“Science of the singular”: an explanatory single case study of whole school guidance counselling in Ireland

Abstract

This article will discuss the findings of a single explanatory case study on the model of whole school guidance counselling in the Irish secondary school system which was carried out during a turbulent period of policy and practice changes in the delivery of guidance counselling services to students from 2012 onwards (Simons 1980;Yin 2014). Although the case study is positioned within a single voluntary school the findings may be typical of similar secondary schools settings in Ireland and abroad. Particular focus is given to explicating the key findings of the case study through the specific themes of; conceptions of whole school guidance counselling, the Irish integrated model of guidance counselling, stakeholder roles and responsibilities, and the effect of resource re-allocations by policy makers funding guidance school services.

Let’s talk about career guidance in secondary schools! A consideration of the professional capital of school staff in Ireland and England

“…The four main ideological positions of liberal, conservative, progressive, and radical (Watts, 1996) have some resonance for career guidance provision in secondary education in Ireland and England. The liberal or non-directive perspective, which aligns with humanistic psychology and the person-centred approach (Rogers, 1961) forms the basis of practitioner training in Ireland and is predominantly applied in the holistic model in the secondary school system (Hearne et al, 2018). It also reflects the dominant paradigm in the training of practitioners in England and generally describes the normalised approach to the delivery of career and personal guidance in English secondary schools (Gough, 2016;Wilden & Le Gro, 1998).…”

“…This raises several professional practice issues as providing career guidance for all at the same time, regardless of needs, fails to address and respond to the complex needs of some students. For example, in Ireland, the holistic model infers that personal guidance counselling for complex psychological issues is a key activity and has become an integral element of guidance counsellors' work (Dowling & Doyle, 2017;Hearne et al, 2018;IGC, 2016). But it has also become a political football when there are resource pressures in schools and practitioners are being forced to choose between providing personal guidance counselling or career guidance to students in their care (Hearne et al, 2016;Hearne et al, 2018;Leahy et al, 2016;IGC, 2016).…”

“…Since its inception in secondary schools in Ireland in the mid-1960's, guidance counselling has evolved and been shaped by educational, societal and economic changes. The conception of a holistic and integrated approach to guidance counselling first emerged in Irish policy discourse in the 1990's (Department of Education [DE], 1992;Hearne et al, 2018). Holistic guidance counselling, which incorporates personal and social, educational and career guidance counselling, is delivered by professionally trained guidance counsellors through classroom-based and one to one guidance activities.…”

“…Although the policy and practice of career guidance activities may diverge across European countries, the particular aims of career interventions lack precision and thus contribute to ongoing variability in the quality of career guidance provision in secondary schools (Bergmo-Prvulovic, 2012;Hearne, King, Geary & Kenny 2018). Career interventions appear to be shaped by shifting ideologies and interpretations of the role of career guidance as an educative process, human resources management measure or a societal benefit outcome (Hearne, King, Geary & Kenny 2016;Hughes, Law, & Meijers, 2017).…”

Professional standards and professional identity: perspectives of career development practitioners in Australia and New Zealand

“…For example, in United States, Foxx, Baker, and Gerler (2017) and Gysbers and Henderson (2001) identified systemic thinking and clarity in roles and functions as necessary for establishing whole school approaches to school guidance and counselling. In Ireland, Hearne, King, Geary, and Kenny (2018) Australian and New Zealand participants perceived a need for support because of their complex roles and professional isolation, but the marginalised status of the school career development role impacted how they felt about being supported. In addition, the perceived lack of regulatory support for integration of career education within national curricula reinforces its place "on the curriculum margins" (Irving, 2011a, p. 110).…”