The professional preparation of Australian counsellors

Abstract

S ome indicate that counsellors are born not made. Others indicate that counselling is an activity that can be learned and developed. Most counselling education programmes recognize that a number of factors influence counselling competence. As a result, various types of counsellor training and education are available in Australia and counselling training is likely to include various aspects of counselling knowledge, awareness, and skill. Counselling training in Australia includes private mentoring and training programmes, tertiary and further education certificates and diplomas, undergraduate programmes, and postgraduate education from the Graduate Certificate through to the Doctor of Philosophy level. Postgraduate and adjunctive training in counselling for those with undergraduate training in related human service fields, such as psychology and social work, is particularly common for counsellors in Australia at this time. Counselling training can take varying amounts of time and serve to develop professional counsellors, researchers, and those who see counselling activities as adjunctive to their other professional duties. This article details the different types of training and education regarding counselling available in Australia. A discussion regarding the setting of minimum training standards for counsellors and the purpose of various levels of counselling training is included. Finally, information on where interested parties can obtain information on various counselling education programmes is provided.C ertains affirment qu'être conseillers est une qualité innée. D'autres affirment que le counseling est une activité qui peut être apprise et se développer. La plupart des programmes de formation en counseling reconnaissent que plusieurs facteurs influencent les compétences en counseling. Il en résulte que divers types de formation en counseling sont disponibles en Australie et que la formation de counseling est susceptible d'inclure divers aspects sur les plans des connaissances, de la sensibilisation et des habiletés. La formation en counseling en Australie inclut de la supervision privée et des programmes de formation, des certificats et diplô mes d'enseignement post-scolaire et supplémentaires et de l'enseignement de cycle supérieur allant du certificat de cycle supérieur au niveau de Docteur en philosophie. La formation de cycle supérieure et complémentaire en counseling pour ceux ayant une formation de premier cycle reliée aux domaines des sciences humaines, tels que la psychologie et le travail social, est particulièrement commune pour les conseillers en Australie actuellement. La formation en counseling peut être de durées variables et peut former des conseillers professionnels, des chercheurs et d'autres professionnels pour qui les activités de counseling sont complémentaires à leurs autres fonctions. Cet article détaille les différents types de formation en counseling en Australie. Une discussion est également présentée sur l'établissement de normes minimales de formation pour les conseillers et su...

An Occupation in Search of Identity—What Is School Counseling?

“…Hence, it is hard to indicate fields of responsibility that are unique to this field (Erhard, 2014). A well-established and grounded professional identity is particularly important for the occupation of school counseling, as the professional definition of counseling is still in a process of establishment and the aspiration is to transform school counseling into a defined legitimate profession with a unique identity rather than an occupation that emulates other occupations in the fields of mental health and education (Pelling & Whetham, 2006). Nonetheless, to date this occupation is characterized by constant development and accelerated change that contribute to its vague definition and conception (Calley & Hawley, 2008;Erhard, 2014).…”

Vol. 14 No. 1 (2024)

“…According to Antunes-Alves (2010), while other mental health practitioners, such as psychologists, have earned unchallengeable professional recognition, school counselors are still fighting for their recognition. The literature on the school counseling profession has been following this hierarchy perspective of the professions as constantly struggling for upward movement and/or against downward movement (Liljegren, 2012), and called to define the profession's unique identity rather than only one that "imitates" other professions in the field of mental health or education (Pelling & Whetham, 2006), and thus to promote its significant legitimacy as perceived by others (Reiner & Hernandez, 2013).…”

Personal and Group Professional Identity in the 21st Century Case Study: The School Counseling Profession

“…Well-established and rooted professional identity is particularly important in the profession of school counseling, as the professional definition of counseling is still being established around the world (Cinotti, 2014). The desire is to transform school counseling into a defined and legitimate profession with a unique identity rather than only one that imitates other professions in the field of mental health or education (Pelling & Whetham, 2006). A well-established professional identity of school counselors enables them to present the professional significance of the profession to other educators working with them and thus to promote its significance as perceived by others (Reiner & Hernandez, 2013).…”