TPC-Journal-V1-Issue3

The Professional Counselor \ Volume 1, Issue 1 179 for guidance professionals in the school setting, such as guidance counselors and practitioners in second and third level schools and in adult education. It fosters such support through an array of activities, including though not limited to the development of guidance resources, the dissemination of information on good guidance practice, and offering support for innovative projects in guidance (National Centre for Guidance in Education, 2011). Training in Whole School Guidance Planning also is administered through professional development workshops (NCGE, Whole School Guidance, 2011). Established in 1968, the Institute of Guidance Counsellors (IGC) in Ireland represents over 1200 professionals in second-level schools as well as third level colleges, guidance services in adult settings, and private practice. IGC serves as a liaison and an advocate in its work with government, institutions of higher education, and other organizations ( Welcome to the ICG , 2011). It also offers a Code of Ethics ( Coras Eitice–Code of Ethics , 2011). The purpose of this study was to examine counselor preparation at selected institutions of higher education in England and Ireland from a comparative standpoint to that in the United States. In my search of the literature, no recent journal article has addressed this topic. The rationale behind this study is not only to enlighten U.S. counselor educators in learning more about another system of preparation, but also to aid them in their own programmatic considerations regarding such areas as philosophy, training emphases, and student involvement. One of the critical fundamental questions in the interviews echoed Stockton et al.’s (2008) discussion of international counselor training: “What are the critical variables that shape these programs?” (p. 84). Data Collection This research project was approved by the University’s Institutional Review Board prior to the collection of data, which took place during the author’s sabbatical in the spring semester of 2011. Institutions offering graduate training in counseling were asked to participate based on, for the most part, a convenience factor. Three of them were in proximity to the base of my sabbatical, the University of Cambridge. The two programs in Ireland were also sought due to their propinquity. This sample was clearly not exhaustive and was not intended to be meant as comprehensive in any way. However, it is interesting to note that the institutions included in this study do vary in both size and type of institution. Possible participation was initially sought in one of two ways: After identifying a faculty member or course director from a website search, I emailed the respective counselor educator, outlined my proposed study, and asked for participation. In other instances, I spoke to the course director directly. The informed consent was shared or sent for their review, and a copy of the completed consent was given to participants at the actual interview. All interviews were done in person and were informal in structure. Drafts of each course summary in the data section were sent to one of the interviewees at each institution for feedback on the clarity and accuracy of the content as well as overall approval. Interviewees in the study were Dr. Judy Moore, Director of the Centre for Counselling Studies, University of East Anglia (England); Dr. Steve Shaw, Course Director (Access Course) (Counselling), West Suffolk College (England); Dr. Lucy Hearne, Programme Director, University of Limerick (Ireland); Mr. Tom Geary, Lecturer, Programme Director, University of Limerick (Ireland); Dr. Terry Hanley, Director of MA (January intake), University of Manchester (England); Dr. Colleen McLaughlin, Course Director (MEd), University of Cambridge (England); and Mr. Gus Murray, Lecturer in Counselling, Cork Institute of Technology (Ireland). Terminology In understanding the approach to counselor training in this region, I found some differing language that is reflected in parts of this article. First, for the most part, a “course” would not mean an individual class, as it might be used in the U.S., but rather a course of study or program. Second, instead of “faculty/faculty members” or “department,” I tended to hear “course team” or “members of staff” to describe the equivalent. Third, “course members” was often used in place of “students.” Fourth, instead of being headed by a “department chair,” a faculty member with the title of “course director” oversaw each individual program. Finally, “accreditation” was used to mean both course of study approval by an outside body as well as approval of an individual’s educational work (i.e., certification). In other words, a trainee in England could seek accreditation by, for instance, the BACP.