibilities of the roles.

Key points of comparison between both roles include:• The day-to-day duties of each role are strongly linked• Roles are defined as ‘collaborative’ by nature, with similar expectations placed upon professional relationship building• Reporting relationship structures are identical in that generally the roles are managed by principals• Supervison requirements imposed on staff are similar• Working relationships with students, parents, and external stakeholders are similarly defined• Ethical expectations placed upon the counsellor are the same• Professional development requirements are comparable

Yet despite these clear similarities, state sector school counsellors are generally better off in terms of wages and conditions than those employed in the Catholic sector.

IEUA-QNT Organiser Gaye Vale said it was important to move away from the idea that state sector counsellors have more responsibility and

complexity in their role than those of counsellors employed in Catholic schools.

“Catholic school counsellors have just as many responsibilities as their state sector colleagues. This is reflected in the similarity in the type of work they are doing, and also in the counsellor to student ratio in Catholic schools,” she said.

“In fact, Catholic school counsellors often face more challenges as generally they do not have access to as much external support as state school counsellors.”

“It is for these reasons that our union is seeking to bridge the gap in wages and conditions between state sector and Catholic counsellors.”

Negotiations with Catholic employing authorities are ongoing. Regular updates about these negotiations are posted on our union website.

■ Visit www.qieu.asn.au/catholic for more information about Catholic sector negotiations. Updates are also regularly posted on our Facebook and Twitter.

Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor

Page 3

Comparing Counsellor Roles Between Sectors

@ieuaqnt facebook.com/ieuaqnt

2012 ACCSSQ Conference

ABOVE: Dale Dearman, IEUA-QNT member and Conference Presenter Angelo Contarino, Lauren Phillips, Conference Keynote Speaker Mark Dadds and Ros Jenner

RIGHT: IEUA-QNT members Jorge Ruiz and Barb Davies, Conference Presenters Mike Davies and Mark Elliott, IEUA-QNT member Kim Rienecker and Mary Hardy

How did you get into counselling?

During my teaching practicum I volunteered with The Smith Family and I was working with disadvantaged youths and street kids. I continued volunteering for another three years. I decided that after teaching I would go into counselling as being a young teenager can be one of the most difficult stages you will experience in your life.

In my first year of teaching, University of Queensland was offering scholarships for Masters of Education - Guidance and Counselling. I applied and was accepted into the program and I became a counsellor pretty soon after.

What does your job involve? Counselling students experiencing personal, school and/or family difficulties; assessing and diagnosing student needs; liaising with relevant school personnel on how to best support a student with social and emotional needs; mediating conflict resolution with student to student or student to teacher conflict or student and parent conflict; providing counselling for parents and families experiencing difficulties; assisting teachers to develop pedagogic styles appropriate to the needs of students with motivational and emotional problems; providing career information and careers advice and guidance to students; and developing and implementing social and emotional and career group programs and resources.

What’s the best part of your job?

Working with young people who are in a transition stage of their lives.

What professional issues do you feel that counsellors face?

Advocating for mental health and for children who are the minority and do not fit the normal expected role of a student. These students are facing many difficulties which transfer into their school and home life. In many cases they are acting out and finding it difficult to follow the school rules and/or to submit their assessment on time.

Any advice for people wishing to become school counsellors?

Make sure you are coming into the role for the right reasons as the job

is not easy. The mental health difficulties children face can be very exhausting and often you will not see positive change immediately.

Do you feel that the role of school counsellor needs to be more uniform across schools?

No. Each school may have similar needs but the role of counsellor can be very varied depending on the unique qualifications and experience of the counsellor and the needs of the specific school. Some counsellors may enjoy group workshops, classroom workshops or prefer one on one counselling. Some counsellors are qualified to administer psychological testing while others are more qualified in personal counselling and/or careers counselling.

Why did you become a member of our union?

Being a member of our union allows me to have a collective voice within the education industry. Counsellors are often a minority group within schools.

Our union allows me to have a voice as a counsellor and as part of the collective within the education industry.

Can you provide an example of when being a union member has benefited you personally?

Currently we are in the middle of Catholic sector negotiations and I have the privilege to be sitting at the SBU table. Our union is helping me and all counsellors to draft and table clauses that will directly impact my role as a counsellor. These clauses not only include remuneration but also recommend adequate supervision and professional development which is vital in our role when dealing with the high demand of mental health and career issues counsellors face on an average day.

I also know that I can always contact, and have done in the past, my chapter representative for advice on how to deal with workplace issues. Gaining this advice has enabled me to stop difficult situations from getting out of hand.

What would you say to colleagues who are thinking about joining our union?

It is well worth the professional connections and networking opportunities you will have. Most importantly, legal advice and support from a union representative is always available when you may be experiencing difficulties at your school.

Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor Reflections Counsellor Reflections

Page 4

Who Should Receive Counsellor Reflections?This newsletter is for all IEUA-QNT School Counsellor, Careers

Counsellor, and VET Co-ordinator members.

Some members may not yet be on the mailing list. If you know of someone in this situation, ask them to contact our union.

Mem

ber S

naps

hot

Counsellor ReflectionsISSN: 1839-7530

was prepared by Elise Cuthbertson

Editor: Mr Terry Burke, General Secretary

IEUA-QNTPO BOX 418, FORTITUDE VALLEY QLD 4006

PH: (07) 3839 7020 FX: (07) 3839 7021

Email: enquiries@qieu.asn.au Website: www.qieu.asn.au

ABN : 74 662 601 045

Emily RottaSt Patrick’s College, Shorncliffe