The Impact of Counsellor Training on Students Essay Example for Free

The Impact of Counsellor Training on Students EssayThe British association for Counselling and Psychotherapy (BACP) define counselling, a long with psychotherapy, as being umbrella terms that cover a range of talking therapies (BACP, 2012 1). In addition, counselling is stomachd by practitioners who educate with people over a mindless or long term to assistance them bring about effective change or raise their wellbeing (BACP, 2012 1). Those who practice counselling in a professional manner undergo intensive instruction and someoneal victimisation, the latter of which has been defined in terms of self-awareness and change (Wheeler, 1996 75). These changes, according to Johns, influence the whole person (Johns, 1997). This seek proposal highlights how scholarly person counsellings fundamental relationships freighter be impacted by this intensive learning regime. After discussing the literature on this radical, the aims, objectives and rationale for this research get out be provided.1. Research Aims and Objectives The aim of this broken scale qualitative research is to explore the impact of the individualised nurture element of counsellor educational activity and how this affects the student counsellors significant relationships. The focus will be on, though non solely, student counsellors relationships with partners. However, reference will be made to other types of relationships. This aim will be achieved via semi-structured interviews examining the particularized concepts of personal development, self-awareness, changes in personal relationships, as well as a full comprehensive exploration of student responsibilities in significant relationships. The data will be analysed utilise interpretative phenomenological compendium (IPA) (Smith, 2003), which will provide the lived experiences of participants.2. Rationale The rationale for conducting this research is that personal development and self-awareness are key elements of counsell or dressing programmes designed to promote the trainees personal and professional development. Counsellor upbringing has had both a optimistic and shun impact on m all trainees significant and close relationships and this may be due to the amount of condemnation spent by trainees engaging in self-awareness and personal development sessions. This dissect is designed to explore this go away in more detail using the lived experiences of counselling trainees.3. Research Questions The following research questions are to be explored via semi-structured one-to-one interviews * crap students noticed a change in their own personal development whilst training as a counselor? * Have students noticed any impact, positive or negative, of personal development and self-awareness training on their significant close relationships? * Is the student counsellor aware of any significant changes to these relationships and has help been available from the university? * Is the student counsellor a ware of any help available for students families? * Is the student aware of the extent of their responsibilities to significant relationships?4. Literature Review Using several different electronic databases, research has been conducted to find journal publications that are relevant to the aims and objectives of the proposed research.4.1 Search Strategy A search of the literature was undertaken using Boolean logic, which allowed for a more sensitive search of the title and abstracts of the following databases PsychInfo, Embase, Medline, and The Cochrane Library of systematic reviews. at that place were a number of keywords and phrases utilised to identify literature pertinent to this proposal, including counsellor training OR counselling training student counsellors OR trainee counsellors AND impact of training on significant relationships OR personal development OR personal relationships OR significant relationships. The words counselling and counsellor were also searched with one L in order to address differences in English and American spellings.4.2 Results of Literature Review on that point is a considerable amount of information related to counsellor training and its impact on society (Scholl and Cascone 2010). There is, however, a paucity of research examining the impact of counselor training on student counsellors significant relationships (Macran and Shapiro, 1998). In 2012, the paucity of research in this area is as surprising as reported by Flynn-Piercy (2002) 10-years previously. It has long been established that personal development is a core aspect of counselor training (Wheeler, 2000), and yet the topic remains relatively under-researched, especially in terms of the impact this personal development has on trainees significant relationships.The changes that occur to student counsellors as a result of personal development can be likened to the very(prenominal) changes that occur in talk over clients. Indeed, Flynn-Piercy (2002) state that it is very similar to the therapeutic process, which is supported by observations from trainers (Mearns, 1997) and feedback from students (Harding Davies et al., 2004). such changes are likely to impact significant relationships, as is also the case with clients who receive counselling (Fear, 2004). This was initiatory highlighted by Mearns (1997), with there being a specific emphasis on the problems that might arise mingled with student counsellors and their partners as a result of their training and subsequent personal development. Although this can introduce crisis, it can also, according to Mearns (1997) introduce opportunity. According to the literature, however, it is not clear whether crisis or opportunity is the predominant outcome in such circumstances (Looney et al., 1980 Guy, 1987).The literature suggests that one of the key issues that can impact student counsellors relationships is the anxiety that arises in partners as students develop close attachments to others (Cawkhi ll, 2002). In particular, confidentiality is a big part of these new relationships and can flutter jealousy or feelings of exclusion from partners. As a result, it has been argued that students need to accept responsibility for helping their partners or significant others cope with any changes that will inevitably result from their training (Cawkhill, 2002).Flynn-Piercy (2002) conducted a heuristic training examining the impact of Relate counsellors training on their relationships with their partners. It was found that there was a significant impact on these relationships, which trainees had been unprepared for. The advantages of their training included improved communication, a disadvantage was that partners became personally de-stablised (Flynn-Piercy, 2002 55). disdain the advantages, there was an overall threat to the relationships. This study is, however, not generalisable to all trainee counsellors since it only examined those training as Relate counsellors who specificall y work in the area of relationships.A quantitative study conducted by Wright (2004) supported the findings of Flynn-Piercys (2002) qualitative study as it was found that student counsellors (n=200) did change as a result of their training and this did impact their relationships. Changes occurred in relationships with partners, friends, and family, but most markedly with partners. It was concluded, however, that changes were primarily positive. Again, however, there was a lack of preparation for these changes.As has been demonstrated, counseling training can have both positive and negative outcomes in the trainee counsellors relationships. To expand further on the positive, Crews et al. (2005) conducted a study to examine self-monitoring combined with counselling skills. The purpose of this study was to examine student counsellors who were undergoing training with responses to actual counselling performance. Results indicated that regardless of personal background or traits, counsell ing training improved social- and self-awareness for the participants involved.Despite the paucity of research on the impact of counseling training and, in particular, personal development on student counsellors relationships, the literature clearly shows that an impact is evident. This impact can be positive and negative, but more research is needed to establish details pertaining to the positive and negative impact, as well as the specific components of personal development that appear to have the most impact. This supports the need for the proposed research.5. Methodology 5.1 Sample The sample will be purposive and will comprise four student counsellors who have undergone counsellor training on the BA (Hons) Counselling Studies Final Year Top-up programme. This sample size, although small, is sufficient for the chosen method of analysis, which is interpretative phenomenological analysis (IPA) (Smith, 2003). In respect of confidentiality, pseudonyms will be used in any written doc uments referring to each student.5.2 Semi-Structured Interviews Semi-structured interviews last 30-45 minutes will be conducted by the researcher and taped for data analysis. If participants would like to speak for extended than 30-45 minutes, this will be allowed in order to gain as much rich data as possible. Potential interview questions, designed to address the research questions in 3, will be tested at heart a small focus group, with all questions being formed on the basis of evidence indoors the literature.Questions will be open-ended and non-leading, in line with best practice. Potential questions include, but are not restricted to * What changes have you noticed in your personal development whilst training as a counsellor? * What changes have you noticed in your self-awareness whilst training as a counsellor? * Have these changes had any positive impact on any of your significant close relationships? * Have they had any negative impact on any of your significant close re lationships? * What, if any, have been the key changes in any significant relationships since you started training? * Have you received any help from the university in terms of preparing for or coping with these changes? * Are you aware of any help available for students families? * What do you feel is the extent of your responsibilities to significant relationships?