While preparing for a journal manuscript related to counsellor education, I counted the number of counselling training that enables entry into the Australian Counselling Association (ACA), and the Psychotherapy and Counselling Federation of Australia (PACFA). I found a total of 98 courses with professional accreditation, with 83 recognised by the ACA and 37 recognised by PACFA. Counselling training has proliferated from 1974, where only one named counselling course (a diploma) was recorded (Franklin et al., 1994). Now there are six diplomas, two advanced diplomas, 22 bachelors, 27 graduate diplomas, and 41 masters recognised by at least one counselling peak body. These are delivered across 48 training providers. Counselling education has had incredible growth over the last 50 years.
If interested in viewing the spreadsheet, click on the link below:
Franklin, J., Gibson, D., & Merkel-Stoll, J. (1994). Market demand for counsellors and other professionals: 1984-1990. Journal of Psychologists and Counsellors in Schools, 4, 39-49. https://doi.org/10.1017/S1037291100001898
Nathan Beel and Florence Ee, 2018. Previously published in Qld Counsellors Association blog.
Recently I (Nathan) was asked by a recent counselling graduate for some tips for her upcoming interview. Rather than simply emailing the tips that might have some benefit for one person, this prompted me to consider a blog post that could provide wider benefit. I mentioned the idea to Florence, who started sending in ideas from her experience. With our combined experience on both sides of the interview process across several organisations and counselling related roles, we thought our observations may be useful. While the interview process will vary from panel to panel and organisation to organisation, below are some generic observations that applicants can consider when preparing for an interview.
Evidence, not reassurances: Many interview panels will base the interview on the job selection criteria. They may be less interested in verbal reassurances that one can meet the criteria, and more interested in historical examples of when one has met the criteria (or shows capability to meet something similar). Make sure you have clear and concise examples available that highlight how you met each criteria available to describe on request. If you don’t have examples that meet the criteria exactly, choose examples that relate to the skill in some way, even if from a non-related context. It can demonstrate to the panel that you have the potential to perform the same skill, perhaps with some tweaking, in the work context they are interested in.
Impression management: While positions are criteria-based and require objective ratings to compare applicants, there are subjective elements that will influence the panel’s ratings. Applicants need to leave an impression that is positive about who they are and what they value. Arrive close to the starting time. Not too early and certainly not late. Your grooming and clothes you wear to the interview send signals about how important the interview is to you, whether you are casual or serious, and your level of professionalism.
Demonstrate your interpersonal skills and qualities in the interview itself: Another thing that makes an impression is how you interact with the panel. While they may appear scary and, sometimes, emotionally hard to read and overly serious, they are people who want to make a good decision about who they will employ. When answering, remember you are talking with people. You are interviewing for a position that relies on your ability to relate to people in a way that helps set them at ease. You are giving them a sample of how you build and maintain rapport with others by doing this with them. Interviewers will expect interviewees may demonstrate nervous behaviours and, with this nervousness, can come self-consciousness. Find ways to connect at the human level and make comments that demonstrate empathy for their role. For instance, consider saying, “I appreciate the questions you’ve asked, as I can see it’s important for you to get the right person for the position and for the clients.” Thank them after the interview for their time meeting with you and for the opportunity for the interview. As an interviewer, I’m asking myself: Would I be comfortable working with this person’s interpersonal style being demonstrated? Would I be comfortable entrusting our service’s clients to them?
Monitor your own behaviour in the interview and aim to be relaxed as possible. I (Florence) find grounding strategies helpful before an interview – deep breathing, imagery, progressive muscle relaxation and using your five senses. Aim to give sufficiently detailed answers while keeping answers appropriately concise, stay on track, and when finished, check with the panel if you have answered their question. Take a moment to answer your question. I (Florence) find it helpful to sometimes write the questions down. If you give long rambling answers, this could raise questions in the interviewer’s mind about whether this is how you normally communicate and could indicate a lack of empathy for the listeners. Likewise, too short an answer or an inability to stay focussed on answering the question they posed may raise other concerns about you.
Most counselling roles require knowledge that is deemed relevant to the role. Some knowledge will be essential, while other knowledge will be accepted to develop and extend once employed. The job description and selection criteria should indicate what knowledge may be important to prepare for. The depth of knowledge you have will be evident in your answers to the questions, particularly as they will compare what you say against their own knowledge and the answers from other interviewees. Admit if you don’t know something rather than attempting to bluff the panel. Do some research on the role that you have applied for, read what is available on the organisation’s website or ask friends / colleagues from the counselling association about the job you are applying for.
Motivation for the role: There may be a question about why you applied for the position. Many interviewers want someone who will be passionate about the position, client group, and/or organisation. Referring to the financial benefits as a major benefit of the role can send a message that this is all that is important to the applicant. Another mistake would complain about one’s previous position. I remember one interviewee who spent 5 minutes describing her burnout from her previous position and how unsupportive her previous employer was. As much as we felt for this person, we considered her an unacceptable risk, recognising we were hearing one side of a story.
While agencies can be quite toxic at times within the human services, employers are careful about the potential risk of work cover claims, of employees who may generate stress and blame within organisations, and sends a signal of the willingness of the former employee to diminish the reputation of her workplaces when dissatisfied. Compared to other applicants, the panel will want a person passionate towards the role, willing to learn and receive feedback, the organisation’s values, and objectives, and to have minimal risk and baggage with them.
Skills: Some interviews may assume your qualifications and experience means that you will have the necessary skills. Others may ask you to describe what you might do in hypothetical situations, or skills you might have used in the past. Some interviewers may ask you to demonstrate your skills in the interview itself in a simulated counselling interview. Regardless of how they assess your skills, the main thing is that they want to know if you can deliver the service they are employing you for.
If the panel asks you to demonstrate skills, consider what they may look for. Often it is simply about your ability to form a relationship with the client, particularly if they are asking for a brief five-minute simulated session. Demonstrate your counselling micro skills instead of problem-solving, ask open questions, empathise with your client, and if there’s an opportunity to summarise the session, demonstrate this in the role-play. Many counsellors can be prepared for these through their educational experience of counselling in front of their lecturers and producing counselling videos for assessment. Nonetheless, it can still trigger anxiety performing in front of a panel in a job interview context.
Practice frameworks: Some positions will not require the counselling applicant to align with a particular modality, while others may. It is not unusual for panels to ask what framework you work from and why. Citing a microskills textbook author or stating that one is Rogerian or Person Centred is common and can raise questions in the panel about whether one has gone beyond initial training in their development. Another common answer is that one uses an integrated approach. Be prepared to answer what you might integrate, otherwise it can be viewed as not following any model and flying by the seat of one’s pants. Be prepared to describe any modalities you have studied and influenced your practice and why you chose these. While the panel may not be particularly interested in the selection of models that influence you, they may be interested in whether your knowledge is basic and shallow, or alternatively, well considered. You might also ask the panel what practice frameworks the organisation prefers or adopts, and if appropriate, ask why the organisation adopts it. This will both show a willingness to engage with the organisation’s own preferred treatment framework and also enable you to consider whether this is a framework you would want to learn and practice.
This first instalment has listed eight areas to consider when planning for an interview, including topics such as impression management, motivation, skills, and practice frameworks. The next and final instalment will list another eight areas that may assist you in preparing for the counselling position interview.
Written 2020. Please note PACFA’s training standards are regularly updated so view this paper as talking to a historical point in time.
Abstract
Biases within higher education may restrict opportunities for counsellors to teach counselling. While the counselling profession has provided training and accreditation standards that deliver common educational requirements for shaping counselling trainees, they may not do enough to ensure qualified counsellors are sufficiently represented as counselling educators. It is possible that some counselling students are graduating without being taught by any qualified counsellors. This article argues that counsellor education is more than transmitting counselling skills and knowledge, but importantly, develops a professional identity and connection with the counselling profession and its values. The profession’s accreditation guidelines implicitly treat qualified counsellors as optional for staffing counselling courses and enables higher education providers to prioritise employing staff from occupations deemed similar. I argue that the counselling profession must ensure it more clearly supports the hiring of registered and qualified counsellors as academics teaching and coordinating accredited counselling courses and meaningfully safeguards the inculcation of the profession’s values in counsellor training. Otherwise, the future of the counselling profession itself may be shaped in alignment with the values of other professions, as members of ‘equivalent’ professions’ gatekeep and mould those entering the counselling profession.
Introduction
Counsellors[1] in Australia have experienced discriminatory practices throughout the profession’s short history. Counsellors are all too familiar with adverts seeking to hire counsellors, only to find that they are ineligible to apply because they are not a psychologist or social worker. This ironically has extended into university student counselling services where counselling degrees are offered (O’Hara & O’Hara, 2015). While recognition of the profession of counselling has been improving over time, professional discrimination may still be occurring. An implicit devaluing of qualified counsellors[2] as underqualified for teaching their own students may happen in some training courses designed to prepare future counsellors for the profession and is enabled by over-inclusiveness in PACFA (and ACA) course accreditation guidelines.
A minority in teaching counselling
In 2018, a colleague and I reviewed the websites of eight counsellor training provider courses in Australia as part of an internal benchmarking exercise. We found that most staff who taught counselling subjects by these providers were not registered counsellors within the counselling profession, but were mostly psychologists, followed by social workers and teaching staff not visibly registered with any profession. A year later, I searched the staffing profiles of four universities who offered accredited training programs and this time checked registration status from professional registries (e.g., Australian Register of Counsellors and Psychotherapists (ARCAP), Australian Association of Social Workers (AASW), etc.). Two had no Counsellor Educators (i.e., qualified members of the counselling profession who teach into counselling courses), and the remaining two had a maximum of one continuing Counsellor Educator in the teaching teams. Of these four universities, Counsellor Educators were either the minority or entirely absent from the teaching teams. Again, most who taught counselling were psychologists. While the sample is too small to generalise, it raised questions for me about how it is possible that counsellors could be underrepresented or absent within the counselling discipline.
If the samples echo a more widespread lack of Counsellor Educators in higher education, it may partly reflect the relative recency of counselling’s emergence as a profession in Australia. The momentum for professionalising and consolidating counselling began with the establishment of PACFA in 1998 (Schofield, 2015) making it a very young profession in comparison to psychology (1944) (APS, 2020) and social work (1946) (Miller, 2016). Since this time, counselling training programs have proliferated both in private institutions and public universities, but I have not seen evidence of this demand translate into a significant number of applications by counsellors for counselling lecturer positions. The demand for counselling education appears to be much higher than the supply of suitably qualified and experienced Counselling Educators.
The counselling profession may not yet have a sufficient supply of Counselling Educators and thus may continue to rely on Educators of Counselling (i.e., educators from other professions who teach counselling) to fill the gaps. Even so, there are barriers in the education market that favour Educators of Counselling over Counselling Educators. Counsellor Educators are competing against a larger pool of similar professionals who typically have more extensive research and teaching backgrounds, hold doctorates, have more substantial research track records, are members of higher status professions, and can teach across disciplines in professionally accredited programs. Besides this, they often have extensive practice experience. In the interviews for Counselling Lecturer positions I have been involved with over the past 12 years, similar professionals outperform Counsellor Educators on most of the criteria. While counsellor applicants might outperform on possessing relevant membership, they lag behind with the level of qualifications, and experience in teaching, research, and even therapy practice experience. It is not an equal playing field for Counselling Educators, and unfortunately, those trained and qualified as counsellors may be on the losing side even in their own discipline area.
In the table below, I demonstrate the differential trends I have seen in applicants for counselling lecturer positions. If this reflects a broader trend, it is understandable if counsellors miss out on such appointments.
Value
Counsellors/Psychotherapists
Psychologists
Educational attainment
Masters qualified
PhD qualified
Research experience
Very limited (if any) publications
More publications
Number of applicants
Estimated average 10-20%
Estimated average 80-90%
Clinical experience
Yes
Yes
Clinical supervision
Can supervise only counselling students
Can supervise counselling and psychology students
Teaching experience
Often limited to professional development or internal training
Often experienced in teaching in higher education
Administrative functions
May not have high confidence administratively
Often excel in administration
Team skills and communication
Often highly skilled and have warm and friendly interview presence
Often have a more professional persona and communication approach
Diversity of expertise
Therapy, supervision, and some management experience. Experience in private practice, education and human services organisations.
Therapy, supervision, psychological testing, research supervision. Experience in private practice, human services, health, and education settings.
There are additional factors that influence how committed a tertiary institution may be in hiring Counsellor Educators. These include whether counselling is in a department with an ‘overlapping’ profession or not, how much the Head of Department supports the counselling discipline’s boundaries in teaching and hiring decisions, the professional composition of the staffing profile of the department, including its leadership[3]; and how much the organisation or department is focussed on strengthening its research profile.
My perception is that over time, Counselling Educators in continuing positions are numerically shrinking rather than growing. If this perception is accurate, I propose three key reasons. The first is that universities are generally showing less tolerance for hiring people without doctorates. The second is that when the counselling discipline is co-located with other similar higher status professions with more prescriptive accreditation requirements, staff appointments will be biased towards the dominant profession’s staffing profile. The imbalance of the staffing profile may reinforce perceptions of counselling’s sub-ordinance within the staffing structure (and to the student body) and diminish the counsellor influence in their own domain. The third reason is that the counselling profession’s existing accreditation requirements have enabled a type of interprofessional colonising of counsellor education by remaining relatively neutral and thus failing to compensate for an unequal playing field.
The contribution of counsellor training standards
In my view, PACFA’s training standards provide insufficient incentive to hire qualified counsellors or to address this potential inequity. PACFA’s training standards allow the selection of staff based on program needs with respect to staff experience or qualifications. For those overseeing the programs, they “… must be psychotherapists/counsellors or professionals from a related discipline… who are eligible for clinical or full membership of the professional body relevant to their qualification” (emphasis added) (PACFA, 2018b, p. 5). Of eight criteria for course coordinators in PACFA’s Training Standards, none address identity or knowledge of the counselling profession.
PACFA has second document called the Course Accreditation and Application Guidelines 2018 (PACFA, 2018a). This document requires core staff to hold “relevant degrees… preferably from PACFA accredited programs… or…a closely related field” (p.8). It additionally requires core staff to “identify with the counselling or psychotherapy profession through memberships and involvement in appropriate professional organisations (i.e. PACFA or PACFA Member Association)” (PACFA, 2018a, p. 8).
While PACFA’s wording in parts signals a preference for Counsellor Educators, the wording fails to safeguard against counsellors being excluded from counselling discipline staffing profiles. PACFA does not require teachers of counselling to have any affiliation, knowledge about, or experience with the counselling profession. Also, by treating alternative professionals as equivalent, the training standards imply that the hiring of Qualified Counsellors is ‘optional’. Staffing managers higher up in faculties may have little understanding or empathy for safeguarding distinctions between professions. Why should they hire lesser qualified ‘optionals’ instead of more qualified, experienced, versatile and research productive ‘equivalents’? The profession’s current suitability criteria, undoubtedly unintentionally, enables the exclusion of Counsellor Educators.
Compare this with alternative professions with evidence of more substantial protectiveness and regard for their own members’ professional identity, allegiance, expertise and relevance in the educational processes. The profession of Social Work mandates that a minimum of 50% of lecturers have social work qualifications (Australian Association of Social Workers, 2012). The profession of psychology requires qualified psychologists to teach psychology with an onus on the provider to justify alternative appointments (Australian Psychology Accreditation Council, 2019). These guidelines do not prevent receiving training contributions from suitably qualified professionals but influence training providers to prioritise the respective professionals in hiring. Both these professions have a stronger professional identity and higher professional status than counselling and ensure their members are prioritised in teaching appointments.
Interrogating equivalence
The second implication in the PACFA’s 2018 training standards wording is the assumption of equivalence. The counselling profession has historically struggled to form a clear collective identity that differentiates itself from other professions (Alves & Gazzola, 2011). Yet the formation of a counsellor and their professional identity is important both at a broader profession level and an individual level. One of the essential roles of Counsellor Educators and Educators of Counselling is to help counselling students develop a strong sense of counsellor identity, delineate its distinctiveness from other professions, and understand its core philosophical values. Doing so will help students gain a connection with, and pride and optimism about their profession (Woo et al., 2014). As part of developing their professional identity, “…students [should] develop a set of attitudes, perspectives, and personal commitment to the standards, ideals, and identity of the counseling profession” (Choate et al., 2005, p. 384). PACFA’s accreditation guidelines reinforce the importance of the developing professional identity, stating “All staff… will be clearly committed to preparing professional counsellors and psychotherapists and promoting the development of the student’s professional identity” (PACFA, 2018a, p. 8).
Education into membership of professions requires acculturation into the profession’s identity (Tan et al., 2017), and students’ values and attitudes are shaped by role models who they equate with their chosen profession (Day et al., 2005). Can educators who have been trained, socialised, and hold primary allegiance to different professions, paradigms and identities adequately prepare students to enter the counselling profession and infuse its values? Can educators who have no membership or participation in the counselling profession sufficiently understand the profession they are preparing students for? While those outside the counselling profession can contribute valuable expertise from which to teach theories, skills, ethics, and research, they are likely to unconsciously (or consciously) and pervasively reflect their own professional identities and associated values. Denying students’ ongoing access to counsellor role models through their training is likely to add to the challenge of developing a clear professional identity (Woo et al., 2014). The international peak body, the Accreditation of Counseling and Related Educational Programs (CACREP) recognised the importance of staff alignment, and now requires all core counsellor teaching staff to demonstrate identification, via membership and ongoing commitment to the counselling profession and discipline as minimum requirements (CACREP, 2019).
The questioning of equivalence is not intended to devalue the contributions and expertise interdisciplinary staff make into counselling programs, but to underscore the importance of utilising qualified Counsellor Educators in transmitting the values and traditions of the counselling profession. The critical numerical balance and the leadership roles in counsellor programs should favour members of the profession the students are being prepared for. Educators of Counselling not only train, but may arguably (and understandably) influence students towards their own professional values; just as they were appropriately influenced by the discourses of the profession they maintain an allegiance with. Exposure to Educators of Counselling is not problematic if it simply reflects a healthy exposure to interprofessional diversity of which counselling students should be exposed to. However if, for argument’s sake, psychologists make up the majority of those socialising counselling students without an adequate understanding of inter-professional differences in values, traditions, training approaches, and professional allegiance; could this ultimately lead to the dilution, replacing, and ‘psychologising’ of core counselling values over time within the profession itself?
The isolating of counsellor educators
Another issue that can emerge with a disproportionate weighting of Educators of Counselling is that Counselling Educators can be professionally isolated and be a minority in the staff teaching counselling courses. While Counsellor Educators may have strong collegiality with peers from other professions, if they are the only one, or one of a minority number, professional isolation and a reservation about speaking freely within their context may occur. If there is democratic decision-making in counsellor course decisions, the minority number of Counsellor Educators may be outvoted by the Educators of Counselling who may have little understanding or commitment to the counselling profession’s values and culture. There is a potential that the Counsellor Educator defaults to a role of monitor, guardian, discipline advocate, and staff educator about principles associated more closely with the counselling profession. They also occupy a position of being approached by students asking why most of their lecturers are not counsellors but belong to alternative professions. For institutions whereby counselling is taught alongside other disciplines, new continuing staff can be employed to meet the needs of the higher status and/or more restrictive disciplines, and counselling gaps filled with available existing staff (given that they can be taught by an ‘equivalent’ clinician) rather than staff specifically employed to contribute to the counselling course/s. Job applicants may also apply for Counselling Lecturer roles as a less competitive entry point from which to progress sideways back to their own discipline when the opportunity arises, while potential Counsellor Educators may be turned off applying for positions in universities where they see counsellor underrepresentation in the staffing profile. All these factors can affect the morale of Counsellor Educators as they find themselves minorities in their own discipline.
The influence of training standards
The current training guidelines currently enable those outside the profession to determine the professional makeup of those who train counsellors. In addition, non-members of the counselling profession also select and prepare students for entry into the counselling profession. In my opinion, the existing standards show insufficient concern for safeguarding the counselling profession’s disciplinary boundaries and identity when it comes to training. The counselling profession needs to ensure they are advocating first and foremost for the profession, its quality, its reputation, and the interests of its members; and training standards should adequately reflect this in all areas, including staffing. Universities are becoming more accustomed to practice-based professions like counselling (such as nursing, paramedicine, etc.) that produce relatively low numbers of academics from their graduates. Universities will hire and mentor staff without doctorates and research if required by professional training standards to hire from within a specified profession.
The authority to prioritise staff appointments of less experienced academics in the presence of stronger competition often does not come from the Course Leaders overseeing the programs but the professional training accreditation requirements. Course Leaders presently have no authoritative grounds within accreditation requirements to insist on advertising exclusively for, or for prioritising Counselling Educator appointments. Their recommendations to hire Counsellor Educators can be dismissed by Heads of Departments or faculties, who insist on the more qualified equivalents. While accreditation standards are what Course Leaders rely on to ensure the institution maintains appropriate quality in counsellor education, when it comes to staffing, these same standards undermine their efforts to prioritise hiring Counsellor Educators. If the profession’s guidelines do not prioritise Counsellor Educators, why should universities prioritise hiring them?
Until the guidelines are amended, Counselling Educators are likely to be limited mainly to sessional teaching appointments, particularly if Heads of Departments want to rationalise teaching staff to teach across complementary disciplines. Likewise, counselling applicants who do not possess PhDs, lack experience with teaching in higher education settings, cannot teach and supervise across disciplines and do not hold track records of research; or are not prepared to juggle the demands of a part-time practice with being a full-time academic, may also be disadvantaged.
Recommendations
It is understandable that the counselling profession would not set too stringent staffing requirements for such a young profession. Doing so would starve itself of academics (and potentially accredited courses) who can keep a steady pipeline of counsellors entering the profession from the higher education sector. However, at some point, a change of strategy is needed lest the existing standards contribute to starving the profession of its own identity and its own practitioners becoming excluded from teaching counselling in higher education. The concerns about the varying costs of too heavily relying on Educators of Counselling and the restricted opportunities for Qualified Counsellors to become academics, raise questions about what can be done to increase Counsellor Educator presence and influence in the teaching of counselling Courses. Available options should be considered in light of the profession’s priorities, the available supply of Counsellor Educators, the risks of institutions abandoning accreditation, and other less obvious and foreseeable impacts that such changes might bring. The choice, timing and strength of interventions also need to be considered.
There are several options available in relation to the issues posed in this paper. The first might be for PACFA’s research committee to commission a study of the professional staffing profile of PACFA-accredited Australia counselling courses. This would provide data from which to identify if a problem of significance does exist. A second might be that PACFA’s training standards more clearly prioritise the hiring of Counsellor Educators. For core staff, this might be by requiring institutions provide evidence of a commitment to meeting minimum quotas of Counsellor Educators. This would shift Counsellor Educators from being optional to being closer to an inherent requirement for staffing profiles. An alternative to quotas might be to ask new and renewal accreditation applicants to demonstrate how the course ensures students are appropriately socialised into the counselling profession. How does it ensure students have access to counsellors as role models throughout their studies? How does it ensure its staff are sufficiently familiar with the counselling profession and its values so they can align their teaching accordingly? How does it ensure the course leadership have sufficient understanding, commitment[4], and connection with the counselling profession whereby decisions are congruent with what is valued by the profession? For those with a strong staffing profile of Counsellor Educators, these will be more easily demonstrated. For others who do not meet some of these, they might be required to include a strategic plan to address shortcomings along with their accreditation application.
Academic staff and leaders can also play a part in stimulating the pipeline of future Counsellor Educators. At the higher education institution I work, the leadership team ensured that the research project in our Master of Counselling was substantive enough to enable entry into our PhD programs. We encourage students to think about a career in higher education and highlight the scarcity (and importance) of PhD holding Counsellor Educators, whilst also promoting research and academic careers as achievable and rewarding. Staff encourage individual students who demonstrate suitability, to consider PhDs and other opportunities for engagement with scholarly activity. With academic pathway students, we explain the need to develop as an experienced practitioner over time. We encourage the students to be on the doctoral journey simultaneously as developing experience as therapists.
Conclusion
This paper raised concerns that there is some evidence to suggest Counsellor Educators may be sidelined in favour of recruiting educators from other professions. It calls for increased strategic support for prioritising the hiring of Counsellor Educators (including psychotherapists), both for the interests of the profession’s members they represent, and also the interests of maintaining the profession’s distinctiveness and identity throughout the training offered to counselling students. It noted potential strategies that could prioritise Counsellor Educators in the hiring decisions for teaching staff, and of building the supply of future Counsellor Educators.
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Day, R. A., Field, P. A., Campbell, I. E., & Reutter, L. (2005). Students’ evolving beliefs about nursing: From entry to graduation in a four-year baccalaureate programme. Nurse Education Today, 25(8), 636-643. https://doi.org/https://doi.org/10.1016/j.nedt.2005.09.003
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O’Hara, D. J., & O’Hara, E. F. (2015). Counselling and psychotherapy: Professionalisation in the Australian context. Psychotherapy and Counselling Journal of Australia, 3(1). http://pacja.org.au/?p=2736
Schofield, M. J. (2015). Counseling in Australia. In T. H. Hohenshil, N. E. Amundson, & S. G. Niles (Eds.), Counseling around the world: An international handbook (pp. 335-347). American Counseling Association. https://doi.org/10.1002/9781119222736.ch35
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Woo, H., Henfield, M. S., & Choi, N. (2014). Developing a unified professional identity in counseling: A review of the literature. Journal of Counselor Leadership and Advocacy, 1(1), 1-15. https://doi.org/10.1080/2326716X.2014.895452
A special thanks to the PACFA members who kindly provided valuable feedback and suggestions on drafts. Note: The views expressed in this article are the author’s alone, and not representative of his professional affiliations.
[1] While this article specifically references counsellors, it applies to psychotherapists where relevant.
[2] The term qualified counsellor is used to identify those who have training and experience that make them eligible for ARCAP (Australian Register of Counsellors and Psychotherapists) registration. The term Registered Counsellor refers to those listed on ARCAP.
[3] In August 2019 I read a position description for a Counselling Head in a private college that provides PACFA and ACA accredited degrees. The first criteria stated: “Registration as a psychologist in Australia required”. The provider did not offer psychology degrees so having this requirement appeared unjustifiably professionally discriminatory to those in the counselling profession. The outgoing Counselling Head was a psychologist.
[4] Currently there are eight guidelines for Course Coordinators overseeing counselling courses (PACFA, 2018b). In these, there are no requirements of any knowledge of, or connection with the counselling profession. The professional identity, commitment, and knowledge appears irrelevant.
