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A pilot study into the experiences of
counsellors in training
A traditional dissertationsubmitted in partial fulfilment
of the requirements for the degree ofMA Psychological Therapies atLeeds Metropolitan University
Damien Haigh
Structure of a Traditional Dissertation
● Introduction
● Aims and objectives
● Literature Review
● Research Question/Hypotheses
● Methodology
● Results and Analysis
Structure of a Traditional Dissertation
● Discussion
● Conclusions
● Recommendations
● Critical Appraisal and Reflection
● Referencing
● Appendices
The Purpose of the Study
● A qualitative study into counsellors’ experiences on their training courses
● Considering any differences between the experiences of male and female counsellors
● Considering if any aspects of training are less helpful to women or men
● Maximise the effective use of training by students
The Rationale for the Study
● Following on from my own experiences on a Diploma-level course
● Men use counselling less than women
● Only 30% of British Association for Counselling and Psychotherapy (BACP) members are men
● Do these factors impact upon men’s ability to engage with training?
Objectives of the Study
● Why women and men study counselling
● If and how men and women experience training differently
● Which parts of courses are helpful or unhelpful
● What the long-term benefits of training are and
● If courses are more suited to ways of working and self-expression which are viewed as “feminine”
Literature Review 1
● Men’s Low Uptake of Counselling
● Gender Splits in the Mental Health Field
● The Move Towards a Degree-Level Core Curriculum for Training and Possible Regulation of the Counselling Profession
Literature Review 2
● People’s Motivations for Studying Counselling
● The Application Process and Initial Selection of Trainees
● Self-Exploration and Personal Development in Training
● Supervised Work with Clients
● Acquisition of Counselling Skills
Literature Review 3
● Counselling Theory and Academic Content
● Assessment and Initiation, and its Impact Upon Relationships on the Course
● Training Methods
● Outcomes and the Long-Term Value of Counsellor Training
● Costs of Training
Literature Review 4
● Personal Distress Suffered by Trainees and the Impact of Counsellor Training on Personal Relationships
● The Need for Further Research on Counsellor Training
Research Questions
● What was helpful or unhelpful about training courses?
● What was easy or difficult?
● Would they have changed anything about their courses?
● How did training prepare them for life and work as counsellors?
Methodology
● Design of the Study
● Research Sample: Characteristics, Inclusion and Exclusion Criteria, Access
● Procedures for Data Collection
● Method of Data Analysis
● Ethical Considerations
Results and Analysis 1
● Participants
● Reasons for Studying Counselling
● Participants’ Initial Experiences on Diploma Courses
● Relationships with Other Students
● Valuing Previous Experience
● Relationships with Tutors
● Disruptions and Upheavals
Results and Analysis 2
● Course Ethos
● Course Criteria and Assessment
● Personal Development (PD)
● Skills Acquisition
● Academic Work
● Fitting In, Getting it Right, Being Liberated or Dropping Out
Results and Analysis 3
● Gender
● Age
● Other Areas of Diversity: Class, Financial lncome and Race/Ethnicity
● Advice for Future Students
● Suggestions for Improvements to Courses
● Benefits of Training
Discussion 1
● Benefits
● Misgivings Compared with Initial Motivations and Expectations
● Information given to potential students
● Grouping and Ungrouping – Relationships with Others
● Relationships with Tutors
● Self-Exploration and Personal Development (PD) in Training
Discussion 2
● Course progression in PD
● Personal Development – Group Dynamics and Mediation
● PD Group Facilitation and Assessment
● Contracting and Informed Consent in PD work
● Learning Goals
● Supervised Work with Clients
Discussion 3
● Acquisition of Counselling Skills and Skills Practice
● Counselling Theory and Academic Content
● Integration of Skills, Theory and Personal Development
● Course Length, Course Progression and Levels of Training
Discussion 4
● Knowing and Not-Knowing – Criteria and Assessment
● Costs of Training
● Initiation: Fitting In, Getting it Right, Being Liberated or Dropping Out
● Gender, and Men’s Low Uptake of Counselling
● Other Areas of Diversity: Age, Class, Financial lncome and Race/Ethnicity
Conclusions
● No clear gender differences emerged
● No differences were noted in motivations or behaviour that led people to study counselling
● Men and women alike reported many positive long-term benefits from training
● Both male and female students experienced high levels of conflicting feelings on courses
Conclusions
● Disturbances act as barriers to learning
● Different students hold different expectations and assumptions
● Courses do not always help students to address interpersonal issues, or their own personal or academic difficulties
● Courses may also not give sufficient information about the demands of training to potential trainees
Conclusions
● Students also wanted more support from tutors
● Raised questions about tutor availability and staff-student ratios
● Highlighted funding difficulties
Conclusions
● Course environments and working practices did seem to be thought of as more suited to ways of working and self-expression viewed as “feminine”
● This was mostly viewed in a positive light, and seen to affect men or women alike, and affect them in different ways
Conclusions
● It is helpful to consider students’ individual needs based upon all aspects of identity, rather than isolating gender
● All individuals have the potential to struggle with different aspects of courses
● Their struggle may be seen in the context of “initiation” into a particular way of working
Conclusions
● Students may experience tensions between counselling principles, and the need to prove themselves or fit in with a particular way of working
● Tensions may also arise at organisational level because of the dichotomy between counselling principles and education methods
Recommendations
● Further research on counsellor training will require ‘multiple levels of investigation’
● Training methods have not been sufficiently analysed in the past and may not have changed in response to students’ needs
Further Research
Future research could:
● compare students’ initial expectations with final outcomes from counselling training
● consider different course approaches, providing wider comparisons of students views on different counselling models
Further Research
Future research could:
● explore students’ perceptions of course structures, assessing the impact of different areas of training and whether particular functions could be carried out in different ways
● consider the importance of personal therapy for trainees during courses
Further Research
Future research could:
● explore the centrality of personal development groups in training, gathering more information about their immediate and long-term impacts
● assess whether other forms of personal development activity or group work could help some students
Further Research
Future research could:
● identify how introductory and certificate courses help students with personal development, and consider whether students are sufficiently prepared for the demands of diploma courses
● gain a greater understanding of how tutors and facilitators’ assessment roles change other aspects of their relationships with students
Further Research
Future research could:
● consider whether different facilitation styles have different benefits or problems
● review the quality of course leaflets and prospectuses
● consider whether tutors can explore difficult course dynamics more
Further Research
Future research could:
● evaluate how well colleges’ assessment methods meet students’ needs; and
● consider the impact of individual differences or diversity on take up rates of courses, benefits from training and drop-out rates.
