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A comparative examination of the efficacy of Neuro-Linguistic Programming (NLP) and conventional interventions as helping techniques in adult guidance counselling

Version 2 2022-05-24, 07:14
Version 1 2022-05-23, 06:10
thesis
posted on 2016-06-13, 11:15 authored by Imelda Fallon
The overall aim of this study was to compare the use of Neuro-Linguistic Programming (NLP) interventions and the conventional forms of guidance interventions in adult guidance counselling practice. To facilitate a response to the main research questions, it was essential to gain an understanding of the unique experiences and the effectiveness of such interventions for clients. A specific focus of the research was to examine the lasting effect of the outcomes and the benefits from engaging in a helping intervention. A tactical approach to helping which is reflective of new organisational work structures is fundamental to effective guidance (Bimrose, 2010). The research also considered the factors related to why people engage in adult education and the consequential benefits for the adult learner. An interpretivist paradigm was employed using a case study approach which concentrated on the subjective experiences of four clients of one Adult Educational Guidance Initiative (AEGI) service. Research data was collected through semi-structured interviews with each participant who had a guidance intervention between seven to eight months previously. The findings of the study demonstrate that adult learners benefit from helping interventions such as NLP and conventional guidance interventions. The research findings relate to both the process and outcomes of the intervention type. The experience was positive and unique for all participants. The NLP participants appeared to engage at a deeper level during their intervention, hence the outcomes resonated at a very personal level for these two participants. It is envisaged that this research can contribute to exploring new ways of eclectically working with the adult client. It is also hoped to provide a better understanding of the soft and tangible outcomes that are realised through participation in adult education. Consequently, the adult guidance service has a significant role to play in developing the clients coping strategies and career management skills to promote autonomous adult learners. Based on the findings, a number of recommendations have been suggested for consideration.

History

Degree

  • Master (Research)

First supervisor

Hearne, Lucy

Note

non-peer-reviewed

Language

English

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