Institiúid na gComhairleoirí Treorach

____________________________________
INSTITUTE OF GUIDANCE
COUNSELLORS

The Role of

The Guidance Counsellor

Contents Page

Introduction 3

Definition 3

Membership 4

Adult Guidance 5

The Role of the Guidance Counsellor 7

Vocational, Education & Personal Guidance 8

Labour Market Education & Training 14

Equality & Diversity 15

Managing A Service & Programme Delivery 15

Information & Resource Management 16

Counselling Skills 17

Ethical Principles & Professional Practice 18

A Model of Practice of the Guidance Counsellor 20

Who is entitled to access Guidance & Counselling Service? 21

Locations & Settings 23

Referral Services 24

References 25

2
Welcome to the IGC

The Institute of Guidance Counsellors established in 1968, is the

professional body representing over 1300 practitioners in second
level schools, third level colleges, adult guidance services, private
practice and in other settings.

On behalf of it's members and their clients the Institute has a liaison
and advocacy role with government departments, management and
trade union organisations, national parent bodies, higher and further
education institutions, employment and training agencies.

Introduction to the Role Document

Members of the Executive of the Institute of Guidance Counsellors have
prepared this document. This document seeks to reflect ‘best practice’
for Guidance Counsellors. This document is not prescriptive. Its
primary purpose is to provide useful information for those interested in
the profession of Guidance Counselling and to assist existing Guidance
Counsellors in planning and fulfilling their role and function, in the
context of the ethos, culture, and environment in which they work. The
Institute of Guidance Counsellors wishes to promote the highest
standards of professional practice. This document should be read in
conjunction with the current Constitution & Code of Ethics of the
Institute of Guidance Counsellors.

Definition
The role of the Guidance Counsellor is to engage in personal,
educational, and vocational counselling with clients throughout the
lifespan, in the particular circumstances of their life.

3
Membership
Membership of the Institute of Guidance Counsellors is open to those
individuals, who have successfully completed a programme of study,
recognised by the Institute, for the purpose of admission to
membership.
The Institute recognises two strands, through which individuals can
obtain membership.

1. The first of these strands admits to membership graduates of

professional training programmes, constituted to prepare
individuals to work as Guidance Counsellors in second level and
further and higher education

2. The second strand admits to membership graduates of

programmes constituted to work with adults in a guidance and
counselling role.

Both strands admit suitably qualified applicants to full membership of

the Institute of Guidance Counsellors, upon successful completion of
their separate courses. Such membership does not of itself confer any
employment rights, in specific Guidance and Counselling roles, given
that employers of Guidance and Counselling graduates may lay down a
range of other qualification requirements, for employment in their
specific sector.

Education
The institute recognises at the time of publication of this document, the
following Irish Guidance and Counselling programmes, currently being
offered by third level institutions, as meeting its entry requirements,
for those seeking employment in education settings. An up to date list
of recognised qualifications is always available on the Institutes
website at www.igc.ie

4
  Higher Diploma in School Guidance and Counselling (NUI
Maynooth)
Higher Diploma in Guidance and Counselling (NUI Cork)
 Graduate Diploma in Guidance and Counselling (University of
Limerick)
 Masters of Education - Guidance and Counselling (Trinity
College Dublin)
 M.Sc. in Educational Guidance and Counselling - Mode B (Trinity
College)
 Postgraduate Certificate/Diploma/MSc in Counselling and
Therapeutic Communication (University of Ulster) plus (DAS)

Adult Guidance
The Institute recognises the following Irish Guidance and Counselling
programme, currently being offered, by NUI Maynooth, as meeting its
entry requirements, for those seeking employment in an adult guidance
role. All courses currently accepted for membership of the IGC, will be
reviewed every three years.
Individuals presenting qualifications obtained from colleges in other
jurisdictions will have to fulfil a basket of entry requirements, which
must include the following generic core components.

5
COMPONENT HOURS
1. Knowledge
Role and functions of the guidance counsellor (managing the
guidance service)
Career development and the nature of work 24 hours
The Psychology of Human Development and Behaviour 24 hours
Counselling theory 24 hours
Professional issues (e.g. ethics, record keeping) 12 hours
Multicultural, Special Educational needs and equality issues 6 hours
Guidance programme planning / Whole school planning 6 hours
2. Skills Development
Guidance skills development 24 hours
Counselling skills development 24 hours
Experiential group work 24 hours
Psychometric testing 30 hours
Information management and systems 12 hours
Personal growth/development, which should include personal 12 hours
counselling.
3. Field Practice
Guidance practice and supervision. 24 hours
Counselling practice and supervision. 24 hours
Appropriate placements 48 hours

6
 The Role of the Guidance Counsellor

The seven areas of professional practice of the Guidance Counsellor

are as follows:

The practice of
Personal
Education &
Vocational
Guidance
throughout the
lifespan
Ethical Labour
Principles & Market
Professional Education &
Practice Training

Guidance
Counsellor

Equality &
Counselling
Skills
Diversity

Managing of
Information Guidance
& Resource Service &
Management Programme
Delivery

7
 1.
The practice of vocational, educational, and personal
guidance across the lifespan.

The Guidance Counsellor has the competency:

 To facilitate career/life choices through the lifespan
 To facilitate educational choices through the lifespan
 To facilitate personal choices through the lifespan
 To assess through the lifespan

Facilitation of career/life choices through the lifespan

The Guidance Counsellor will have knowledge of the major vocational
guidance theories, understand the theoretical origins of career
development work, and use a theoretical framework, through which to
understand individual career development.

The Guidance Counsellor will demonstrate the ability to:

 Describe change and transition in the context of lifespan
career development
 Help individuals adapt to and manage change and transition
 Help individuals understand and accept that change and
transition are normal parts of life

The Guidance Counsellor will demonstrate the ability to

describe work/life balance in the context of lifespan
career development
 Understand the need to balance the multiple roles assumed by
individuals throughout their career development
 Understand and integrate into practice that making a living is
only one component of one’s identity
 Understand that individuals, their values and the environment
are interdependent

8
  Can foster career management strategies by helping
individuals develop the skills to effectively manage their
careers
 Helping individuals understand that career management is a
lifelong process
 Helping individuals understand how societal trends play a
major role in career management
 Promoting individuals’ independence and self-confidence
 Increasing individuals’ awareness of opportunities and options
 Understanding and agreeing on possible outcomes
 Working out steps needed to make and implement a decision
so individuals achieve goals

Can refer individuals to the appropriate sources by

 Assisting clients in selecting services and resources to meet
their needs
 Helping individuals to develop skills for research
 Assisting individuals in obtaining services outside the
boundaries of the Counsellor’s expertise
 Facilitating case management

Can conduct a needs assessment by

 Assisting individuals identify their career development needs
holistically in the context of their lives
 Determining whether individuals’ needs are within the scope of
practice of the Counsellor and, if not, determine appropriate
referral
 Providing a context for the career development service
 Assisting the Counsellor and individual to negotiate and contract
the service to be provided
 Assisting individuals to identify their work-related interests,
skills, knowledge and values

9
  Helping individuals to become self confident, self reliant,
resilient, enterprising, and prepared to match the demands of
knowledge based economies and fluid societal change.

Facilitation of Educational choices through the lifespan

This requires the ability to:

 Foster an appreciation of the value of, and a commitment to
engage in, Life Long Learning (that is) supportive of life/work
goals.
 Guide individuals and groups of individuals to develop
educational plans.
 Create and maintain a developmentally appropriate ‘Personal
Profile’ and ‘Education Portfolio’.
 Assist individuals in their decision making process.
 Assist individuals to build and maintain a positive self-image.
 Assist individuals to improve their self-awareness and self-
knowledge.
 Guide individuals in their educational course selection.
 Assist individuals to overcome learning difficulties.
 Motivate and help individuals to see the benefit of taking part in
international exchange programs.

When working with young people, have the ability to:

 Consult and collaborate with parents in relation to their
children’s educational progress and development.
 Where appropriate to assist teachers/tutors to enhance their
formal and non-formal methodologies in the use of guidance
resources in a school/adult setting.
 Facilitate teaching colleagues in implementing appropriate
aspects of guidance programme within the curriculum.
10
When working with adult clients:
 Facilitate their successful engagement, with appropriate
education/training.
 Support the individual in long term planning and the guidance of
a personal portfolio.
 Provide continuity of support across modules and tutors /
trainers.
 Facilitate Adult Education Colleagues to implement appropriate
aspects of guidance within the adult education programme.

Facilitation of Personal Choices through the lifespan

The guidance Counsellor is involved in Personal/Social Guidance. This
requires the capacity to:

 Assist clients to develop self-awareness of their personal values,

attitudes, beliefs and those of others.
 Help clients identify strategies for building self-esteem and that
of others.
 Facilitate clients in identifying and expanding existing coping
strategies.
 Assist clients to understand the importance of emotional
expression and develop appropriate ways to express feelings in
different contexts.
 Assist clients develop their communications skills
 Help clients in understanding the importance of positive thinking
and help clients develop the ability to use this life skill
effectively.
 Assist clients in understanding the impact of stress on emotional
and social health and assist them in developing personal skills for
managing stress.

11
Assessment
 Assessment involves the integration and evaluation of data
inventories, tests, interviews, scales, and other techniques, which
measure an individual’s abilities, aptitudes, barriers, life roles,
interests, personality, values, attitudes, educational
achievements, skills, and other relevant information.
 The Guidance Counsellor identifies when the use of an
assessment is appropriate, which test instrument to use, test
interpretation, which is, interpreting, and explaining to a client
the results of an assessment and the implications thereof.
 The one to one personal interview is a necessary first step in
attempting to establish an understanding of the client’s present
circumstances, as well as an appreciation of his/her personality,
values, attitudes, interests, ambitions, motivations and barriers or
perceived. The interview will also afford an opportunity to
establish information as to client’s educational achievements to
date.
 The guidance counsellor is responsible for the maintenance of
professional standards in the administration, interpretation, and
dissemination of tests and results.

The guidance and counselling process aims to help clients to

grow in self-knowledge and self-esteem by assisting them to:

 Understand personal emotions, abilities, interests and special

aptitudes
 Acquire information about education and career opportunities within
a changing society
 Make and carry out appropriate life choices and plans and achieve
satisfactory adjustments in life

12
 Labour Market Education and Training

 The Guidance Counsellor will have knowledge of the range of

educational training opportunities and an awareness of the
sources available.
 The Guidance Counsellor will have an understanding of how the
labour market operates, its trends and likely future direction
 The Guidance Counsellor will maintain up to date labour market
information
 The Guidance Counsellor will have the skills to facilitate
individuals in their labour market preparation and job search
explorations which could include interview preparation, CV
preparation and letters of application
 The Guidance Counsellor will have a knowledge of organisational
and employment structures.

13
 3.
Equality and Diversity

 Guidance Counsellors recognise, understand, and respect

diversity and conduct their work in sensitive ways.
 Counsellors should pay attention particularly to the language they
use in conversation with clients and avoid outdated words or
terms which may stereotype or cause offence to individuals.

4.
Managing a Service and Programme Delivery

Guidance Counsellors maintain professional standards in delivering

and managing their service to clients by
 Maintaining client records
 Using planning and time management skills
 Follow appropriate procedures and policies within their
employment
 Establish and maintain collaborative work relationships
 Evaluate the service provided
 Liase with the appropriate relevant bodies

14
 5.
Information and Resource Management

Guidance Counsellors:
 Recognise the need for systematic, efficient, and effective
information and resource management in their work
 Have a knowledge of legislation governing freedom of
information, data protection etc.
 Have a responsibility to ensure that current information is
gathered, organised and disseminated to provide clients with the
widest range of options.
 Must keep up to date with ICT (Information and Communications
Technology)
 Assist clients in accessing and interpreting information
effectively.
The effective management of information and resources should
provide for the following:
 Access to information technology including Internet and e-mail
 Research
 Outreach work
 Careers exhibitions
 College open-day visits
 Work-place/industry visits
 College Open Days
 Guest Speakers
 Development of publications and resource material relevant to
the client base
 Newsletters
 Effective use of notice boards and information points
 Up-dating careers library

15
 6
Counselling Skills

Counselling is central to the work of the Guidance Counsellor.

Guidance and counselling is an interactive process between counsellor
and client, which can involve working with the individual in a one-to-
one or group setting.
The skills of empathy, genuineness, and unconditional positive regard
facilitate clients in identifying options, making decisions, and resolving
difficulties. These skills also include: active listening, clarifying,
paraphrasing, setting boundaries, contracting, challenging, focusing,
motivating, utilising non verbal communications, probing, questioning,
reflecting feelings, prioritising issues, structuring and summarising a
session and reviewing progress.

Counselling participation can be categorized under three integrated

areas of activity:
1. Educational Guidance and Counselling
2. Career and Vocational Guidance and Counselling
3. Personal Guidance and Counselling

16
 Educational Career
Guidance & Vocational
Counselling Guidance &
Counselling

Personal
Guidance &
Counselling

Guidance and counselling may involve facilitating and assisting

clients with the following:
 Emotional issues
 Social issues
 Cultural issues
 Relationship and developmental issues
 Developing self management skills
 Coping with transitions
 Coping with crises
 Promoting and developing personal awareness, working with
feelings, perceptions, and internal or external conflict.
 Economic and labour market issues

17
7.

Ethical principles and professional practice

Guidance Counsellors operate according to the Ethical Principles and

Professional Practices as laid out by the Institute of Guidance
Counsellors Code of Ethics.

Guidance Counsellors:
 Respect the dignity, integrity and welfare of their clients
 Set and maintaining appropriate boundaries
 Adhere to appropriate confidentiality and legal limits
 Safeguard the storage, retrieval and disposal of clients’
records both written and electronic
 Develop and maintain their professional competence
 Engage in professional supervision of their work
 Interpret instruments for which they are qualified
 Recognise the limits of their training and experience and make
appropriate referrals

 Membership of the IGC is maintained by adhering to the Code

of Ethics of the Institute. Failure to do so could lead to loss
of membership.

18
 A Model of Practice of the Guidance Counsellor
in a Guidance and Counselling Service

PERSONAL & SOCIAL PERSONAL

COUNSELLING

 Motivation
 Self Awareness
 Self Management
 Care & Support

CLIENT
CAREER
EDUCATION

EDUCATIONAL CAREER
COUNSELLING COUNSELLING

Choices:  Job Search

 Subject Choice  Goal Setting
 Courses  Information
 Levels Technology
 Testing Administration  Vocational
 Study Skills Education &
 Exam Techniques training
 Interview
Preparation
 Career &
Employment
Opportunities
 Planning

19
Who is entitled to access a Guidance and Counselling
Service?

The entitlement of citizens of the European Union to Guidance is

outlined in the Resolution “Guidance throughout life in Europe”,
adopted on the 28th May 2004, during the Irish Presidency. The
resolution states, “All European citizens should have access to
guidance services at all life stages, with particular attention being paid
to individuals and groups at risk.”

The Council states that:

1. In the context of lifelong learning, guidance refers to a range of
activities1 that enables citizens of any age and at any point in their
lives to identify their capacities, competences and interests, to make
educational, training and occupational decisions and to manage their
individual life paths in learning, work and other settings in which these
capacities and competences are learned and/or used.

2. Guidance provision within the education and training system, and

especially in schools or at school level, has an essential role to play in
ensuring that individuals’ educational and career decisions are firmly
based, and in assisting them to develop effective self-management of
their learning and career paths. It is also a key instrument for education
and training institutions to improve the quality and provision of
learning.

3. Guidance throughout life contributes to the achievement of the

European Union goals of economic development, labour market
efficiency and occupational and geographical mobility by enhancing the
efficiency of investment in education and vocational training, lifelong
learning and human capital and workforce development.

4. Effective guidance provision has a key role to play in promoting

social inclusion, social equity, gender equality and active citizenship by
20
encouraging and supporting individuals' participation in education and
training and their choice of realistic and meaningful careers.

5. Guidance in the Member States of the European Union is provided

through a wide diversity of structures, delivery systems and practices
across education, training, employment, unemployment and private and
community sectors. Such diversity provides a rich basis for cooperation
and mutual learning.

6. Guidance can provide significant support to individuals during their

transition between levels and sectors of education and training systems
and from school to adult and working life; to young people re-entering
education or training after leaving school early; to persons re-entering
the labour market after periods of voluntary or involuntary
unemployment, or homemaking; to workers where sectoral
restructuring requires them to change the nature of their employment;
and to older workers and migrants.

7. High quality guidance provision throughout life is a key component of

education, training and employability strategies to attain the strategic
goal of Europe becoming the world’s most dynamic knowledge based
society by 2010.

Foot Note 1
Examples of such activities include information and advice giving, counselling,
competence assessment, mentoring, advocacy, teaching decision-making and career
management skills. A variety of terms are used in Member States to describe
services engaged in these activities, including educational, vocational or career
guidance, guidance and counselling, occupational guidance/counselling services, etc.

Locations & Settings for the Practice of Guidance &

Counselling

The work of the guidance counsellor takes place in a variety of

locations and settings such as:

21
 Primary Schools
 Post Primary Schools
 Higher Education Institutions
 Colleges of Further Education
 Adult education centres
 Local Employment Service Network
 FAS
 Statutory agencies
 Community Based Services
 Area Based Partnership Companies
 Prison Education Services
 Ex-Offender Services
 Drug Rehabilitation Services
 Psychological Services
 Special Education Services
 Private practice

Referral Services

The guidance counsellor both accepts referrals and, when necessary

and appropriate, refers clients to other professionals for specialised
services. The guidance counsellor initiates the referral and supports
the client at all stages of the process. Up to date referral sources
should be maintained.

22
Listings of Referral Services

General Practitioners, Healthcare Services, NEPS, JLO, Victim Support

Services, Addiction Services, Youth Services, Community Services,
Mental health Services, Attendance Officers, Ethnic/Minority groups
Services, Social Services, HSE, Employment Services, Training
Services, Disability Services,
Youth Cafes & Information Centres.

Support Groups & Help lines:

Suicide Bereaved, Bereavement, Addictions, Eating ( Body Whys),

Gay/Lesbian (Sexual) , Teen Between, Seedlings, Rainbows, Victim
Support, Aware, ISPCC, Samaritans, AA, NA, GA, Grow, Victim Support,
Court Supports, Teen Parents.

23
References

European Union Resolution on Strengthening Policies, Systems and

Practices in the field of Guidance throughout life in Europe adopted at
the 2585th Council meeting of the Education, Youth, and Culture in
Brussels, on 27-28 May 2004.

Guidelines for Second Level Schools on the Implications of Section 9

(c) of the Education Act 1998, relating to students access to
appropriate guidance.

Career Guidance and Public Policy, Bridging the Gap-OECD Paris 2004.

Irish Education Act 1998.

Ireland - National Development Plan 2007-2013.

Learning For life – White Paper on Adult Education 2000.

Planning the School Guidance Programme – NCGE and DES 2004.

Report Irish National Guidance Forum 2007. (Awaiting Publication July

2007)

24