A Whole School Approach to Guidance Counselling in the Irish Post Primary Sector: Findings from a Holistic Single Case Study
Author(s):
Lucy Hearne (presenting / submitting) Paul King (presenting) Tom Geary Neil Kenny
Conference:
ECER 2016
Network:
01. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Format:
Paper

Session Information

01 SES 06 C, Narrative and Reflection on Professional Learning

Paper Session

Time:
2016-08-24
15:30-17:00
Room:
OB-H2.12
Chair:
Anne Chappell

Contribution

This theoretical paper will discuss the findings from a holistic single case study of a whole school approach to guidance counselling in the Irish voluntary post primary sector in 2015-2016.Voluntary schools are managed under the influence of a specific religious ethos.  Prior to Budget 2012 post primary schools were entitled to various levels of guidance counselling staffing (referred to as the ex-quota provision) in addition to the general teaching staff allocation. The removal of this ex-quota provision in 2012 has impacted on the delivery of guidance counselling and schools now have greater autonomy in the allocation of resources and delivery of guidance services to pupils (ASTI, 2013; IGC, 2013).  It has also resulted in professionally qualified guidance counsellors carrying out a dual role; guidance counselling and subject teaching (DES, 2012; IGC, 2013; NCGE, 2013). In Budget 2016 a partial reversal of the allocation was announced for autumn 2016, such policy changes have the potential to redefine the role of guidance counsellors (Hearne & Galvin, 2014) by emphasising the whole school as the responsible agent for the delivery of personal, educational and career guidance.  Although a whole school approach to guidance counselling is viewed as a model of good practice it is a complex process with competing demands on the Irish curriculum (DES, 2005, 2009, 2012; Gysbers & Henderson, 2005; NCCA, 2007).  

 

Of particular importance in this case study research is the impact the Department of Education and Skills (DES) mandated changes in guidance counselling provision and other associated aspects of education delivery in post primary may be having on pupil’s experience of guidance counselling.  As guidance counselling is seen as vital to enable each individual to gain the maximum benefit from the education system (OECD, 2011), this reduced type of provision in Ireland, and other jurisdictions, is of concern. Similar developments in England, where there has been an erosion of face-to-face provision is viewed as counterproductive (Evans & Rallings, 2013; Ofsted, 2014). This paper will specifically address the findings related to the perceptions of key staff involved in a whole school approach guidance counselling, the role of the guidance counsellor and the impact of regressive policy changes on the delivery of a quality guidance service in the school system.

 

Aim and Objectives

The aim of this study is to critically examine a whole-school approach to guidance counselling within the Irish post-primary sector using a holistic single case study design. In terms of capacity building, this study will also serve to inform future practice on the rigorous execution of case study research through the development of a case study protocol for the generation of empirically sound data in practitioner research. The key objectives are to:

  1.         i.            undertake a critical, strategic review of the literature on the topic.
  2.       ii.            conduct an in-depth single case study on the provision of a whole-school approach to guidance counselling in one voluntary sector post-primary school.
  3.     iii.            investigate the delivery of guidance counselling in the case school from the perspectives of six key stakeholders: school management; guidance counsellor; teaching and support staff; current students; past pupils and parents.
  4.      iv.            produce a case study report with a case study protocol.

 

Research Questions

The primary research question addressed is ‘how is a WSA to guidance counselling delivered within the Irish post-primary sector?’  Secondary research questions include:

  1. What is the nature of direct guidance counselling provision within the post-primary (voluntary) school system?
  2. What are the perceptions of key stakeholders within the post primary sector of a whole school approach to guidance counselling?
  3. 3.      How has the Budget 2012 reallocation of guidance counselling provision impacted on the current delivery of a whole school approach to guidance counselling?

 

Method

The research design frame is a holistic single case study with the case being defined as the phenomenon of a whole school approach to the delivery of guidance counselling in the Irish post primary sector. The unit of analysis within the case itself is one voluntary post-primary school. The specific time frame of the investigation is fifteen months, from January 2015 to May 2016. The aim of case study is to represent a typical whole school approach to guidance counselling within one Irish post-primary voluntary school. There are various definitions of case study in the literature. For example, Yin (2009:18) defines a case study as an “in-depth exploration of multiple perspectives of the complexity and uniqueness of a particular project policy, institution program or system in a real-life context”. Stake (1995: 236) suggests a case study is defined “by individual cases, not by the methods of inquiry used". Whereas Miles & Huberman (1994:25) describe a case as, “a phenomenon of some sort occurring in a bounded context”. This research study is seeking to identify what are the convergent and divergent issues across individuals within the case being investigated (Stake, 2005). This “multiplicity of perspectives which are rooted in a specific context” is the primary defining feature of this case study research (Ritchie & Lewis, 2003:14). A mixed method approach using quantitative and qualitative methods is supporting the bringing together of context, meaning-making, and community processes in the case study which is maximising the empirical power and effectiveness of case study research (Yin, 2014). The data collection has involved: 1. Individual interviews with school management and the guidance counsellor; 2. Individual interviews with a sample of past pupils; 3. Administration of an on-line survey to all teaching and support staff; 4. Two focus groups with a sample of junior certificate and leaving certificate pupils, 5. One focus group with parents of pupils currently enrolled in the case school. 6. Naturalistic observations of guidance counselling occurring in the school setting. Qualitative data from the interviews and focus groups was coded and analyzed using Braun and Clarke’s (2012) qualitative thematic data analysis framework. Quantitative data from the online survey is being analysed through Surveymonkey which graphically represents the descriptive statistics from the participant responses. Qualitative data from the survey was analysed through nomothetic coding and theme mapping. The findings will be collated thematically to produce a case study report with findings and conclusions.

Expected Outcomes

Currently, empirical research in guidance counselling in Ireland is still far behind other European and international countries. Historically, the profession has had a strong practice remit with a concern for quality service assurance, professional development and nurturing professional identity. However, the profession, has largely neglected to undertake evidence based research and to translate the ensuing knowledge for the benefit of the profession and ultimately for the benefit of individual clients and society. One of the purposes of this co-institutional (UL and DCU) project is to stimulate and promote institutional responsibility to be leaders in this aspect of the profession. Since the 2012 Budget re-allocation many schools are reporting a significant reduction in guidance provision which is impacting on schools, guidance counsellors and pupils. However, the documentation and research of these changes at a national level is very scant and where it is provided it is overwhelmingly quantitative in nature. The findings emanating from this case study so far highlight the complexities and nuances involved in the delivery of a whole school approach to guidance counselling in the post primary sector. It is expected that the outcomes and results of this case study will inform policy and practice in relation to this type of provision as required by the Department of Education and Skills. The project also aims to further advance the need for rigorous mixed-methods research in guidance counselling, especially in relation to case study research which is underutilised in the professional field. Therefore, apart from the direct findings emanating from the case study of one school, the creation of a case study protocol to inform future case study research in the field is also a key objective of the project.

References

Association of Secondary Teachers of Ireland. (2013). Survey of schools; impact of cutbacks on secondary schools. Retrieved from http://www.asti.ie/publications/other/ Braun, V., & Clarke, V. (2012) ‘Thematic Analysis’ in H. Cooper (Ed) APA Handbook of Research Methods in Psychology, Research Designs: Vol. 2. 57-71 (DOI: 10.1037/13620-00) Department of Education and Science (2005) Guidelines for Second Level Schools on the Implications of Section 9 (c) of the Education Act 1998, relating to students’ access to appropriate guidance. Inspectorate Report. Retrieved from http://www.education.ie Department of Education and Science (2009) Looking at Guidance; Teaching and Learning in Post-Primary Schools. Inspectorate Report. Retrieved from http://www.education.ie Department of Education and Skills (2012) Circular 0009/2012 Staffing Arrangements in post- primary schools for the 2012/2013 school year. Retrieved from http://www.education.ie Evans, J., and Rallings, J. (2013) Helping the inbetweeners: Ensuring careers advice improves the options for all young people. Retrieved from http://www.barnardos.org.uk/helping_the_in_betweeners.pdf. Gysbers, N. C. (2005). ‘Comprehensive school guidance programs in the United States’. Journal of Basic Education, 14, 49-60. Hearne, L., & Galvin, J. (2014) ‘The role of the regular teacher in a wholeschool approach (WSA) to guidance counselling in Ireland’. The British Journal of Guidance and Counselling, DOI: 10.1080/03069885.2014.952622 Institute of Guidance Counsellors (2013) National Audit of Guidance & Counselling Practice in Secondary Schools in Ireland 2011-2013. Retrieved from http://www.igc.ie Lewis, J. & Ritchie, J. (2003): ‘Generalising from Qualitative Research’. In J. Ritchie & J. Lewis (eds.) Qualitative Research Practice. A Guide for Social Science Students and Researchers. Thousand Oaks, CA: Sage Publications: 263-286. Miles, M.B. and Huberman, A.M. (1994) Qualitative Data Analysis: An Expanded Sourcebook. Beverly Hills, CA: Sage. National Centre for Guidance in Education. (2013). Review of guidance counselling provision in second level schools 2012-2013; Report of the findings. Retrieved from http://www.ncge.ie/uploads/Review_of_Guidance_Counselling_provision_in_second_level_schools_2012-2013.FINAL.pdf National Council for Curriculum and Assessment (2007) Post-primary Curriculum Framework for Guidance: Final Report on Consultation; Final Report on Consultation. Dublin: NCCA. Ofsted. (2013). Going in the right direction? Careers guidance in schools from September 2012. Retrieved from http://www.ofsted.gov.uk/resources. Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage. Stake, R. E. (2005)Qualitative case studies. In N. K. Denzin, & Y.S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443-466). Thousand Oaks, CA: Sage. Yin, R.K. (2009) Case Study Research; Design and Methods, 4th edn. Thousand Oaks, CA: Sage

Author Information

Lucy Hearne (presenting / submitting)
University of Limerick
Education and Professional Studies
Limerick
Paul King (presenting)
DCU
School of Education Studies
Dublin 9
Tom Geary
University of Limerick, Ireland
Neil Kenny
University of Limerick
University of Limerick
Scarriff

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