A whole school approach to guidance counselling in the Irish post primary sector: findings from a holistic single case study.

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.