Inside: Mindfulness - Wellness - Reflections on Guidance Counsellor - National Conference in Galway March 6-8 - Institute of Guidance Counsellors
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Volume 48 Number 2 February 2020
A Publication of the Institute of Guidance Counsellors
National Conference in Galway March 6-8
Inside:
- Mindfulness
- Wellness
- Reflections on Guidance Counsellor
Training
FÁILTE GO
GAILLIMH
Photo: Dr. Chaosheng Zhang
THE INSTITUTE OF GUIDANCE COUNSELLORS NEWSLETTER
Cover photo: The Organising Committee of the 2020 Annual Conference in Galway
In this issue:
Walking as a superpower........................................................................ 5
Conference Programme......................................................................... 27
Aspects of Counselling in Thomas Moore............................................... 7
Shifting Sands........................................................................................ 31
Languages Connect showcases............................................................... 9
Wellness and Mental Health................................................................. 37
Reflections on Guidance Counselling in Ireland ................................... 11
Privileging the role of counselling......................................................... 43
Stephen Porgues.................................................................................... 13
The Practice of Reality Therapy and Choice Theory Psychology........... 45
Sexually Healthy Adolescents............................................................... 15
Carole Downey Obituary........................................................................ 46
The Mindfulness conspiracy.................................................................. 17
Brian Mooney final citation................................................................... 24
Copy Deadline Contributions of articles can be sent to:
The deadline for the next issue of Guideline Magazine is
14th March 2020 Fred Tuite,
1 Loreto Park
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with the editor before that date. Kilkenny
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Guideline is published three times a year (October, February and Email: guideline@eircom.net
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Editorial Board
Fred Tuite, Gerry Reilly, Betty McLaughlin, Patricia Wroe and
Michael L. O’Rourke
Institute of Guidance Counsellors,
Head Office,
17 Herbert St.,
Dublin 2
Tel: (01) 676 1975
Fax: (01) 661 2551
Email: office@igc.ie 3
2020 IMPORTANT DATES
5 November (12:00) 1 July (17:15)
CAO online application facility opens Change of Mind closes
20 January (17:15) Early-July
Discounted application deadline (€30 fee) Round A offers for certain categories of
applicants
1 February (17:15)
Normal closing date for applications (€45 fee) 22 July (17:15)
and closing date for free Change of Course
Choices facility Exceptional closing date for late applications for
those already attending a participating HEI
5 February (12:00)
Early-August
Online facility to amend course choices becomes
available (€10 fee) Round 0 offers for certain categories of applicants
1 March (17:15)
Mid-August (TBC)
Closing date for amending course choices
Closing date for completion of online DARE/HEAR Current year Leaving Certificate
forms results issued
Closing date for completion of mature applicant
section of the application form.
August (TBC)
5 March (12:00)
Round 1 offers available
Late application facility opens
15 March (17:15) August (TBC)
Latest date for DARE/HEAR supporting Available Places facility opens
documentation to arrive in CAO
Late August/Early September
1 May (17:15)
HEIs begin registration
Closing date for late applications (€60 fee)
August/September
5 May (12:00) Offers issued and acceptances recorded on a
Online Change of Mind facility weekly basis
becomes available (Free)
September (TBC)
Before end of May Results of Leaving Certificate appeals released
Statement of Application Record sent September (TBC)
to all applicants
Offer season ends
www.cao.ie
4
THE INSTITUTE OF GUIDANCE COUNSELLORS NEWSLETTER
Walking as a Superpower
I love to walk, both as in moving and as in the activity. My Fred Tuite
favourite holidays are those where we walk either as the central
activity (Alps, Coasts and Camino) or as a part of the holiday. So I
was delighted to hear about Irish neuroscientist Shane O’Mara’s
book In Praise of Walking (Vintage). He was interviewed by Amy
Fleming in The Guardian (July 2019) appropriately enough as
they walked around Dublin.
“could be thought of as a kind of a molecular fertiliser produced
As she points out, O’Mara has a “”motor-centric” view of the within the brain because it supports structural remodelling and
brain: it evolved to support movement and so if we stop moving growth of synapses after learning … BDNF increases resilience
about it won’t work as well. He illustrates this by looking at to ageing, and damage caused by trauma or infection.” Then
the life cycle of the sea squirt. In its adult form, it is a marine there’s vascular endothelial growth factor (VEGF), which helps
invertebrate found clinging to rocks. It has no brain because it to grow the network of blood vessels carrying oxygen and
has eaten it. During its larval stage, it had a backbone, a single nutrients to brain cells.
eye and a basic brain to enable it to swim about hunting. The
Some people, Fleming suggests, don’t think walking counts as
larval sea squirt knew when it was hungry and how to move
proper exercise. “This is a terrible mistake,” he says. “What we
about, and it could tell up from down. But, when it fused on
need to be is much more generally active over the course of the
to a rock to start its new vegetative existence, it consumed
day than we are.” And often, an hour at the gym doesn’t cut it.
its redundant eye, brain and spinal cord. Certain species of
“What you see if you get people to wear activity monitors is that
jellyfish, conversely, start out as brainless polyps on rocks, only
because they engage in an hour of really intense activity, they
developing complicated nerves that might be considered semi-
engage in much less activity afterwards.”
brains as they become swimmers.
During the walk, he asks her to point to where she thinks their
“Our sensory systems work at their best when they’re moving
starting point of Trinity College is, and she is close. “That just
about the world,” says O’Mara. He cites a 2018 study that
shows you how good your GPS is,” he says. “You have never
tracked participants’ activity levels and personality traits over
been here before, but you have a very good sense of where
20 years, and found that those who moved the least showed
you need to go.”
malign personality changes, scoring lower in the positive traits:
openness, extraversion and agreeableness. There is substantial While all this navigation and observation is going on in the
data showing that walkers have lower rates of depression, too. background, our social brains are working to predict which
And we know, says O’Mara, “from the scientific literature, that direction others will take, to avoid collision. In order to walk and
getting people to engage in physical activity before they engage navigate, the brain flickers between regions, just as our waking
in a creative act is very powerful. My notion – and we need to minds are often, says O’Mara, “flickering between big-picture
test this – is that the activation that occurs across the whole of states – thinking about what we have to do tomorrow, plans for
the brain during problem-solving becomes much greater almost next year, engaging in what is called ‘mental time travel’ – and
as an accident of walking demanding lots of neural resources.” task-focused work. And you need to flicker between these states
in order to do creative work.” That’s how important associations
O’Mara’s enthusiasm for walking ties in with both of his main
get made, and this flickering seems to be bolstered by walking.
interests as a professor of experimental brain research: stress,
depression and anxiety; and learning, memory and cognition. “It It’s part of the reason, O’Mara suspects, that the prolific writer
turns out that the brain systems that support learning, memory and thinker Bertrand Russell said that walking was integral to
and cognition are the same ones that are very badly affected by his work. Wordsworth composed poetry as he wandered, while
stress and depression,” he says. “And by a quirk of evolution, Aristotle delivered lectures on foot in the grounds of his school
these brain systems also support functions such as cognitive in Athens. The philosopher Friedrich Nietzsche memorably said
mapping,” by which he means our internal GPS system. But that “only thoughts reached by walking have value”, a notion
these aren’t the only overlaps between movement and mental that Charles Dickens – who was as prolific a walker as he was
and cognitive health that neuroscience has identified. a writer – would no doubt have seconded.
Various electrical rhythms are engaged when walking. One And, O’Mara said to Fleming, “you haven’t died or fallen over,
such rhythm, he says, is that of theta brainwaves. Theta is a and you’re continuing to breathe. Your heart is booming away.
pulse or frequency (seven to eight hertz, to be precise) which, You’re putting one foot in front of the other, and we’re engaging
says O’Mara, “you can detect all over the brain during the in this conversation, information exchange. All of this is going
course of movement, and it has all sorts of wonderful effects on all the time. Robots can’t do this. Getting a robot to cross
in terms of assisting learning and memory, and those kinds of the road is really hard.” Whereas for our brains, “evolution has
things”. Theta cranks up when we move around because it is been solving this problem, billions of times an hour, for the past
needed for spatial learning, and O’Mara suspects that walking 400m years”.
is the best movement for such learning. “The timescales that
walking affords us are the ones we evolved with,” he writes, So the message is clear, get moving, stay moving and keep
“and in which information pickup from the environment most walking for your mental and physical health.
easily occurs.” Fleming, Amy, ‘It’s a superpower’: how walking makes us
Essential brain-nourishing molecules are produced by healthier, happier and brainier”, The Guardian, 28 July 2019
aerobically demanding activity, too. You’ll get raised levels of O’Mara, Shane, (2019) In Praise of Walking, The new science of
brain-derived neurotrophic factor (BDNF) which, writes O’Mara, how we walk and why it’s good for us. Vintage Publishing
5
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THE INSTITUTE OF GUIDANCE COUNSELLORS NEWSLETTER
ASPECTS OF
COUNSELLING
IN THOMAS MOORE’S
DEPTH PSYCHOLOGY
BRENDAN HESTER
Many members of the Institute are familiar with the work of Thomas devotes his life to the search for answers, as does the average
Moore - his writings and seminars. Ever since his book Care of the person seek out work and a career that provides not just a living,
Soul became a bestseller in the New York Times, he has enjoyed but is also ‘a medium through which you become a person’. For
a high profile in the world of Psychotherapy and Counselling. Moore, ‘Care of the Soul’ is a lifelong task.
In his work in Soul Psychology, Moore explores deeply the rich
and inspiring realms of myth, alchemy, Jungian and Archetypal
Psychology.
‘Spirit is the upper region of
Moore was born 8 October 1940 in into an Irish American family
in Detroit, Michigan, USA and received his early education there.
experience and includes the
As a teenager he entered a Servite Junior Seminary. In his early
twenties he came to the Servite Priory in Benburb, County Tyrone
person’s world view, ethical
to pursue his scholastic studies. He acquired there a lifelong sensitivities, ideas about life
fascination with Irish spirituality and culture. In that time he had
the good fortune to befriend Thomas McGreevy, the Director of the and death, religious beliefs
National Gallery, Ireland and, a significant poet.
and understandings and
After a two-year sojourn in Ireland, Moore returned to Detroit to
continue his seminary studies. In his mid-twenties, Moore reviewed intellectual development.’
his vocation plans and ended his studies for the priesthood. He
undertook postgraduate studies at Syracuse University, New York.
He subsequently began a university teaching career in Texas. Moore distinguishes between the Soul and the Spirit of the person.
Some years later, this journey came to a sudden and unwelcome ‘The Soul is what makes you a unique person, a human being with
end, when he was denied tenure. Moore writes very movingly of deep feelings and the capacity for strong relationships.’ The soul is
the turbulence of these times and how he used his academic the innermost area of the person’s desires, wishes and hopes. The
training to enable him deal effectively with the life-crisis that soul looks backwards - not forwards - to childhood experiences
enveloped him. and cherished recollections of events, people and places. Moore,
his close friend, James Hillman and other Soul writers, speak of
His life took on a new trajectory when he began a career as a the depth of the mystery of the soul. Moore quotes the example of
therapist and later as a writer and broadcaster. The success of the strict, domineering and controlling parents who so oppressed
Care of the Soul gave him financial security and his work as a their positive, creative and intelligent children that they became
lecturer and writer gained him wide recognition and new career negative, rebellious and underperforming students.
opportunities in both the United States and Europe.
This for, Moore, is where dealing with the soul in a positive and
In his workshops in Ireland, he has gained many students. He creative way is of major importance. The soul constantly looks
has conducted weeklong seminars in Galway and at Emmaus backwards for nourishment to key lifetime events and milestones
in Swords, Dublin. There have been many shorter sessions such as birthdays, anniversaries and other major occasions that
in University College Cork, Waterford Institute of Technology, mark major turning points in one’s life like leaving home, deaths
Glenstal Abbey, Maynooth University, Ballycastle, Co. Antrim and, and similar happenings.
in Dublin at Turning Point, Sophia, All Hallows and the Marino
Institute. The Spirit of the person, in the thinking and writing of Moore,
Hillman and other Soul Psychology therapists, has an entirely
Many Guidance Counsellors will find his book, A Life at Work different focus to the preferences and preoccupations of the
inspired by seminars Moore conducted in San Francisco with Soul. It is forward looking and strives to achieve and express the
school and college counsellors, especially relevant to their work personality of the person. ‘Spirit is the upper region of experience
and lives. The book has an unusual opening - certainly for this and includes the person’s world view, ethical sensitivities, ideas
reader - when Moore discusses Alchemy as an example of the about life and death, religious beliefs and understandings and
work of the Counsellor. He means by this term that the alchemist intellectual development.’
7
THE INSTITUTE OF GUIDANCE COUNSELLORS NEWSLETTER
Moore argues it is essential to allow the dream sequence to flow
freely, without interruption. He quotes his colleague James Hillman
that it is important not to rush to interpret the images of the dream.
The therapist should not lock down the dream images; but rather
allow the sequence to evolve and so acquire a comprehensive
picture that the images provide. In Moore’s case, the dream
images mirrored the insecurity and chaos of his situation and as
his life became more secure and stable, in his dreams the airliner
landed safely on the city street. Subsequently, the dream images
faded altogether.
Moore and his colleagues have a similar approach to the clients’
stories in the counselling setting. It is important that the counsellor
listen, without interruption to the clients’ stories. It may be necessary
to ask them to repeat some, or all, of the entire story. The ambition
is to reach into the innermost depths of their lives to achieve the
disclosure that will reveal the anxieties, hurts and dilemmas that
have prompted them to seek counselling in the first instance. All
the questions should be ethical and constructive – never prurient
nor judgemental. Moore quotes an interesting case of a client
whose work in HR leaves them dissatisfied and unfulfilled. As he
tells his story, it emerges that many aspects of his life have been
determined by family expectations, values and mythology. The
therapist will notice when the client is omitting issues and in other
ways blocking the line of exploration in a defensive manner. In
these cases, the therapist must show skill and patience so that the
underlying issues emerge and are resolved.
The next aspect of therapy that Moore explores is the role
Imagination should play in the care of the soul. The challenge
in this matter is that the person has enormous openings in life to
nurture the imagination for success in this task. But, because of
the limitations of the human mind to seize these opportunities –
people fail miserably. Consequently, every effort must be made to
enrich the imagination and equip it to recognise and avail of these
chances to deal successfully with life’s challenges and obstacles.
A final aspect of therapy in Moore’s work is the concept that
Moore and his colleague Hillman refer to as polycentrity. They
As the young person explores various career options and they use this term to denote the many roles that a person plays at
visualise themselves in different occupations such as nursing, any one time in day-to-day living. It is common for a teacher,
police, teaching- they are nurturing their Spirit. The function of for example, to work in the classroom all week and to play in a
the Spirit is to explore the ambitions, future planning and career band at the weekend. In Moore’s words ‘You can operate out
exploration of the young person. They will undertake this exciting of a personality philosophy of polycentricity – many centres of
task under the tutelage and leadership of the Guidance Counsellor. interest and attention.’ In his own lifetime, he has been a monk,
a musician, a teacher and a therapist.
There should not be any conflict for the young person in their
attention to the needs of the Soul and the Spirit. Both are He quotes the interesting episode that occurred when he lectured
equally important to the young person’s development and future on an art therapy course. During the programme, a priest
happiness. Both require considerable nourishing and one cannot participant confided that he had become disillusioned with his
be neglected at the expense of the other. We have heard many life in religion and looked back on it with regret, comparing it
stories of students yielding to the pressure to choose a high all unfavourably with the new excitement he found in this new
points’ course even though it did not meet the students’ deepest educational experience.
desires and ambitions. In these cases, it is a mistake to cultivate
the plans and schemes of the Spirit at the expense of the Soul.
Mistaken options like these can have harmful consequences for
students’ wellbeing. ‘Imagination
Practitioners of Soul Psychology pay great attention to work in
dreams. Thomas Moore relates how recurring dreams he was
should play in the
having occurred during a turbulent period in his life. At the time
he was denied tenure at the University in Texas; so he had to
set about rebuilding his career. At this time, he was in a second
care of the soul.’
marriage and had a step child and a daughter. Success with a
book he had written brought financial security. So he was in a Moore and the priest spent many hours reviewing and reflecting
position to buy a house, create and establish a secure base for on the paintings and drawings he was producing. All this anguish
himself and his family. made the priest a more humane person who was greatly admired
by his classmates. Moore and the priest explored the newfound
To help him navigate his way through all the chaos, Moore took excitement and enthusiasm the course provided; it was in contrast
thorough and serious note of the recurring dreams he was having. to the view he now held of his earlier life which seemed irksome
One of the repeated dreams involved him on a huge airliner and a burden. They eventually concluded that this newfound life
attempting to land on a crowded street in a busy city. of fulfilment and excitement could comfortably co-exist with his
earlier lifestyle.
8
THE INSTITUTE OF GUIDANCE COUNSELLORS NEWSLETTER
and understand how learning foreign languages can have a
SHOWCASING THE tangible, real-life impact socially, cultural and professionally.
Commenting on the event, Karen Ruddock, Director, Post Primary
BENEFIT OF LEARNING Languages Ireland, said: “We are active at all of the major student
events throughout the year, so it is great to be able to welcome
LANGUAGES 3,000 TY students to our own #ThinkLanguages event. TY students
are now considering what they will study for their Leaving Cert and
beyond. By showing them the benefits that foreign language skills
give them in their life and career, we want to encourage them to
Languages Connect welcomed 3,000 Transition Year students keep up their foreign languages and maybe even take on another
from across the country to the Convention Centre Dublin on language for the Leaving. #ThinkLanguages is a language class
Friday, December 6, for their flagship event, #ThinkLanguages. with a difference – it should open students’ minds and really bring
As an awareness raising campaign, facilitated by Post-Primary many different aspects of languages to life.”
Languages Ireland, Languages Connect aims to highlight the
Discussing the atmosphere at #ThinkLanguages, Aoife
personal, social, professional and economic benefits of language
Dungan, Marketing and Communications Manager, Languages
learning. Students attending #ThinkLanguages were encouraged
Connect, said, “From the moment the students enter the Convention
to think about the global work opportunities, the wider circle
Centre they will see the vibrancy that foreign languages and
of friends, the richer life experiences and the greater travel
cultures offer. We have an Olympic Taekwondo gold medallist
opportunities that foreign language skills can offer them.
in Dong Min Cha, as well as people with real insight into the
Schools from as far as Donegal and Cork attended the annual TY French film and fashion industries. There will also be international
event which had 70 exhibiting organisations, 30 fun language- food tasting, music and dance – something for everyone. There
learning workshops as well as a talk from keynote speaker has been great buy-in from the language departments of higher
and multi-linguist, Hector Ó hEochagáin, and an interpreting education institutes, industry and governmental agencies such
demonstration from seven European Commission interpreters to as Enterprise Ireland, Bórd Bia and IDA Ireland – everyone has
kick off the event. pulled together to ensure that the 3,000 TY students have an
unforgettable day!”
Additional talks were delivered by French speaking, and former
BT Young Scientist Business Bootcamp’s Best Individual Student, Recognising the increasing demand for a multilingual workforce,
Heather Murphy, and by Brightwater Recruitment’s Supply Chain the France Ireland Chamber of Commerce, French TV station,
and Pharma Consultant, Marc Bentley, who sees first-hand the TV5Monde, and the European Parliament among others have all
demand for employees with foreign language skills. Heather taken a stand at #ThinkLanguages. Third level colleges were
discussed how an additional language has opened doors for her there showcasing their courses in foreign languages as well
while Marc gave details of the increasing demand they are seeing as organisations that seek to offer opportunities to students
from companies for bi- and multi-lingual candidates. for language exchange. Part of the purpose of the event is to
establish greater links across sectors to support language learning,
There were Workshops in a huge range from French food-
cultural awareness and to raise awareness of career options and
tasting, Portuguese with Capoeira and Chinese Calligraphy.
opportunities for studying abroad.
#ThinkLanguages gave students the opportunity to experience
9
Save the date!
THE INSTITUTE OF GUIDANCE COUNSELLORS NEWSLETTER
#ThinkLanguages
TY Student Event
…discover a world of languages & cultures
Convention Centre Dublin
Monday 7th December 2020
Check out our free resources for Guidance Counsellors on languagesconnect.ie
languagesconnect.ie 10THE INSTITUTE OF GUIDANCE COUNSELLORS NEWSLETTER
REFLECTIONS ON GUIDANCE
COUNSELLING IN IRELAND
EDITED BY DR. LUCY HEARNE AND FRED TUITE.
In this article, we have invited two former HEI Course Directors, Have you been inspired by any key writers or thinkers in
Dr. Michael O’Rourke and Dr. Ronny Swain, to reflect on the field?
their former professional role and the status of guidance
MO’R: C. Rogers, A Way of Being; G. Corey, Theory and Practice
counselling in Ireland, past, present and future. Michael was
of Counselling and Psychotherapy; C.H. Patterson, Theories of
the Course Director of the M. Ed. in Educational Guidance
Psychotherapy; R. Herrnstein, The Bell Curve; H. Gardner,
and Counselling, Trinity College Dublin, from 1992 to 2012.
Multiple Intelligences; D. Goleman, Emotional Intelligence; E.
The Guidance Counselling Training Programme in University
L. Herr and S.H. Cramer, Career Guidance and Counselling
College, Cork began in 1981 as a Diploma and ended up as
Through the Lifespan; C. Jung, Modern Man in Search of a
an MA. It was discontinued in 2019. Ronny was the Course
Soul; D. Bair, Jung: A Life; V. Frankl, Man’s Search for Meaning
Director from 1991 to 2010 and, following his retirement, a
and The Doctor and the Soul; M. Friedman, Martin Buber -
part-time lecturer until 2015. Michael and Ronny have a shared
A Life of Dialogue; D. Murphy, Martin Buber’s Philosophy of
history of being involved in the professionalisation of guidance
Education; I. Yalom, Staring at the Sun and Love’s Executioner;
counsellors over the last three decades, and have witnessed
I. Browne, The Writings of Ivor Browne; J. Cooney, Under the
many changes in the profession during that time. A number of
Weather; C. Nakken, The Addictive Personality; J. Tatelbaum,
questions have been posed to them.
The Courage to Grieve. Finally, I always like to draw on the
wonderful insights of writers in literature who can greatly infuse
the content of vocational and counselling psychology with their
During your time as Course Director of the guidance
ideas.
programme what was the underlying personal philosophy
that guided your professional practice? RS: Not so much writers and thinkers as practitioners: I
undertook personal/professional development with Cork Social
MO’R: The overall philosophy of the M.Ed. degree was to
and Health Education Project, John Heron, Co-Counselling
provide a standard of excellence in Guidance Counselling
International and the Facilitator Development Institute; training
practice. Students were prepared to approach their
in Gestalt Therapy with Maria Huss and the Irish Gestalt
professional practice on a basis of sound theoretical principles
Centre (Joan O’Leary and Hank O’Mahony); and received
and thorough skills training. Students were knowledgeable
psychotherapy and supervision from a number of skilled
about a wide range of theoretical perspectives, e.g.
practitioners. Most influential in the latter half of my career
psychodynamic, cognitive behavioural, existential-humanistic,
was the late Paul Rebillot, whose workshops were a creative
systemic and multicultural. We ensured that students were
synthesis of therapy, theatre, music, ritual and dance.
adept in counselling skills and also familiar with vocational
psychology and psychometrics. Students were prepared to
conduct competently a major research thesis to further their
What were the highpoints [professional] of your time in the
professional work. Anna Akmatova, the Russian poet, was my
role?
philosopher: “If I could only step outside and contemplate the
person that I am, I would know at last what envy is.” MO’R: (i) Seeing the progression in career terms of so
many wonderful students who obtained key positions in our
RS: Humanistic - person-centred (Rogers) and Gestalt. I was
secondary schools, primary schools, The Military College, in
a “person-centred bureaucrat”: the bureaucrat operated the
the Inspectorate of Guidance, university lecturers, and the joy
complex administrative arrangements for an academically
of seeing two former students become Course Directors in
demanding programme; the person-centred teacher engaged
other universities. (ii) OECD International Recognition: special
in an intensive learning community designed to prepare
commendation accorded by Prof. Ronald Sultana to our M.
students for their professional role. One external examiner
Ed. in Guidance Counselling, as a model of good training
said that we not only talked the talk, we also walked the walk.
and practice for other EU countries, at the International
Most graduates of the programme felt changed as persons
EU Ministers for Education Conference, Dublin, 2004. (iii)
and prepared for their professional role. Many said it was the
Appointed Visiting Professor, University of Indiana, in 2003 to
most memorable year of their lives.
present. (iv) Supervision of over 100 Masters theses and 12
PhD’s from 1992-2012. (v) External Examiner in six universities
in Ireland, Scotland, Greece, US.
11THE INSTITUTE OF GUIDANCE COUNSELLORS NEWSLETTER
RS: (i) Collaboration with Assistant Directors (Maria Dempsey in supporting or impeding effective guidance counselling.
[1991-95] and Nicola Barry [1995-2010]), Applied Psychology (xi) Tension between DES vision of guidance counsellors as
and Education colleagues, and many part-time professionals. “managers of guidance services” and practitioners’ awareness
of the needs of individual students.
(ii) The context: freedom to function autonomously (e.g.
programme-specific modules).
What are your views on the future of guidance counselling
(iii) The students: small numbers - highly selected and fun in Ireland?
to work with. (iv) Facilitating/supervising group work involving
MO’R: (i) I would like to see a new rapprochement between
reflection on personal strengths and weaknesses, with
the professional bodies, IGC and IACP, so that the guidance
ground rules to foster safety and engagement. (v) Devising
counsellor can become recognised as a psychotherapist with
our own graduation ceremony (full ceremonial garb; custom-
further recognised training. We are fast approaching a time
made Latin) when the university stopped graduating Diploma
when we will have to accept the notion of two specialist roles:
students. (vi) Annual conferences of the IGC and being made
career guidance counsellor and counsellor psychologist. (ii)
a Fellow of the Institute.
CPD is an imperative with quality courses provided for existing
practitioners. (iii) It is time for us to take ownership of all
Describe any particular professional challenges you
Wellness and Mental Health programmes in our schools. This
encountered in the role.
area is synonymous and interchangeable with the role of the
MO’R: (i) There was a continual battle over funding. With pastoral guidance counselling service.
ten other Masters degrees, there was an expectation that
RS: A pessimistic vision: bureaucratisation, regulation, form-
costs should be similar with no appreciation that professional
filling and disruptive reforms will continue as usual; widespread
programmes require extra modules and financial supports. (ii)
burnout of guidance counsellors; guidance counsellors (if they
As a fair marker, I believed in the advice of Goethe: “If we
still exist) will become merely careers teachers. An optimistic
take people as they are we make them worse. If we treat them
vision: the DES will be persuaded that resourcing guidance
as if they were what they ought to be, we help them become
counsellors in all their roles is cost-effective; guidance
what they are capable of becoming.” However, there were
counsellors will gain sufficient influence to ensure that all
the few who were never happy with their grades! A second
students feel safe and respected; guidance counsellors will
reader is always advisable plus a good external examiner.
collaborate in maximising the benefits and minimising the evils
(iii) The wonderful professionalism of the IGC that is clearly in
of the internet; guidance counsellors will engage with students
evidence when our representatives are on radio, TV, attending
in tackling the causes of global crises such as climate change
conferences and so forth.
and migration.
RS: (i) Funding, until a transparent model based on student
numbers was adopted. (ii) Finding the last couple of school Any other thoughts you would like to share.
placements each year. (iii) Developing a model of supervision
MO’R: (i) Above all, ignore the viciousness of university politics!
that made counselling practice safe for both students and
An old friend Professor Allen Ivey, University of Massachusetts,
clients. (iv) Assistant Director Nicola Barry dealt effectively with
once reminded me: “Politicians will look you in the eye and
many challenges she didn’t need to tell me about.
stab you in the back; in the university they will look you in
the eye and stab you in the chest!” Henry Kissinger, former
Since you first entered the guidance profession, how has
US Secretary of State, in the Reagan Administration, remarked
guidance counselling in Ireland changed and evolved over
once that “he preferred the simplicity of politics in the Middle
the years to where it is today?
East compared to the politics of the university” having worked
MO’R: (i) The advance of digital technology has brought a in academia for many years prior to his entry into politics!
major decline in basic reading, writing and comprehension (ii) Plenty of emotional intelligence is a key requirement for
capabilities. Colleagues in universities across Europe and the the Course Director. (iii) Experience is vital before taking on
US have noted the decline in student’s fundamental abilities to the onerous duties of a Course Director. I spent fifteen very
read deeply and express their understanding in writing, whether happy years of my professional life in this School of Joy as a
in essays or final examinations. Be familiar with the Stavanger guidance counsellor in a North Longford Secondary School
Declaration and be concerned about the unquestioning use before embarking on further studies and new transitions at
of technology in education. The Guidance Counsellor must Trinity College- so many possibilities for the enthusiastic
always be an agent of change and reconciliation in the system! practitioner!
(ii) Keeping abreast of career trends and opportunities for your
students is challenging indeed, not to speak of new courses
coming on stream at all levels within the third-level system. It is interesting to hear about the experiences of both Michael
and Ronny during their time as Course Directors in higher
RS: (i) Networking, starting in Ireland with Jim Chamberlain of
education. Some of these experiences are still evident
UCD (1993), and in the EU the PETRA II Action IIIB Training
in the delivery of guidance counselling training in higher
of Trainers (1993-96) - Irish co-ordinator Rory Corcoran (DES).
education today; the focus of the training being holistic and
(ii) Development of NCGE (it originated in a Youthreach
person-centred, and the transformational aspect of trainees’
meeting convened by John McCarthy in 1998). (iii) Growth of
development from fledging guidance counsellors to qualified
the IGC; (iv) Development of adult guidance. (v) Appointment
practitioners. The challenges are also apparent, especially
of Guidance Inspectors. (vi) Successive cuts in provision -
the valuing of guidance counselling training in an education
practitioners demoralised, effectiveness reduced. (vii) CORU
sector that is cost benefit driven in the massification of higher
and statutory regulation. (viii) Whole School Planning; (ix)
education.
Multi-cultural classrooms. (x) Vital role of school principals
12THE INSTITUTE OF GUIDANCE COUNSELLORS NEWSLETTER
STEPHEN PORGES:
‘SURVIVORS ARE BLAMED BECAUSE THEY DON’T FIGHT’
ANDREW ANTHONY
Stephen Porges is professor of psychiatry at the University of So it’s these adverse events that determine diminished
North Carolina and “Distinguished University Scientist” at Indiana wellbeing?
University, where he has created the Traumatic Stress Research We have to reframe the question and ask not about the event, but
Consortium. He is best known for developing polyvagal theory, focus on the individual reaction or response. Much of our society
which describes how visceral experiences affect the nervous defines trauma by the event when the real critical issue is the
system and our resulting behaviour. individual’s reaction. By not accepting that, we end up saying: “If I
can survive this and do well, why can’t you?” So we start blaming
Can you explain polyvagal theory in layperson’s terms? the survivors again. The point that we have to understand is that
Polyvagal theory articulates three different branches of the when a person has a reaction or response to trauma, the body
autonomic nervous system that evolved from very primitive interprets the traumatic event as a life threat. There’s a massive
vertebrates to mammals. And, it’s quite interesting how the retuning of how the nervous system works, how it regulates
sequence evolved. Firstly, you have a system that is really an underlying physiological systems that impact social behaviour,
ancient one, which is death feigning or immobilisation. Then it psychological experiences, and also on physical outcomes.
has a fight or flight system, a mobilisation system. Then finally,
with mammals, you have what I call a social engagement system, So is the incidence of Aces the wrong way to approach the
which can detect features of safety and actually communicate issue of social outcomes?
them to another. When you trigger feelings of safety, the No, it’s a very important initial acknowledgment of what is happening
autonomic nervous system can help health restoration. In terms in the lives of many, many individuals. But the acknowledgment
of dealing with a life threat, you most likely go into this feigning of that is just the beginning. Because we have to understand that
death, dissociative state. people respond differently to the same physical challenges. And
by just looking at Aces, we’re missing many individuals who are
We hear a lot about fight or flight instincts but less about having adverse reactions to events that we may think as being
immobilisation. But is that in fact the most common relatively minor. For example, we see the overlap between medical
response to traumatic experiences? procedures that are not welcomed, like emergency surgery, and
Yes, immobilisation is the critical point of the experience of life- the consequences of rape. You’re dealing with similar parts of
threat trauma events. It used to be assumed by trauma therapists the body and the body can see both cases as an unwelcome
that stress was a fight-flight reaction. But that’s not what the intrusion. Now the Aces model wouldn’t pick up the surgery, but
survivors of trauma described. They were describing this inability Aces is still a very important and powerful first step.
to move, the numbness of the body and functionally disappearing.
And that’s what polyvagal theory described. So when I started You emphasise the importance of safe spaces for the
giving talks in the trauma world, the theory had tremendous traction traumatised. How can these be applied?
because the survivors of trauma said: “This is what I experienced.” Whether we’re talking about medical treatment or psychiatric
And they had been confronted with a world that said: “That’s not models, the context in which the treatment is delivered becomes
what you experienced; why didn’t you fight?” important, because the context triggers cues in the nervous system,
which will make it either defensive or available to treatment. So
Society praises fight, accepts flight, but tends to attach the first thing is to understand how bodies respond to context. A
shame to immobilisation. Is that fair to say? scared individual doesn’t bring into an operating arena a nervous
The most important word there is “shame”. Survivors are shamed system that is going to cooperate and collaborate with the medical
and blamed because they didn’t mobilise, fight and make an effort. procedures. We’re not machines that are detached from our
That’s a misunderstanding. It’s a poorly informed explanation thoughts and feelings. In veterinary medicine, animals like cats
because the body goes into that state and they can’t move. The often drop dead within the veterinarian’s office because of the
theory had traction because it gave survivors feelings of validation. fear and uncertainty. So we’re working on ways of giving cues of
Survival was really an expression of the heroic nature of our body safety.
in trying to save us. Sometimes it goes into a state in which we
can’t move, but the objective is to raise our pain thresholds and to Polyvagal theory has made inroads into medical and
make us appear to be less viable to the predator. Within the legal psychotherapeutic treatment, but how should it inform
system, there’s been a lot of issues when a person hasn’t fought how people treat each other?
off a predator. And I think this is being poorly informed about how When we become a polyvagal-informed society, we’re functionally
bodies respond. capable of listening to and witnessing other people’s experiences,
we don’t evaluate them. Listening is part of co-regulation: we
What is the long-term impact of adverse childhood become connected to others and this is what I call our biological
experiences (Aces)? imperative. So when you become polyvagal-informed you have a
Aces is a scale that accumulates exposure to adverse experiences, better understanding of your evolutionary heritage as a mammal.
such as abuse, neglect and family dysfunction. The Aces scale We become aware of how our physiological state is manifested, in
was derived from Dr Vincent Felitti’s observations as a physician people’s voices and in their facial expression, posture and basic
in the United States. As he learned more about his patients’ early muscle tone. If there’s exuberance coming from the upper part
life experiences, he started to see relationships between early of a person’s face, and their voice has intonation modulation or
experiences of abuse and long-term health. Research confirmed what’s called prosody, we become attracted to the person. We like
that higher Ace scores (exposure to a greater number of adverse to talk to them – it’s part of our co-regulation.
experiences) were related to longevity and virtually every major
medical disorder including heart disease, stroke, Alzheimer’s, So when we become polyvagal-informed, we start understanding
cancer and diabetes. More recent evaluations have linked Aces not only the other person’s response but also our responsibility to
to increased risk for suicide, addiction and psychiatric disorders smile and have inflection in our voice, to help the person we’re
ranging from attention deficit disorder to psychoses. talking to help their body feel safe.
From The Guardian
“WHY DIDN’T YOU FIGHT?”
13THE INSTITUTE OF GUIDANCE COUNSELLORS NEWSLETTER
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14THE INSTITUTE OF GUIDANCE COUNSELLORS NEWSLETTER
SEXUALLY HEALTHY EXPLORING THE NEED FOR POST PRIMARY SCHOOLS
TO PROVIDE INCLUSIVE RELATIONSHIPS
ADOLESCENTS: AND SEXUALITY EDUCATION.
On the 29th of March 2018, the ‘Provision of Objective Sex In line with these guidelines,
Education Bill’ was introduced to Dáil Eireann. At time of writing, it’s important for schools and
December 2019, this bill is still required to undergo 8 additional teachers to acknowledge that
stages before it is enacted into law by the President of Ireland. ‘12 years was confirmed as
This bill aims to guarantee the rights of all students to receive the most common age of self
factual and objective relationships and sexuality education, – awareness of LGBTI identity’
without regard to the characteristic spirit of the school. Students (Collins et al., 2016, p. 8). As
themselves have requested that their education system provide this is generally the time when
them with factual sexual health information, as highlighted by students transition from Primary
Youth Work Ireland’s National Youth Consultation (2018) to Post – Primary education, the
second level curriculum needs
• Sex Education: ‘Young people want reliable, accurate and to represent LGBTQI+ students by
consistent information regarding sex. They also want a voice having anti-LGBTQI+ bullying policies
in curriculum design so topics relevant to their generation are in place and providing opportunities in
included.’ class to discuss LGBTQI+ relationships
• Health & Safety: ‘Young people want to know how to be safe and sexuality. Belong To Youth Services,
sexually and how to stay safe, particularly when it comes to the national organisation supporting lesbian, gay,
protection against STI’s.’ bisexual, transgender and intersex young people in Ireland,
• Contraception: ‘Young people want reliable information on collaborate nationally with schools to implement a ‘Stand Up’
the methods, choice and uses of contraception availability Awareness Week. All second level schools could be involved in
and they want free access to contraception.’ this initiative, taking a stand against homophobic, biphobic and
• Relationships: ‘Young people referred to the need to respect transphobic bullying, to make schools a safe and supportive
different types of relationships, both sexual and non-sexual, environment for LGBTQI+ students. Last year, 2019, BeLonG To
healthy and unhealthy as well as LGBTQI+ and Trans.’ 11 celebrated 10 years of this initiative in schools.
Incorporating holistic sexual health education programmes However, there still appears to be widespread bullying endured by
into second level schools is one of the best ways to educate LGBTQI+ youths in Ireland as outlined by the national LGBTIreland
students and prepare them for life as sexually healthy individuals. study commissioned by GLEN (Gay and Lesbian Equality Network)
Adolescence is a journey of exploration and discovery. The whole in 2016. When compared to other youths, LGBTI young people
school environment can be a vital support to students at this stage in this study had:
of their development.
• 2 times the level of self-harm
It’s no secret that young people nowadays have regular and • 3 times the level of suicide
uncensored access to the internet. This can expose them to a • 4 times the level of severe / extremely severe stress, anxiety
wide range of sexually explicit material such as pornography, and depression.5
sexual acts of violence, a distorted portrayal of women as well
as homophobic bullying or discrimination. According to Kohut Most recently, BeLonG To Youth Services outlined the key findings
and Stulhofer (2018, p. 2), ‘pornography may impact adolescents from the 2019 School Climate Survey:
sexual risk taking, sexual functioning, body image, sexual
objectification and sexual aggression.’ Kohut and Stulhofer go on • 788 LGBTI+ youths participated in the survey
to highlight that ‘internet pornography may threaten many facets • 73% of LGBTI+ students feel unsafe at school
of adolescent development and well – being.’ • 68% of LGBTI+ students hear homophobic remarks from
other students
The Junior Certificate Wellbeing Guidelines were issued by the • Subjects with the most positive representation of LGBTI+
National Council for Curriculum and Assessment (NCCA, 2017). topics include SPHE, English and History.1
Two of the main aims include:
1. ‘Children and young people are or have a positive and
respectful approach to relationships and sexual health,’ ‘It’s no secret that young people
2. ‘Children and young people are or have protection from
bulling and discrimination.’ nowadays have regular and
uncensored access to the internet.’
The incorporation of inclusive and factual relationships and
sexuality education can enable whole school inclusiveness
particularly for LGBTI+ students. It can allow for more positive
representation of LGBTI+ topics and relationships, empower
students to experience identity and belonging within school and
ensure that our education system supports all students to reach
their potential.
15THE INSTITUTE OF GUIDANCE COUNSELLORS NEWSLETTER
The National Sexual Health Strategy 2015 – 2020, commissioned References:
by the Department of Health (DoH, 2015) suggests that ‘the State 1. BeLonG To Youth Services. (2019). The 2019 School Climate
has a responsibility to ensure that children and young people Survey Key Findings: The experiences of lesbian, gay, bisexual
receive comprehensive relationship and sexuality education in and trans young people in Ireland’s schools. Dublin, Ireland:
order to help them attain the knowledge, understanding, attitudes Government of Ireland.
and skills required for healthy sexual expression’ (p. 36). This 1. Collins, B., Keating, S., and Morgan, M. (2016). All Together
strategy recommends ‘providing teachers with appropriate training Now! Pilot Project on Homophobic and Transphobic Bullying
within available resources to equip them to deliver relationship in Primary Schools. Dublin, Ireland: Department of Education
and sexuality education programmes’ (p. 38). There is a definite and Skills and St. Patricks College Dublin.
opportunity to collaborate with the Health Service Executive, 1. Department of Education and Skills. (2013). Growing Up
to incorporate their ‘Foundation Programme in Sexual Health Lesbian, Gay, Bisexual and Transgender. Dublin, Ireland:
Promotion’ as a compulsory module in Undergraduate and Post Government Publications.
Graduate teaching and education courses. 4
1. Department of Health. (2015). National Sexual Health Strategy
Shelven et al., (2009) define inclusive education as ‘the valuing of 2015 – 2020. Dublin, Ireland: Government Publications.
diversity in the community and the contribution that every person 1. Health Service Executive (HSE). (2009). LGBT Health: Towards
has to make’ (p. 2). Potentially, every second level school in Meeting the Health Care Needs of Lesbian, Gay, Bisexual and
Ireland prides itself on the school’s ability to foster and provide an Transgender People. Ireland: Government Publications.
inclusive and holistic educational experience to all; that all students 1. Higgins, A., Doyle, L., Downes, C., Murphy, R., Sharek, D.,
have a contribution to make to the whole school environment. Yet, DeVries, J., Begley, T., McCann, E., Sheerin, F., & Smyth, S.
the 2019 School Climate Survey results would suggest differently. (2016). The LGBTIreland Report: National Study of the Mental
It’s important to note that this is an international issue with similar Health and Well-Being of Lesbian, Gay, Bisexual, Transgender
research emerging from England and America. In June 2019, a and Intersex people in Ireland. Dublin, Ireland: GLEN and
report from Children’s Charity NSPCC in England revealed that BeLonG To.
their Childline service receives 16 calls a day from struggling 1. Kohut, T., and Stulhofer, A. (2018). Is pornography use a
LGBTI youths. The counsellors at Childline have confirmed that risk for adolescent well – being? An examination of temporal
homophobic bullying was mentioned in 573 counselling sessions relationships in two independent panel samples. PLoS ONE.
with youths. 13(8), 1 – 20. https://doi.org/10.1371/journal.pone.0202048
1. O’ Brien, C. (2019). State urged to remove school ethos as
Historically, the primary educators of children are their parents or
barrier to sex education. The Irish Times. Retrieved: https://
guardians, followed closely by educational institutions regarded as
www.irishtimes.com/news/education/state-urged-to-remove-
the secondary educator of the child. Encouraging a collaborative
school-ethos-as-barrier-to-sex-education-1.3892493.
approach towards relationships and sexuality education is
advised. Ideally, this incorporates a collaborative approach from 1. Shevlin, M., Kearns, H., Ranaghan, M., Twomey, M.,
parents, schools and health professionals working as a unit to Smith, R., and Winter, E. (2009) Creative Inclusive Learning
discuss, explore and educate sexual health concepts through the Environments in Irish Schools: Teacher Perspectives. Dublin,
medium of the second level school. 5 Ireland: National Council for Special Education (NCSE).
1. United Nations. (2010). The United Nations Convention on the
Rights of the Child. Dublin, Ireland: Children’s Right Alliance.
1. Youth Work Ireland. (2018). Positive Sexual Health Youth
‘This strategy recommends ‘providing teachers Consultation Results. Dublin, Ireland: Youth Work Ireland.
with appropriate training within available Sinéad O’Callaghan is Schools Liaison Officer of Griffith
College. Previously, she was a teacher of Home Economics and
resources to equip them to deliver relationship SPHE. Sinéad was a participant on the Foundation Programme
and sexuality education programmes’’ in Sexual Health Promotion, Cork 2019.
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