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Educating Counselling Psychologists:  the graduates’ view With special acknowledgement to:  - AKO for funding provided for...
Context of the pilot study <ul><li>Changes in the counselling field in Aotearoa New Zealand and internationally – e.g. pro...
Seeking students’ advice <ul><li>Most importantly, as a new team we were open to the students’ views and ready to make cha...
Research questions <ul><li>How did the Massey counsellor education prepare you for: </li></ul><ul><li>professional employm...
DESIGN <ul><li>75 most recent graduates – 5 years. </li></ul><ul><li>Monkey survey  + interviews </li></ul><ul><li>Questio...
KEY FINDINGS – Good news! Specialised intervention skills 7 Generic counselling skills 6 Growth as a person 5 Personal gro...
KEY FINDINGS – What helped?
Findings - Kiva
Theme: ‘Kiva’ group <ul><li>Student voices disagree: </li></ul><ul><li>‘ Kiva became increasingly treasured by our group a...
Findings – Self reflection
Theme: Cultural experience – noho marae <ul><li>Student comments agree: </li></ul><ul><li>‘… marae visits … the visits to ...
Cultural experience cont.) <ul><li>‘  … visit to the Marae which gave a huge insight into Maori culture and thereby starti...
IMPLICATIONS  (for education practice) <ul><li>Bicultural & cultural  </li></ul><ul><li>Personal Therapy </li></ul><ul><li...
IMPLICATIONS  ( for research & some questions) <ul><li>Broader collaborative study across programmes </li></ul><ul><li>Exp...
Response - programme changes <ul><li>Shift from humanistic based technical eclectic model to a collaborative pluralistic i...
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Nz Ps S 2009 120809 Bg

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Nz Ps S 2009 120809 Bg

  1. 1. Educating Counselling Psychologists: the graduates’ view With special acknowledgement to: - AKO for funding provided for this research and this presentation - The willing graduates who provided the data Associate Professor Jeannie Wright Brent Gardiner School of Arts, Development and Health Education Massey University, Palmerston North
  2. 2. Context of the pilot study <ul><li>Changes in the counselling field in Aotearoa New Zealand and internationally – e.g. professional registration and regulation </li></ul><ul><li>Emphasis on distance education and e-learning at Massey </li></ul><ul><li>Pilot study triggered by pragmatic causes e.g. retirements, the new team and a commitment to consultation with former students. </li></ul>
  3. 3. Seeking students’ advice <ul><li>Most importantly, as a new team we were open to the students’ views and ready to make changes following their advice, together with our own experiences and preferences. </li></ul>
  4. 4. Research questions <ul><li>How did the Massey counsellor education prepare you for: </li></ul><ul><li>professional employment? </li></ul><ul><li>continuing development as reflective practitioners? </li></ul><ul><li>gaining professional membership and appropriate progression in the field? </li></ul>
  5. 5. DESIGN <ul><li>75 most recent graduates – 5 years. </li></ul><ul><li>Monkey survey + interviews </li></ul><ul><li>Questionnaire based on similar study at Canterbury (Miller, J., in press). </li></ul><ul><li>Demographic data </li></ul><ul><li>Looking back what aspects of the course most contributed to your professional development? </li></ul><ul><li>Contact issues –poor response rate (31%) </li></ul>
  6. 6. KEY FINDINGS – Good news! Specialised intervention skills 7 Generic counselling skills 6 Growth as a person 5 Personal growth related to being a counsellor 4 Sense of being a professional counsellor 3 Professional values related to counselling 2 Key Personal values related to counselling 1
  7. 7. KEY FINDINGS – What helped?
  8. 8. Findings - Kiva
  9. 9. Theme: ‘Kiva’ group <ul><li>Student voices disagree: </li></ul><ul><li>‘ Kiva became increasingly treasured by our group after initial scepticism. So much so, I have adapted it for use with groups at school.’ </li></ul><ul><li>‘ Kiva – unreal and unsafe environment to deal with issues that would be better managed in private, one to one.’ </li></ul>
  10. 10. Findings – Self reflection
  11. 11. Theme: Cultural experience – noho marae <ul><li>Student comments agree: </li></ul><ul><li>‘… marae visits … the visits to and contacts with certain indigenous people gave me a sense of connected spirituality. The experience helped me to acknowledge a greater depth in their culture than simple cognitive approaches or Treaty workshops.’ </li></ul>
  12. 12. Cultural experience cont.) <ul><li>‘ … visit to the Marae which gave a huge insight into Maori culture and thereby starting to develop a true bicultural way of working.’ </li></ul>
  13. 13. IMPLICATIONS (for education practice) <ul><li>Bicultural & cultural </li></ul><ul><li>Personal Therapy </li></ul><ul><li>Private practice </li></ul>
  14. 14. IMPLICATIONS ( for research & some questions) <ul><li>Broader collaborative study across programmes </li></ul><ul><li>Exploration of the aspects of bi-cultural education that are valuable </li></ul><ul><li>What helps prepare for private practice? </li></ul>
  15. 15. Response - programme changes <ul><li>Shift from humanistic based technical eclectic model to a collaborative pluralistic integrative framework. </li></ul><ul><li>DISCUSSION </li></ul>

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