New Zealand Journal of Counselling
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Editorial.
Get PDFAn introduction is presented which discusses various reports published within the issue on topics including an educative and research process, the future of the counselling profession and the relationship between research and practice
Whakapapa Narratives and Whānau Therapy.
Get PDFThis article proposes, discusses and illustrates the concept of whakapapa narratives, showing how counselling practices are produced out of such narratives. It creates links between practices of whānau therapy and narrativetherapy, located within te ao Māori. Its contribution is in articulating a whakapapa-informed counselling practice for Māori with Māori. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
"Be Careful What You Wish For".
Get PDFIn the context of the debate about the state registration of counsellors in Aotearoa New Zealand, and drawing both on similar debates in the field of counselling in the United Kingdom and on the experience of psychotherapists in this country, this article first articulates a distinction between the terms recognition, regulation, and registration; second, it summarises a number of arguments against the statutory regulation of counselling and the state registration of counsellors; and third, with reference to the cultural, economic, professional, and philosophical context of counselling, it argues for a vision of counselling and counsellors independent of state control of the profession and of its professionals. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
A Response to "Supervision and Culture: Meetings at Thresholds".
Get PDFA personal narrative is presented which explores the author's experience of school supervision and working with Maori students
A Window on School Guidance Counselling.
Get PDFFollowing decentralisation of education, decisions about the distribution of resources for the provision of guidance counselling have been made within individual secondary schools. This situation has led to increasing disparity in the provision of guidance counselling, and in employment conditions. A School Guidance Counsellors' Advisory Group was established to assess the situation and provide directions for future action. This group initiated an online survey of school guidance counsellors. The survey's purpose was to contribute to an assessment of the overall situation in order to inform future directions for the group's activities, and thus for the profession of school guidance counselling. Results indicate that the school guidance counsellor workforce is an increasingly experienced one. Most school guidance counsellors have postgraduate qualifications in counselling, and all reported participating in supervision. Most respondents were teacher-qualified; 70% held management units. Most respondents (84%) were NZAC members, and 73% were PPTA members. However, such survey profiles paint only part of the picture of school guidance counselling. The authors suggest that a range of evidence of the contributions of school guidance counsellors to schools and to student wellbeing is a next step for research in this area. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
Articulating Counselling in the Context of Registration and New Right Policy.
Get PDFOriginally presented as a paper at the 2013 NZAC National Conference in Napier, this article contributes to discussions about the position that counselling needs to take up in order to thrive in the current political environment. It attempts to consider counselling's position in the face of a social and health policy landscape dominated by a New Right agenda, as this is manifested in professional regulation by the state, and calls for practice to be evidence based. I suggest that the counselling profession needs to respond to these calls. We need to take them seriously while holding fast to the values of our profession which, I suggest, privilege the relationship between counsellor and client. In particular, it is argued that counselling and counsellors need to become engaged in producing practice-based research evidence. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
School Counsellors and the Key Competencies.
Get PDFEducation leaders maintain that the contemporary New Zealand Curriculum (Ministry of Education, 2007) offers opportunities for lateral innovation as learning becomes a collective, whole-school endeavour. This article argues that school guidance counsellors are well positioned to weave themselves into possibilities for lateral innovation when the counselling room becomes a place where students explore, discover, develop, practise, and strengthen key competencies in the context of the concerns and difficulties that bring them to counselling. Indeed, the language of The New Zealand Curriculum, with its focus on values and key competencies alongside learning areas and learning for life, has much in common with the language of counselling. The structure of The New Zealand Curriculumin fact brings guidance counsellors to the heart of the core purpose of schools. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
Supervision and Culture.
Get PDFCounsellors are required to engage in supervision in order to reflect on, reflexively review, and extend their practice. Supervision, then, might be understood as a partnership in which the focus of practitioners and supervisors is on ethical and effective practice with all clients. In Aotearoa/New Zealand, there has recently been interest in the implications for supervision of cultural difference, particularly in terms of the Treaty of Waitangi as a practice metaphor, and when non-Mäori practitioners counsel Mäori clients. This article offers an account of a qualitative investigation by a group of counsellors/supervisors into their experiences of supervision as cultural partnership. Based on interviews and then using writing-as-research, the article explores the playing out of supervision's contribution to practitioners' effective and ethical practice in the context of Aotearoa/New Zealand, showing a range of possible accounts and strategies and discussing their effects. Employing the metaphor of threshold, the article includes a series of reflections and considerations for supervision practice when attention is drawn to difference. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
Working with Spiritual Difference, or "You Believe WHAT????".
Get PDFIssues of spirituality, defined here as those values and insights that give meaning to a client's daily life, are increasingly a part of what we must be prepared to deal with in the counselling room. Traditional religions, particularly Christianity and Judaism, are viewed by many clients as being too confining, devoid of spontaneity and imagination, and out of touch with the experiences of the young in particular. Working with spirituality in counselling relationships requires us to begin where our clients are, resisting any temptation to pigeonhole their search for meaning in their lives. Unlike religion, which is regulated corporately, spirituality is often about spontaneity, surprise, and the struggle to articulate insights and comprehend experiences that are uniquely a client's own. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
The Stance of Curiosity in the Classroom.
Get PDFRelationship competencies are emphasised in The New Zealand Curriculum (Ministry of Education, 2007). Alongside this, many schools have a growing interest in citizenship education. Relationship strategies traditionally used by counsellors are included in teachers' interactional repertoire. This article presents findings about the relationship potential of "a stance of not-knowing" when it was employed by teachers for educational rather than therapeutic purposes. Examples are drawn from the results of a research project that examined how teachers might utilise various conversational moves from narrative therapy in support of their relationship practices. In spite of the paradigmatic differences between counsellors' and teachers' work, and the consequent difficulties these might pose for teachers when they try to shift between different relationship paradigms, the research participants almost unanimously embraced a stance of not-knowing. While the enthusiasm of these teachers provides an argument for the positive potential of counselling knowledge beyond therapeutic contexts, I also raise questions about the overenthusiastic transport of counselling skills into the classroom. The purpose of this article is to encourage discussion among school counsellors and teachers about their respective roles and contributions to students' learning. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.