An exploration into the role of guidance counsellors when supporting dual career student-athletes

The main aim of this study was to explore the role of guidance counsellors when supporting dual career student-athletes. The simultaneous endeavour of educational or vocational achievement and sporting achievement is referred to as a “dual career” in sport psychology literature (Stambulova et al., 2015). Influences on the effectiveness of guidance counsellor practice with student-athletes were examined. These included the existing knowledge and perceptions that guidance counsellors have on dual careers, the supports they already offer student-athletes, and the influence that whole school support plays. The Institute of Guidance Counsellors (IGC 2017) in Ireland dictate that effective practice ensures theoretical knowledge and skills in personal, educational, and vocational counselling and the psychological development of students. The term dual career is not present in the relevant Irish educational literature, resulting in a lack of knowledge and awareness of the term among guidance counsellors. This research obtained data through seven semi-structured interviews that were coded using thematic analysis. Findings on the role of guidance counsellors in supporting student-athletes were framed under five themes. Firstly, guidance counsellor’s level of confidence when supporting studentathletes was examined. Despite a lack of awareness of the term dual career, guidance counsellors stated they felt confident in providing adequate support. Secondly, the vocational support provided to student-athletes related to guidance counsellor’s understanding of the influence that sport participation has on career decision making. The third theme looked at the personal and educational challenges faced by student-athletes and the impact this can have on identity development. Additionally, the professional role of the guidance counsellor was examined with an inconsistent approach to supporting student-athletes being highlighted among participants. Finally, the effectiveness of a whole school approach to supporting student-athletes was explored. All guidance counsellors believe that appropriate support can only be achieved through a whole school approach. The implications of these findings are also outlined in this study.