New Zealand Journal of Counselling
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Editorial.
Get PDFAn introduction to the journal is presented in which the editor discusses various reports published within the issue including one on the history of counsellor education in Aotearoa New Zealand, another on the different aspects of counsellor education and another one on a survey of counselling graduates from the Wellington Institute of Technology
Counsellor Education Moving Towards Change.
Get PDFEducation changes people. People can also change education. In reviewing a postgraduate counsellor education programme in Aotearoa New Zealand, the relatively new teaching team of experienced counsellor educators identified several stages of research that required completion in order to address questions about changing curriculum content and teaching and learning styles in a distance-learning environment. We applied consultative methods associated with appreciative inquiry, including the supplementation of our conversations with various stakeholders in the provision of counselling and within the team, with an online survey questionnaire sent out to 75 recent graduates of the programme, 22 of whom responded. Graduates were asked to consider how different elements of the Professional Development (PD) workshops had prepared them for continuing development as reflective practitioners; professional employment; gaining professional membership; and appropriate progression in the guidance and counselling field. We report findings using both descriptive statistics and a narrative letter to imagined prospective students. Results of this research and its implications have changed the programme and will continue to inform the curricula and learning and teaching styles in counsellor education and development at Massey University. [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.
"Are You Going to Be the One to Understand Me?".
Get PDFSchool counsellors have a key role in providing a safe physical and emotional environment for all students. A counsellor's role in pastoral care includes understanding students who may have special needs because they are gifted and talented. This article draws on literature as well as counsellors' experiences in working with gifted clients to address questions such as: - How do counsellors know who is gifted and talented? - What special "needs" do gifted clients have? - How can people who have no specific training in this area effectively counsel gifted and talented students? [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.
Ethics in Practice: A Guide for Counsellors.
Get PDFThe article reviews the book "Ethics in Practice: A Guide for Counsellors," edited by Kathie Crocket, Margaret Agee and Sue Cornforth
Students' Stories of Challenges and Gains in Learning Cognitive Therapy.
Get PDFCounsellor educators are responsible not only for teaching counselling students but also for facilitating their personal development processes during training. An understanding of student learning experiences can support counsellor educators in this task. This qualitative New Zealand study extends the examination of reflective practice by researching student reflections on their learning rather than the reflections of the educators. Using narrative method, it explored seven undergraduate students' experiences of learning cognitive therapy. Findings suggest that students experienced varied challenges during this process. These included the demands of: managing preconceptions, changing counselling models, matching student learning with tutor teaching styles, and translating the model cross-culturally. Out of these challenges emerged beneficial learning for students, including valuing self-development through self-practice, a deeper empathy for clients, and a growing perception of themselves as competent to apply cognitive therapy. This paper concludes by recommending some ways in which counsellor educators could support students in learning cognitive therapy. [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.
Considering Counsellor Education in Aotearoa New Zealand.
Get PDFThe registration environment offers particular challenges for the identity of counselling in 21st-century Aotearoa New Zealand. Counsellor education cannot hold itself apart from such challenges as it enters what the authors suggest is a third phase in its development (see Part 1, the companion to this article, earlier in this volume). Counselling in New Zealand has spent many years investigating and debating statutory regulation, and professional associations have implemented various internal regulatory practices that have had implications for counsellor education. Counselling and counsellor education in other parts of the world, and related professions in New Zealand, have engaged more actively with registration in a variety of forms. This article describes these various regulatory activities with the intention of making visible some possible directions for counsellor education in New Zealand. While we cannot predict with any accuracy what these possible directions would each offer to counselling, our review of various forms of registration leads us to make a case for pluralism and partnership. Advocating for pluralism in counselling, Cooper and McLeod (2010) suggest that it involves both sensibility and practice. The authors of the current article explore a pluralistic sensibility, emphasising its potential to produce a professional landscape in which practices of pluralism and partnership may emerge. [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.
More than a Decade of Considerable Change.
Get PDFFrom tentative beginnings in 1974 to the current professionally produced publication, Counselling Today, the New Zealand Association of Counsellors Newsletter, has served as a public and accessible record of the Association's growth and development. In this paper, I extend an earlier interpretation of themes found in newsletters from 1974 through 1996 by analysing the content of newsletters from 1997 through 2009. Findings suggest that the key focus of the Association is professionalisation, and that this has created a perceived split between the aims of the executive and the rest of the membership. I encourage members to consider the historical development of their Association when they participate in debates about its future direction. [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.
Enriching Future Therapeutic Conversations with Lesbian Clients.
Get PDFThis article is based on research I completed in 2009 as part of the requirements for a Master of Counselling degree at the University of Waikato. The dissertation, entitled "Lesbian Reflections on Past Counselling Experiences," reported the results of in-depth interviews with three lesbian women who live in New Zealand, exploring their experiences as clients in therapeutic relationships. Our conversations broadly covered five themes: homophobic practices; lesbian culture; politics; the importance of boundaries, and difference. By reflecting on the participants' stories, counsellors are invited into practices that will provide sensitive support for lesbian clients with whom they may work in the future. [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 Guidance Counsellors and Adolescent Depression.
Get PDFThe first of these companion articles (Bulkeley, 2010a) described research from focus groups in Auckland and a questionnaire developed from this data about school counsellors' beliefs, knowledge, and practice regarding adolescent depression. This second article discusses training that school counsellors had previously undertaken which they believed helped them to work effectively with depressed students; their experiences of liaison with and referral to adolescent mental health services; as well as their perceived training needs in this area. Results from both the focus groups and the questionnaire are presented and discussed, together with some quotations from participants. Information from both sources was carefully considered and led to the development of a training workshop specifically designed for school counsellors and which the participants evaluated positively. This workshop covered assessment and screening for depression, and decisions about making appropriate referrals. To finish, I introduce some simple strategies for working effectively with depressed adolescents, referred to as "The Famous Five." [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.
Counsellor Education in the Future.
Get PDFThis article, based on a paper presented at the Counsellor Education Conference, contributes to the discussion of counsellor registration by discussing the implications of three potential scenarios for the future of counselling in Aotearoa New Zealand. What eventuates depends on whether or not a pathway will be available for counsellors to become registered, what form this will take, and what effects will flow from this; or whether the current situation will continue with no formal registration process but with NZAC acting as a "certifying" body. The levels of counsellor education likely to be required are indicated, and the content areas that are likely to be mandated are outlined. [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.