TPC-Journal-V1-Issue3

178 The Professional Counselor \ Volume 1, Issue 1 BACP’s most recent framework in ethics, the Ethical Framework for Good Practice in Counselling & Psychotherapy (BACP, 2010), replaced earlier ethical codes. Aimed at guiding practice in counseling and psychotherapy for BACP members, the Framework also was produced to “inform the practice of closely related roles that are delivered in association with counselling and psychotherapy or as part of the infrastructure to deliver these services” (p. 02). The Framework features sections on values and ethical principles in counseling and psychotherapy. It also is highlighted by a section related to the personal moral qualities of counselors, who are encouraged to possess such characteristics as resilience, humility, wisdom, empathy, and courage. The United Kingdom and European Association for Psychotherapeutic Counselling (UKEAPC) is an organization that “regulates and monitors the standards of training and quality of delivery of its Member Training Organizations” (UKEAPC Home page, 2011). It was founded in 1996 and underwent a modification in its name in 2010 to include member organizations in Europe (UKEAPC Name Change, 2010). Member organizations can include universities and training programs in the private sector and it is designed for programs at the post-graduate level or the equivalent thereof (Home Page, 2011). UKEAPC defines psychotherapeutic counseling as a “form of counselling in depth which adopts a relational- developmental focus with the goal of fostering the client’s personal growth and development, in the context of their life and current circumstances” (UKEAPC What is Therapeutic Counselling?, 2011). It also involves the counselor’s use of self; competence in interventions, assessment, and diagnosis; an understanding of efficacy within the psychotherapeutic relationship; competence in abilities to guide clients toward their existential potential; ability to work with other healthcare professionals; and a commitment to ongoing professional development (UKEAPC). Trainees in psychotherapeutic counseling programs must meet certain criteria to be considered for acceptance into UKEAPC. In addition to possessing a personality that can maintain stability in a psychotherapeutic relationship, candidates also should be living a life consistent with personal ethics; possess experience in responsible roles in working with people; and have an educational background to enable her/him to cope with academic demands at the postgraduate/ graduate level (UKEAPC Training Standards, 2011). Graduate training programs meeting UKEAPC standards are a minimum of three years in duration along with 450 hours devoted to skills and theory and 300 hours dedicated to supervised work with clients. Four components are deemed to be necessary: personal therapy; clinical practice; supervised practice; and a comprehension of theories. A trainee must have at least 40 hours/year of personal therapy, equating to 120 hours by the conclusion of the program. A final evaluation that assesses theoretical comprehension and clinical competence must also be given. Training programs are responsible for publishing the code of ethics/professional practice to which it adheres; this code must be consistent with the corresponding codes of UKEAPC (UKEAPC Training Standards, 2011). Programs also must include the following curricular items: theory, practice, and range of approaches of psychotherapeutic counseling; relevant studies in human development, sexuality, ethics, research, and human sciences; social and cultural influences in psychotherapeutic counseling; the provision of a placement in mental health; supervised psychotherapeutic counseling practice; identification/management of the trainee’s involvement in personal psychotherapeutic counseling; the ability to refer to other professionals when deemed necessary; legal issues; research skills; and a written product that displays a trainee’s ability to communicate professionally. Full member organizations also must have a professional development policy consistent with UKEAPC (UKEAPC Training Standards, 2011). In regard to Ireland, guidance was made “a universal entitlement in post primary schools” in Ireland through the adoption of the Education Act (1998). Additional professionals are given to each school by the Department of Education and Skills for the purpose of guidance. They range from eight hours in smaller schools with an enrollment of less than 200 students to approximately two full-time posts in larger schools with an enrollment of 1,000 students or more (National Centre for Guidance in Education, 2011). The National Centre for Guidance and Education (NCGE), an agency of the Irish Department of Education and Science, aims to “support and develop guidance practice in all areas of education and to inform the policy of the Department in the field of guidance” (National Centre for Guidance in Education, 2011). The Centre provides support