Is There Time Enough? Ethical Dilemmas Inherent in Offering Time‐limited Work in the University

Hallett, Caroline

doi:10.1111/j.1752-0118.2012.01285.x

Cited by 4 publications

(5 citation statements)

References 7 publications

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“…Hallett, Madsen, Pateman and Bradshaw have argued that both British and Australian community nurses relinquished their focus on providing holistic nursing care between 1960 and 2000. 50 Yet, both the training and practice of the Scottish Queen's Nurses highlight their continued adherence to a belief in their own autonomy. They were able to address the needs of their patients as they saw fit, even under the various changes under the NHS.…”

Section: Resultsmentioning

confidence: 99%

To Care and Educate: The Continuity Within Queen’s Nursing in Scotland, c. 1948–2000

Greenlees

2018

Nursing History Review

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Home nursing has been practiced in some form or another for many years, but in Britain it was 1889 when it became formalized through the Queen's Nursing Institute (QNI). Financed by a gift from Queen Victoria, the QNI provided the training and administration of home nurses and the home nursing service for many local, voluntary District Nurse Associations (DNA). Although recruited by the QNI, local communities employed the nurse, providing her with a house, salary and often transport. In return, the nurse was expected to live in the community, nurse the sick and dying, provide maternity services and sometimes collect fees for services. The nurse reported to both the local committee and the QNI, with the latter ensuring the maintenance of high nursing standards. The Scottish Branch of the Institute, the Queen's Nursing Institute Scotland (QNIS), was formed in 1909, with a starting endowment of £400 from the overall income of the Queen's gift to the Institute of about £2000. 1 By the 1920s most areas of Scotland had established DNAs with the majority affiliated with the QNIS. Affiliation with the QNIS was desirable because these nurse recruits were specifically trained for district work rather than general nursing. Not only were they firmly grounded in hygiene practices, they quickly became a visible presence in the community, wearing a navy uniform with military style epaulettes. 2 This uniform identified their status as healthcare professionals, while their training and manner confirmed it. After the introduction of the National Health Service (NHS) in 1948, the control of district nursing shifted from independent, voluntary organizations to local government. The state now paid Queens' Nurses' salaries rather than donations and community collections, but the QNIS continued to provide district nurse training until 1970 after a two year transfer to local authority responsibility, followed in the 1980s by the centralization of training under the

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Section: Resultsmentioning

confidence: 99%

To Care and Educate: The Continuity Within Queen’s Nursing in Scotland, c. 1948–2000

Greenlees

2018

Nursing History Review

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“…This participant is drawing attention to a familiar dilemma, which is the risk that exploring one's emotional difficulties in an environment that is constrained from the start could actually make those difficulties worse (Hallett, 2012). There was criticism of the professional discourse, which allowed this to happen ('it's really not fair'), but it was expressed in a muted and cautious manner, drifting off at the end leaving an unfinished sentence.…”

Section: Dealing With Endingsmentioning

confidence: 99%

“…managerialism, scarcity, short contract counselling, student counselling Several different types of literature were considered in order to understand how the topic had been conceptualised and how this might influence the discourses drawn on by the study participants. Short contract counselling is now a common practice in thirdlevel student counselling services (Hallett, 2012;Wolgast, Lambert, & Puschner, 2004). According to a report commissioned by the Higher Education Funding Council for England (HEFCE), the number of sessions offered in the majority of the universities covered by the report varies between four and seven (Institute for Employment Studies, 2015).…”

Section: Introductionmentioning

confidence: 99%

When One Size Doesn’t Fit All: Some effects and consequences of short contract student counselling

Gavin

2020

Couns and Psychother Res

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This article discusses changes to counselling practice brought about by the widespread policy of routinely offering a standard small number of counselling sessions in student counselling. These changes were explored in a research study using a Foucauldian discourse analytic methodology, which was undertaken in an Irish university counselling service. Thirteen student clients were interviewed who had all received additional sessions beyond the six-session norm. A focus group was also carried out with counsellors. Some of the effects of the practice of standardised short counselling contracts such as the processes involved in obtaining extra sessions, changes of therapist and dealing with endings were explored. The purpose of this study was not to evaluate or judge the short contract model from a clinical perspective or to comment on how it was experienced by the wider group of clients who attended the service, but rather to explore some of its effects and consequences on a particular group. Counselling was described by the student participants as a goaldriven activity, in which the emphasis was on the need to recover as rapidly as possible and not to use too much of the scarce resource represented by counselling. For

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“…In response to demands, the model of service provision has changed, primarily to a short‐term approach. Hallett (2012) highlighted some ethical dilemmas experienced by higher education counsellors in the UK due to the short‐term nature of the therapeutic service generally provided in these institutions. She argued that an increasing number of students’ needs were inadequately addressed by this approach and indicated a potential risk of client deterioration because psychological issues uncovered may not be responded to sufficiently due to time constraints (Hallett, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Hallett (2012) highlighted some ethical dilemmas experienced by higher education counsellors in the UK due to the short‐term nature of the therapeutic service generally provided in these institutions. She argued that an increasing number of students’ needs were inadequately addressed by this approach and indicated a potential risk of client deterioration because psychological issues uncovered may not be responded to sufficiently due to time constraints (Hallett, 2012). A recent study explored the experiences of counsellors working within a short‐contract model in one university‐level college in Ireland.…”

Section: Introductionmentioning

confidence: 99%

Counsellors’ experiences of providing counselling to students in university‐level institutions in Ireland: An evolving phenomenon

Harrison

Gordon

2021

Couns and Psychother Res

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Background:The mental health of university-level students has become a global concern due to the increased level and complexity of mental health presentations among students and the rise in demand for university-level counselling services, often the primary source of support for these students. However, to date, few studies have explored counsellors' experiences of working in this context. Aim:To explore counsellors' experiences of providing counselling to students in university-level institutions in Ireland. Method:This interpretative phenomenological analysis (IPA) study used one-to-one semi-structured interviews to capture the lived experience of qualified counsellors who were actively providing counselling in university-level institutions (N = 8). Data were analysed following the six stages of the IPA analytic method.Findings: Two superordinate themes were identified: 'fighting for recognition' captures participants' struggle to gain and/or maintain a sense of value in their professional identity and to explain the complexity of their role to others; and 'zigzagging' describes how they need to respond flexibly and creatively to meet student needs in a context that is unpredictable and evolving. Conclusion:The study highlights the growing complexity of the university-level student counsellor role and identifies the challenges and rewards associated with working in this context. It suggests the importance of role recognition and counsellor capacity to adjust to protect their well-being and ultimately the quality of the service provided to students.

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Is There Time Enough? Ethical Dilemmas Inherent in Offering Time‐limited Work in the University

Cited by 4 publications

References 7 publications

To Care and Educate: The Continuity Within Queen’s Nursing in Scotland, c. 1948–2000

To Care and Educate: The Continuity Within Queen’s Nursing in Scotland, c. 1948–2000

When One Size Doesn’t Fit All: Some effects and consequences of short contract student counselling

Counsellors’ experiences of providing counselling to students in university‐level institutions in Ireland: An evolving phenomenon

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