An exploratory study of guidance counsellors’ perception of the collaborative nature of their work with school management and peer teachers in the post-primary sector

A number of research studies and publications have exposed the effects of 2012 budget cuts to the guidance counselling provision in the post-primary sector (ASTI 2013, Hearne et al 2016, IGC, 2013, JMB, 2012, Leahy et al 2016). However, a gap in the current research exists in relation to how guidance counsellors perceive the collaborative nature of their work with school management and peer teachers. The purpose of this study is to explore guidance counsellors’ narratives about their experiences and attitudes of engaging in collaborative work with school management and peer teachers in achieving a whole-school approach to guidance counselling and identifying the implications collaboration has on the delivery of guidance counselling in the post-primary sector. The research study involved an interpretivist qualitative method of semi-structured interviews, conducted one-to-one with six guidance counsellors, with three participants from DEIS schools and three participants from voluntary secondary schools. Braun and Clarke’s thematic analysis approach (2006) was applied in this study. As a result, three overarching themes emerged: 1. School Management’s value of Guidance Counselling, 2. Peer Teachers’ value of Guidance Counselling and 3. Guidance Counsellors’ attitudes to Collaboration. Findings of this study suggest that Guidance Counsellors consider collaboration an integral part of their role, but there are many factors that influence engagement in collaborative work. It is evident that increased hours and resources are needed to ensure increased collaboration in achieving the goals of whole-school guidance. This research study may inform policy and practice about how best to improve collaboration between guidance counsellors and some of the key stakeholders.