institute of guidance counsellors members ... - igc
TRANSCRIPT
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Institute of Guidance Counsellors Members Questionnaire 2018/2019
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Introduction IGC members were invited to respond to this online questionnaire on 13th of December 2018 with an
initial closing date of 21st of December. However, due to the initial low response rate, the deadline
was extended until the 15th of January 2019. The total response rate to this online questionnaire was
n379, which represents 27.2% of the total IGC membership (n1393).
Where they work The first question of the questionnaire established in what type of context the respondents work,
asking the question: What is the main setting of your work as a Guidance Counsellor? The response
rate to this question was n374 with a breakdown in the answers in the table below:
Setting n %
Secondary School 291 77.8%
Adult Educational Guidance Service 27 7.2%
PLC College 16 4.3%
Private Practice 11 2.9%
Retired Member 8 2.1%
FET / ETB Programme (e.g. BTEI, Vtos, Adult Learning Scheme etc.)
8 2.1%
Employment Service (e.g. Intreo/DEASP, LES, Jobs Club, JobPath)
7 1.9%
YouthReach 2 0.5%
Higher Education Careers Service 2 0.5%
Lecturer 1 0.3%
Not working 1 0.3%
Branch Meeting Attendance In relation to attendance of branch meetings, n378 responded, of whom nearly half (47.9%) of the
attend branch meetings regularly, 29.3% of respondents attend either once, twice or 3 times per year,
and 22.8% answered that they do not attend meetings.
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A total of n163 respondents also gave the reasons for not attending. The most common reason for not
attending is ‘unable to attend specific time of meeting’ (n90) and the second most common reason is
that the meetings are ‘not relevant to me/my work’ (n20). The other reasons are outlined in the chart
below.
Some additional comments include: medical reasons, not currently working and being a student
member or having very recently joined the IGC.
Website The section of the questionnaire which addressed the IGC website contained only one question,
namely: In addition to what is already in place, what functions would you like to see included on the
IGC website? Tick all that apply. The response rate to this particular question was n377.
The two items with the strongest support are Resources for use with students/learners/clients (n331,
87.8%), and an Up-to-date calendar of CPD event listings for each branch (n295, 78.2%). The two items
with the lowest support are Booking attendance at IGC organised career events for student groups
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4
11
5
13
20
90
0 10 20 30 40 50 60 70 80 90 100
I am not informed of meetings by my branch
Have no interest in attending
Meetings are not constructive / productive
Lack of time / too busy
School / Management not faciliating asscheduled for classes/work
Distance to travel is too great
Not relevant to me / my work
Unable to attend specific time of meetings
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(n150, 39.8%), and Finding a counselling supervisor/supervision group in my area (n146, 38.7%). See
chart below.
A total of n32 respondents also added a comment, suggesting that the website should also have
(with some repetition with regards to resources for example):
Links to:
Relevant documents, circulars
Counselling services
Psychotherapists and Psychologists in practice for referral
Mediator forum of LES
Listings of:
Publications for members who wish to share good practice topics, or topical educational
updates
Private Practitioners
counselling services, particularly free services, listed by area
International conferences in Guidance
Counselling courses
146
150
174
220
216
223
224
295
331
0 50 100 150 200 250 300
Finding a counselling supervisor/supervision group in myarea
Booking attendance at IGC organised career events forstudent groups
Membership/conference fee payments
Online CPD event booking in other branches (wherespace allows)
FAQ section for members' queries
Logging of CPD hours as part of professional practice
Guidance counselling news, publications and events
Up-to-date calendar of CPD event listings for each branch
Resources for use with students/learners/clients
IGC Website
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Collection of, or links to Irish guidance research, e.g. research by trainee guidance
counsellors and academics
Important websites
College liaison personnel
Resources:
classroom resources for guidance classes
Legal information
Book or training reviews.
News Section with reports / careers related information all together in one section in case
you miss an email.
Counselling resources, eg worksheets etc would be helpful too
Resources for guidance planning
Resources linked to specific events on a weekly basis
LMI for Ireland and Europe
Labour market trends and developments in different sectors
Examples of guidance plans
Other:
Online forum/chat forum to discuss ideas or seek support for issues from peers (suggested
by 4 respondents)
Web podcasts of responses to query's from members
Job adverts for guidance counsellors
Tool for recording work with students/clients (CMS)
A clear focus on the core functions of a professional body - control of and promotion of
professional standards in guidance counselling
Breakdown of benefits of IGC membership and full breakdown IGC income expenditure
Client Management System (CMS) In the third section of the questionnaire, the respondents were asked to give their views on the
potential development of a Client Management System (CMS) for second level guidance counselling.
Interest in using a CMS in secondary schools The respondents working in second level schools were asked if they would like to use a CMS and this
question had a response rate of n315.
Approximately half of the respondents are in favour of using a CMS (50%) and 12% are against the use
of a CMS. However, a considerable proportion (38%) state that they are unsure in relation to this
matter. See chart below.
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Importance of Specific CMS Features The respondents working in the post-primary sector were also asked to rate the importance of a
number of features of a potential CMS. The feature which received the highest rating was
‘Tracking/recording guidance interventions’ and the two features with the lowest score related to
guidance counsellor’s diary and sending generic reminders to students. See chart below.
Suggestions and Concerns The third question in this section was also aimed at those working in the post-primary sector, asking
for their suggestions and concerns in relation to introducing a CMS. The response rate to this open-
ended question was n203 and the responses have been categorised as follows: data protection, time
and workload, misuse by management, and flexibility and suitability.
Data protection
The concern which was expressed most frequently and by nearly half of the respondents to this
question relates to confidentially and data protection regulation (n94). The following are examples of
50%
12%
38% Yes
No
Not sure
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their confidentiality and GDPR concerns, which some also link to the guidance counsellor-client
relationship:
the integrity of the counselling relationship I would not want my GC activities to be
"traceable". We have a unique role in schools and I do not feel that this idea would respect
that fully.
Who would have access to such a system. What would it be used for. I'm open to the idea but
don't have enough information to make a judgement on the idea.
some students like to be anonymous and would not like others to know they are meeting the
GC especially for counseling [sic] appointments
Who would have access to this information; How would it be used? Would it
interfere/undermine the relationship between the student and the counsellor
Time and Workload
A total of n49 respondents stated that they had concerns about the potential additional workload
and time associated with using a CMS. The following are some examples of the concerns and
suggestions from respondents:
That it would be too cumbersome and add another layer of things to be done in limited time.
It should primarily be a tick box exercise to record interventions that is very quick to use.
Then other functions could be included on top of this that can be optional for GCs to use.
Would it save time?
It can’t be too cumbersome. It should function in one or two clicks and the GC shouldn’t need
to spend ages inputting the data. Also, the reminders would need to be auto generated...it
would do defeat the purpose if the GC has to manually send a reminder.
Overburden of an already very busy work schedule
Less time for students because of extra paper/computer work.
Misuse by Management
Whilst one of the arguments for introducing a CMS is to gather data which can assist in explicating
and highlighting the work of guidance counsellors to management and policy makers, some
respondents (n26) had concerns about the risk of inappropriate interference and misinterpretations
by management. Below are some examples of the concerns:
Misinterpretation by management
That school principals understand the role and function of guidance counselor [sic] ie our
unique and additional skillset and qualifications and don't use it to over timetable us.
It should be an internal system only. Summarizing/report generating facilities would be
useful for the Guidance Counsellor to prepare for meetings with senior management or with
the DES inspectorate, but not for auto viewing by the latter (otherwise it becomes a 'numbers
game', as happened in Adult Guidance in the past)
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Micro management by the principal
Undue interference by management in guidance counsellors work
At certain times of the year the number of appointments decreases as other administration
and organisational dutues [sic] take over. Will decline in number of appointments be
interpreted as slacking off??.... very important that time allocation be documented properly
on any tracking system.
Total control by clueless management of our role.
Principals having/demanding access
Flexibility and Suitability
Some (n18) had concerns about a CMS not being suitable for guidance counselling work which requires
flexibility and which is not easily quantifiable. One of the respondents stated that careful measuring
of guidance practice could initiate a move from a person-centred to an outcome driven approach:
Giving students adequate time especially in a counselling situation, you would end up
working in an environment where statistics in terms of time spent, number of students seen,
outcomes, etc. take over from the needs of the student. Recording, quantifying and
generating reports overtake the meaningful and person centred focus of the work we do.
Others had concerns that a CMS may reduce the opportunity to be flexible:
it needs to be flexible as the role of the GC can vary greatly day to day and can change from
hour to hour depending on the day. Some days may not go according to the plan due to
issues arising, system would need to allow for that.
It has to be adaptable to individual Guidance Counsellor's work in thier [sic] respective
schools. Work such as reading literature, phone calls, emails, liasisng [sic] with internal and
external supports/agencies, work outside of hours e.g. career events, national conference,
CPD, LC August results, June change of mind, Saturday work e.g. psychometric testing
incoming first years, supervising mock H-PAT, PA careers fairs all needs to accounted for and
more!
Another respondent emphasised that a potential CMS must be of a very good standard and purpose-
built:
…it needs to be high functioning and easy to use. It needs to support the work I do and not
add additional time with no benefit. That it is designed to a high specification and is
purposeful with the data it measures.
Finally, one respondent argue that using a CMS would require a more unified language and role
description:
We all need to adapt the same langauge [sic] and similar formatting e.g
Educational/Vocational or Social/Personal Guidance activies [sic] and duties. We need to be
clear on our roles wrt counselling e.g. meet students - how often, offer check in, referral system
used, refer students on, best practices, GDPR - communicating with colleauges. [sic]
Other comments
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A couple (n2) of respondents suggested that appropriate IT/WiFi resources would have to be available:
Having a tablet/ipad to use it with and wi-fi
Internet/broadband facilities are widely available in many areas but is totally unreliable in
others
Finally, n4 respondents suggested that it is not needed as they have other, better, systems in place.
On the other hand, some respondents (n7) stated that a CMS is ‘badly needed’ and should include
training/CPD if introduced:
The need for proper training to use it and the need for principals to agree to same.
Recommendations from those with experience of a CMS The final question related to CMS was aimed at practitioners who have experience of working with a
CMS in other sectors. This generated a total of n58 responses, but when excluding a number of ‘n/a’
entries, the valid response rate to this question is n32. Those who stated that they have experience of
a CMS in the adult guidance context (i.e. ‘AGMS’) are very positive towards a CMS, stating that it is
useful for tracking clients progression and also tracking how they spend their own time as it can inform
management and future planning and resources. For example:
Use a CMS in Adult Guidance, excellent way of capturing data and supporting the breadth of
work covered by service
In the Adult Guidance service we use a CMS, it is terrific for all aspects of client mgmt.
In Adult Guidance, we have always had a CMS and it is essential in accounting for, reflecting
on and reporting on all the elements of work
In contrast, one responded was somewhat more cautious due to the time and skills required:
It can assist quite well in structuring work and ensuring that no-one client is 'lost' or
overlooked. The system of tasks and reminders is not however comprehensive, i.e. you do
need to input data correctly to get optimum results. In fact you need to develop data entry
skills and be prepared to devote considerable time to inputting and updating. Like any
system, a CMS can take over or, if it is not controlled appropriately, become more important
than the job you are expecting it to support.
Another respondent who works in a Local Employment Service (LES) provided his/her perspective
which emphasised that it can be useful to demonstrate the need for client services:
We currently use CRM Salesforce database for our service (LES), and have developed its use
over the last 2 years. It has been really useful in tracking client progress , activities ,
progressions and is a great tool for giving accurate client profiles in terms of age / gender/
educational background etc etc all of which is invaluable when demonstrating need for services
/ programmes and highlighting outcomes etc. We also have to use the DEASP system which
isnt [sic] as useful.
One respondent referred to their use of Home School Community Liaison (HSCL) recording sheets
which they found unhelpful due to the lack of flexibility. And finally, some respondents provided
examples of other CMS systems:
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SAP designed CMS system in a role I was in previously. Very high quality
Using Careersportal Reach+ Guidance Counsellors Notes section – excellent
Career portal [sic] goes someway to providing a system
Guideline The IGC Magazine ‘Guideline’ is currently published three times per year in hard copy and this
section set out to explore IGC member’s views on the format and content of the publication.
Members use of Guideline The respondents were asked if they read Guideline, which generated a total of n378 responses. A
majority of respondents either read Guideline (46%) or flick through Guideline (42.3%). Only 8.5%
rarely read it, and 3.2% never read Guideline.
Format of Publication In the second question in this section, the respondents were asked to indicate their preference in
relation to how Guideline should be published. The response rate is n376 of which the majority prefer
to continue to receive Guideline in hard copy by post (67.3%) and 30.6% would like to receive it
digitally. Only 2.1% would not like to receive it in either format.
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Interest in submitting content A total of n375 responded to the question if they have an interest in submitting content to be
published in Guideline. Nearly half (46.7%) are not interested in submitting, and whilst only 12.3%
answered ‘yes’, a large proportion have an interest but are either limited by time (29.9%) or do not
know how to submit content (11.2%).
Content of Guideline The final question in the ‘Guideline’ section of the questionnaire is an open ended question which
invited the respondents to state what type of content they are most interested in, which n254
responded to. The responses have been analysed and are categorised as follows: Resources and
sharing best practice; personal counselling and wellbeing; developments in guidance; vocational &
educational guidance counselling and information; Sector specific content; CPD; the work of the IGC;
reviews; and other.
Resources and sharing best practice
The type of content suggested most frequently (n104) relates to practical resources and examples of
good practice. Primarily, respondents are interested in reading about practices and projects carried
out in different schools and services nationally, by their peers. Some also want to read about
experiences of their colleagues in relation to how they deal and cope with the challenges of working
as a guidance counsellor:
Examples of good practice in guidance counselling in members' schools. Some do the job very
differently and we can learn a lot from each other.
Good practice articles written by other guidance practitioners.
Some suggested that there should be a section providing lesson plans and other material to be used
in classrooms or group guidance:
Practical counselling support - e.g. how to work with students addicted to gaming, links to
resources, a section for leaving cert applied guidance class and ty guidance resources.
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The following comment from a respondent is very comprehensive and outlines the types of
resources and content which he/she would like to see included in Guideline, from tools to use with
clients, to client perspectives in case studies from guidance services:
Information about new tools and resources to help clients choose and plan for a possible
career. Case studies - contemporary and all age groups and socio-economic backgrounds -
preferably in relation to their contact with IGC Member services - one story per publication or
per year would be good and help other members relate to clients' stories from beginning to
end and it would also be a relatable way for a service (secondary school guidance / adult
education guidance / employment career services / private practice) to provide information
on what they do - how clients found it useful and for identifying areas for improvement.
There is very little access to evaluation of our services by clients which I would find useful in
planning and improving.
Personal Counselling and Wellbeing
In terms of topics, counselling and mental health was identified as an area of interest by n61
respondents. In particular, wellbeing was identified, along with the following specific counselling
related topics: CBT, Reality Therapy, mindfulness, anxiety, counselling for students with ASD, Jungian
psychology, school refusal, spirituality and bereavement.
Developments in guidance
Some respondents (n41) are interested in reading about new developments in guidance counselling,
in terms of policy and professional guidelines, research and theory. In relation to policy, one
respondent expressed an interest in reading about:
DES and IGC progress on returning to ex-quota appointment of Guidance Counsellor.
Whilst a small number (n3) stated that they want fewer academic articles, n14 expressed an interest
in more academic research articles. Additionally, one respondent would like input from the training
programmes for guidance counsellors:
…the old ones of us want to know how the young ones are being trained differently e.g. using
social media, blended career learning, new tests etc etc.......if they are being trained
differently!!!
Other examples:
Articles chronicling new developments in vocational or counselling theory
New trends in Guidance and Counselling
Articles that have good research to back them up on phones, sleep, cyber safety, stress, the
links between attendance and achievement, anxiety and other mental health issues which
inform me and can give direction and support to the guidance counsellor dealing with these
issues.
Current Guidance research, the development of new resources and approaches particularly in
the adult context…
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Relevant experts writing about their area
New research in the guidance area... A section on newly published research (maybe short
snippets from the guidance training courses who are doing theses in the area).
Career & Education Guidance Counselling and Information
N38 respondents stated that career related content is of interest to them, ranging from information
about labour market trends to skills shortages, new apprenticeships, learner pathways, course
content and ‘career stories’.
Sector specific content and education
Some respondents (n30) stated that they are primarily interested in content which is specific to the
sector they work in. In particular, some suggested that there should be more inclusion of articles
focusing on adult guidance and adult education. The other specific topics mentioned include: Further
Education, PLC, studying abroad, working with mature students, long-term unemployed and
disadvantaged adults, second level and private practice.
CPD
A total of n19 respondents stated that they are interested in content focusing on CPD and training
for guidance counsellors. One respondent suggested that Guideline could outline CPD which has
been carried out in branches as it may inspire other branches.
The work of the IGC
A total of n5 respondents suggested that there should be some content focused on the work of the
IGC. The suggestions include: updates from branches on activities and CPD, news from the National
Executive, sub-committees and other members/volunteers in the IGC, presidents’ progress and diary,
and findings from IGC surveys.
Reviews
Four (n4) respondents stated that they are interested in reading book reviews or reviews of
guidance tools and interventions.
Other
Several (n29) responded that they like all guidance related topics and appreciate the variety it
contains. For example:
I'm interested in all areas of guidance and counselling information and indeed general
education - so broad spectrum
A further n7 respondents stated that the range of content in the current Guideline is very good.
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Queries from practising GC's + answers from supervisors
Suggestions to improve Guideline The respondents were asked to make suggestions for how Guideline could be improves. This has a
response rate of n141. Whilst a wide range of suggestions for improving Guideline are made, n22
respondents stated that they are happy with the current format and content of Guideline, for
example:
I love reading Guideline and fine it relevant, thought provoking, and nourishing.
I find it to be a well-produced magazine, so I wouldn't change anything on it
Nonetheless, a number of suggestions were made in relation to an improvement of the layout and
format, content and contributors.
Layout and format
In terms of the layout and format of Guideline, there are some conflicting views emerging from the
respondents. For example some (n2) suggest there should be more pictures, and others (n4) suggest
fewer pictures.
Some (n6) prefer shorter articles:
Shorter Articles. I love all of them, but I prefer 1 page articles that can be read in a couple of
minutes as that is all I seem to have... is a couple of minutes to pick it up and get something
from it.... the 2 page+ articles take me too long to read
Too wordy at the moment, shorter snippets would be much more enjoyable & I feel I’d be
much more likely to pay attention to it
One thing several (n10) agreed on is that the text is too dense and small currently.
Some (n3) suggested that it should be published only once or twice per year to bring down costs and
improve quality. Another person also made cost-saving suggestions:
For those who do not wish to receive that should be an option. In other bodies, the
professional publication is offered to qualified practising and retired members and included
as a membership perk. For others, non qualified, associate etc electronic copy is available on
the website, but hard copy is offered on payment of an additional annual subscription fee.
the number of issues could be reduced to twice a year with a quality publication worth
waiting for!
Content
As the previous question in this questionnaire focused on the respondents interests in terms of the
content of Guideline, there is some repetition in this section. For example, several of the respondents
re-emphasised that they would like more practical and practice-based content from their peers.
In addition to the content identified in the previous question, the following suggestions are made (NB
that where no number (n) is provided, the specific suggestion was made by n1 respondent):
…opportunities in rural areas as well as Dublin
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the addition of a letters' page
Articles that are more student friendly, can be photocopied for students. Students profile of
experience of courses at 3rd level
Stop including long research articles- perhaps provide them on website but not in Guideline
Listings of CPD opportunities available to us, not necessarily run by the IGC.
A day in the life of a guidance counselor series of articles.
A top ten suggestions on how to work smart as a Guidance Counsellor
Perhaps having a section for the student voice. For example, if a particular programmes is
being used widely in schools hearing if a student feels the benefit of it might be interesting.
If it goes digital perhaps GC’s could be encouraged to provide links to digital resources.
Furthermore, the following comments emphasise that topics relevant to those working with adult
clients should be included:
Resource reviews, adult guidance articles
I wish to see more content relevant for adults
In the number of articles it publishes, try to reflect accurately and consistently the ratio of
second level guidance to adult guidance
More content for the FET sector
More articles related in particular to Adult Guidance
Articles for Adult Guidance-Mature applicant, ACCESS programmes for Mature applicant.
Courses for Assylum [sic] seekers other than English/Computers
Encouraging wider contributions
There were some suggestions that there should be more and different contributors to Guideline.
Some respondents made suggestions for how this could be achieved, such as putting out calls to
practitioners, inviting IGC branches to submit content, and broadening the editorial board:
a way of sharing best practice between ourselves. But like everyone else I'm sure, I've often
had the idea but not followed through due to time constraints. Perhaps if there was a more
'informal' slot for this type of contribution with some pro forma guidelines (e.g. in our service
we tried the following (150 words), it had the following impact (150 words), if we were to do
something different, it would be... (150 words). That kind of thing?) Branches might even
report on good CPD that they've had?
One suggestion is that it there is a full branch section in it where each branch submits and
update of its CPD and observations.
Appealing to the branches to generate content
Include presentations from guest speakers at various branch meetings
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Maybe supervisors could be asked to write scenarios, recommend resources....that benefit
their groups to a wider audience.
I think a specific call for items should be put out to all members well in advance so that the
guidance profession and members feel included and are encouraged to submit information.
broadening the editorial Board and inviting more members to contribute on selected topics
A call for research from members or student members.
Anonymous examples of interventions used by GCs
IGC Diary
Use of diary The respondents were asked if they use the IGC diary and n378 responded this question, of which a
majority answered that they do (70.4%) and a quarter (25.9%) do not, and only 3.7% appear to not
have received the diary. See chart below.
Format of the IGC diary In terms of the format of the diary, 56.5% of the total n370 respondents think that it should continue
in its current format. 26.5% prefer if it was changed, and 17% do not know or are neutral in this regard.
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Suggestions to improve the IGC Diary
The respondents were then asked to make suggestions for how the IGC diary could be improved,
which n205 respondents did. Some (n22) stated that they are happy with the current format and
content of the diary, and n7 stated that they do not use it as they use other diaries instead.
However, many suggestions were made in relation to the content and format of the diary.
Content
The most frequently suggested change to the diary is that it should have one page per day, with
hourly time slots marked to facilitate recording appointments and meetings etc. (n26). In terms of
the content of the diary, space for class lists and attendance sheets (n14) was identified as
important, and also more pages for note taking (for meetings, personal reflection etc.) (n14). Other
content suggestions include: a weekly timetable, to do lists, space for writing in contact details,
events written into the specific date as opposed to listed elsewhere, and tracking sheets for CPD and
hours spent on various tasks (n5).
Additionally, the following type of information was also identified by respondents:
contact details to Student Liaison Officers to the third level colleges,
information for mature students and adult learners,
information on UCAS and conversion of grades,
information on community training centres,
listing of local counsellors or support networks to work with/refer to.
List of most recent CAO points and “matriculation table, useful tools to use to have on hand
to show students“
Reference to Wellbeing for Junior Cycle indicators
Some (n3) also suggested that there should be less advertising and less information, or “adverts etc
in a desperate booklet” to facilitate a slimmer diary as most, if not all, information is available online.
In contrast, one respondent suggested that the information in the diary ‘saves time’:
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“The way the different resources are laid out with contact phone no’s etc. saves a lot of time
looking for contacts.”
There was also some contrasting views in terms of usefulness for different sectors, as some second
level guidance counsellors stated that they have to carry two diaries (e.g. one for teaching and one
for guidance) and n2 adult guidance counsellors stated that the current format and content of the
diary is too school focused and not compatible or relevant for those working with adult clients.
Format
The weight and size of the diary was the most frequently identified issue with the diary (n67, 33%).
The most common suggestion is that it should be size A5 rather than the current A4 size (n26) and
some suggest that the information section should be separate from the diary section (n6) so that the
diary can be more easily carried to various locations and meetings etc.
The current format is excellent for an office/single location based person, my main reason for
not using it is the size and weight issue as I move between many different centres.
Other respondents suggested that there should be a digital/online version of the IGC diary (n12) as it
can save time (copy and paste repeat information), reminders can be set up, and the development
of a CMS could remove the need for the diary. Some suggested that the diary should be optional
and linked to the IGC membership fee:
If it is cost effective to do so I think it would be great if the diary were to be available digitally
only unless otherwise requested. That way members who like the hard copy could still get it.
“We should have the option out of receiving this and as such reduce the fee we pay to the
IGC membership each year as my ETB does not pay my membership. So in effect, i am paying
for a diary that i do not want or need!”
I don't think the Diary is relevant. Resources could be better used.
Could be for practising members only? the option to receive or not for the following year
could be given on the annual membership payment slip?
There was also concerns (n5) about using a hard copy diary to record appointments and notes about
students/clients in the context of current GDPR. For example:
GDPR in-service suggested having a hardcopy paper trail may not be a good idea going
forward, an electronic version much more desirable
Other formatting suggestions included that it could follow the calendar year instead of the academic
year; that the binding quality should be improved; that it could be soft bound or that the colour of
the cover should be different each year.
Finally, some would like to receive the diary earlier than mid-September as they end up transcribing
data from another diary, or not using the IGC diary at all (n8). And in relation to the delivery of the
diary, one respondent stated that:
For those in private practice, the fact that it is not delivered by An Post creates problems - the
delivery people often are unsure of delivery point and receiver has to be in or collect.
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AGM and Conference The respondents were asked to indicate their preference for the organisation of the IGC Conference
and AGM. The response rate was n360, and the majority (68.6%) indicated that they prefer if the
conference and AGM are scheduled at the same venue and weekend.
AGM: Suggestions A total of n107 respondents made suggestions for changes or additions in relation to IGC AGMs. Some
comments were made in relation to the chairing of the AGM, suggesting that it should be chaired by
an external professional or by an experienced and ‘good’ chair (n6). It was also suggested by one
respondent that the IGC auditor should be present.
Other comments referred to the need to develop a more democratic process and to address issues
related to the behaviour of AGM attendees:
some have had despicable behaviour
Sometimes I think people can be a bit disrespectful in their conduct towards some of the
speakers
Build towards a positive atmosphere/environment where we are all working together.
Members discussing issues in a calm, professional way
More respectful communication amongst the National Executive. Sometimes tensions can
run high.
In terms of the procedures, some suggested that the AGMs could be more time efficient, for
example by:
allowing members to view, amend and discuss motions prior to the AGM at branch level,
sticking to the agreed timelines,
setting a time limit to discussions, and
prioritising relevant IGC motions (and not to spend time discussing union issues)
However, other comments focused on a need to ensure that all motions are discussed and voted on,
and some want more time to discuss motions.
To have more time to discuss motions. In my experience, we don't seem to get beyond
discussing one or two motions.
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Some also want to see that agreed motions are carried out/acted on and that this is communicated
to all members.
Another suggestion (n2) is that retired members should either have an alternative forum for their
concerns, or that they should not have the same voting rights.
Four respondents suggested that there should be more transparency in terms of expenditure, and a
breakdown should be presented of the expenses for the National Executive and the President, with
two examples:
“…every transaction should be shared with members who are the stakeholders of the
company“
“more transparency and accountability on spending of income”
The following suggestion to re-structure the AGM was made by one respondent:
“...what we have at the moment is like the Teachers Conferences.....but we are not a
union....the union has 3 days to debate motions. We have a half day which very few people
at the conference attend...so the results of the AGMs may not reflect members real views. So
I suggest a 1 day AGM to be attended only by branch reps (like the CEC of the ASTI) who will
already have been delegated by the branches to vote a particular way on the motions
following a branch meeting on the motions. I am not sure that there is a good alternative!”
In relation to making the AGM more accessible to members, a total of n10 responded that it should
be held at a central location, of which n3 suggested Dublin and one suggested Athlone. It was also
suggested that the timing of the AGM should be changed so that it does not take place on a
weekend (n11) and that it should be held in October (n2). One respondent also suggested that postal
vote should be made available for those not able to attend.
Some (n5) stated that higher attendance numbers should be encouraged and/or incentivised and
others suggested that the information about the AGMs must be improved, particularly to those who
are new members, through branches for example.
Incentivise branches to send more delegates and reward them for their attendance
More information for members particularly new members as to what an AGM consists of and
why they are so important in planning the future of the IGC.
Conference: Suggestions A total of n197 made suggestions for how the GC conference can be improved in terms of workshops
offered, location, timing and ‘other’.
More workshops and less speeches
The most frequent suggestion (n57) was that there should be more time for workshops (many
suggested 3 rather than 2) and that this could be facilitated by reducing the number of speeches and
ceremonies. The following are some of the suggestions:
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More workshops and less speakers. Friday evening could be used more productively with
workshops.
More emphasis on workshops, extend if possible. While I'm aware we need politicians to
recognize our work and support our issues at political level I don't feel it is beneficial to hear
an address from them.
One or two informative / inspirational / practical talks given to the entire conference by
learned keynote speakers. Keep President's address to 15 mins max. A well crafted speech
can say much in that time. Keep all other speakers - apart from the above suggested
speakers - to 10 mins each.
More workshops and less speakers at the beginning of the conference
a third workshop on Friday night and President only speaking once. Overlap discourages
people from going on Friday.
The number of workshops aren't enough for the amount of travel required. Please reduce the
number of speeches and include more workshops.
Focus on the workshops, I feel there is no need for the too-long speeches from key-note
speakers... I skip this part. I go because I enjoy the workshops & the chance to network with
other guidance counsellors
Workshop topics
Some suggested that members should be surveyed in relation to their interest in workshop topics to
ensure that relevant topics are covered. One respondent also suggested that the reasons for the low
attendance of younger members should be explored.
Others (n6) stated that the workshop material should be made available after the conference and
that this has not been the case to date. For example, one of the respondents stated:
Presentation of all workshops should be up on IGC Website after the event. While one may be
interested in a number of workshops you are offered two, and some of them turn out to be
not very informative or interesting.
Many different suggestions were also made in relation to the range of topics in the workshops, with
some contradictory views being expressed:
More workshops relevant for those working with adults and in private practice
More emphasis on school context
More workshops about careers and the labour market
Less emphasis on careers and industry as information is available online
More focus on the core competencies and self-care
More current research and new ideas/approaches to Guidance work.
More emotional behaviour support.
More inclusion of
Some suggested that the quality should be improved, for example, through:
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more interactive workshops (not lecture style)
more group work - generating of resources
more relevance to the current guidance counselling contexts
more experienced workshop presenters/facilitators
more opportunity for discussion
Location
In relation to the location of the conference, some suggested that it should be held at
a central location every year
a single venue (to avoid moving between buildings/sites)
four or five key locations in rotation
In hotels (more comfort)
In universities/ITs (an opportunity to familiarise oneself with the institutions)
That the Annual Conference be replaced by regional meetings that could reflect local issues.
Timing:
summer as it would allow for more time
Should be held on workday/midweek/Fridays
No workshops first thing on the Saturday
A single day event (No ‘pre-conference evening’)
Biannual event (rather than annual)
Organisation
organised by branches/provinces in alphabetical order.
A change in how it is organised could have positive consequences
Organise the conference centrally from the National Office (but hosted at different locations
annually)
Food
Two commented on the food at conferences, as one suggested that coeliacs should be better
catered for, and another that the dinner should be served earlier, at 6.30pm.
A number of comments (n10) related to the Saturday Banquet with most of them suggesting that it
is not necessary to have in the future. However, some suggested specific changes, including:
Friday night for banquet instead of Fri and Sat night meals where only a small number attend
the latter/No invited speakers at sat night event.
…the evening meal could be less costly. No one stays for the music so forget the band
Other suggestions
The financial cost of attending the conference should be lower
If certain workshops very over-subscribed, that they would be run again at Branch level
Plenary
Greater involvement of policy makers and Department of Education
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Provide a cloakroom or somewhere to place bags on the day of the conference.
More time for networking with peers. E.g Focus groups for guidance practitioners in
different sectors, and subsidise the dinner so that peers can socialise (as workshops do not
allow for much discussion and appreciation of each other’s work).
Reduce plastic and waste by sponsors and exhibitors
Reduce the cost for exhibitors
Introduce focus groups
Additional Comments A total of n120 respondents provided an additional comment. The additional comments largely
overlapped with the previous topics of the questionnaire. In addition to those topics, the following
comments were made:
Several (n32) thanked the NE for their work and for the opportunity to share their
experiences, views and suggestions.
CPD was a topic addressed in n24 comments, with suggestions that there should be more
online CPD/webinars, more centralised CPD as with the GDPR, or that CPD should be
accredited and monitored.
The need to lobby or work for formal recognition of guidance counsellors’ role in second
level schools was highlighted by n24 respondents.
Inclusion of adult guidance practitioners in all aspects of the IGC was emphasised by n7
respondents.
Some (7) suggested that there should be more of an incentive to volunteer with the IGC in
the NE or at branch level, and others (n4) argued that the work of volunteers should be
better acknowledged.
Some (7) stated that they are overloaded with information and that IGC communication
should be brief.
Some (n5) suggested that the IGC should do more PR work and have a stronger social media
presence, with the aim to defend and promote the work of guidance counsellors.
Finally, n8 respondents proposed that the IGC should collaborate with stakeholders,
including: DEASP, SOLAS, Ibec, industry, NCGE and parents associations.
Conclusion The findings of this questionnaire has provided the IGC, as a professional body, with valuable
information which can help to inform future planning and development of resources to support all
IGC members in their work.