[This article was revised and edited on 2nd May, 2018]
Our counsellor training has a foundation of Person-Centred theory, whereby the quality of the relationship is paramount. By modelling the process, tutors support and train students, by means of experiential learning, alongside theory and practice. Training is best done in relationship whereby the tutor and students connect on a level that is difficult to achieve through technology.
According to Michael Barber, Katelyn Donnelly and Saad Rizvi, tertiary institutions need to look closely at how they are educating students in order to maintain relevance in a rapidly evolving educational environment (Barber et. al., 2013). Namely, the competition for global learning. How might we, as a Counselling College, explore our own relevance with this in mind? And how might this impact our students?
There is an underlying theme for students who undertake our counsellor training, and that is one of growth and change. From the very beginning, thoughts, views, and assumptions are questioned and challenged. Over time, students begin to throw off old ways of thinking and behaving and learn new ways of being. This is a challenging process and could be likened to shedding layers, where the old layer flakes away to reveal the new, and often fragile, layer beneath. Since the time of the ancient Egyptians and Greeks, the process of transformation has been compared to the process of metamorphosis, such as the caterpillar transforming into a butterfly (Metzner, 1980).
This analogy fits well within Davis' Arena framework which is based on the concept of an evolving ecology (Davis, 2018). The Arena views change from a broad perspective, taking into account all the varying members of the ecosystem, their stages of change and development, and their impact on all the interconnected living matter, and nonliving matter, from the immediate vicinity right through to the complete ecosphere. This is an excellent lens through which to view the process of the students’ experiences within the college. Experiences which greatly impact their own process, their family/home environments (and work), their tutors and classmates, their success, and essentially humanity as a whole. As Ralph Metzner suggests,
"To a considerable degree the evolution of society or of humanity is anchored in and depends upon the evolution of individuals" (Metzner, 1980, p. 47).
As a training institute, it is important that we have strong systems and supports in place so that we can offer a stable foundation on which the students can adapt, evolve, and change. This is an on-going process for each student and the tutors who work with them, and which often creates anxiety and a sense of fragility for students.
Often, students arrive at College having been at least fifteen years out of the education system (some up to 40 years), some enrol with limited computer skills and high levels of anxiety. Many will have experienced trauma, pain and suffering, and some will have the remnants of Post-Traumatic Stress Disorder and its associated symptoms.
They are required to get 'their heads around' understanding how the College’s Learning Management System operates, learn to use the EBSCO database, create PowerPoints, and start recording trainee counselling sessions. At the same time, they are adjusting to a new environment, different tutors, classmates, and essays.
Because most students are mature adults they often have dependent children and/or teens, and some have older parents. Many hold down part-time jobs, and others may not have support in terms of a partner/spouse; and some may have limited means, such as a lack of finances or transport. The stress levels are often exceptionally high, and ICT is frequently an area that can trigger a sense of overwhelm and helplessness.
The diagrams below (adapted from Davis, 2018), demonstrate the ecosystem of the counselling course. This is embedded in the ecosystems of the training institute, local community, country, and finally, global ecosphere. Overlaying these are two co-existing and dynamic ecosystems, digital technology, and counsellor training (which encompasses a number of external influences such as professional associations and stakeholders). Both these systems influence, and are influenced by, the various members of the counselling course ecosystem.
Diagram 2 demonstrates the students' ecosystem which is a continuous flow of change and growth, along with the influences of technology and external stakeholders. All these systems are co-evolving and interrelated.
Using the Arena framework allows me to 'zoom in' and take into account the complex ecosystems of the students, as well as those of the tutors who support them. At the same time, I can 'zoom out' and assess the influences across the various ecozones and ecosphere within which we are embedded.
I have tried to keep the students’ ecosystem to the forefront as I begin my exploration of the impact of digital technology within our Counselling School environment, and balance this with the thought-provoking views as outlined by Barber and colleagues (Barber et. al., 2013). If we, as a College, are to move ahead with the times, how might we find a way forward in integrating digital technology (and possibly distance students) without compromising the quality of our relationship-based training?
A clear understanding of the pressures students face, and of the influences of digital technology and external stakeholders is going to be paramount to knowing how technology can support (or hinder) the success of both students and the College. And of course, that success will be dependent on turning out counsellors who are solid, dependable, self-aware and safe, no matter where they are on the globe.
Diagram 1 – Digital Technology in a Counselling School Environment
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Diagram 2 – Student Ecosystem Within a Counselling School Environment
KEY:
Personnel
S Student(s)
TT Tutors for Counselling Course
CC Course Co-ordinator / Head of School
P College Principal
ED Executive Director
Technology
ICT Information and Communications Technology
LMS Learning Management System
SMS Student Management System
EBSCO Database system
Professional Associations
NZQA NZ Qualifications Authority
NZAC NZ Association of Counsellors
References:
Barber, M., Donnelly, K., & Rizvi, S. (2013). An avalanche is coming: Higher education and the revolution ahead. Retrieved 03 March, 2018, from IPPR: https://www.ippr.org/publications/an-avalanche-is-coming-higher-education-and-the-revolution-ahead
Davis, N. (2018). Digital technologies and change in education: The Arena framework. New York: Routledge.
Metzner, R. (1980). Ten classical metaphors of self-transformation. The Journal of Transpersonal Psychology, 12 (1), 47-62.
Kia ora Veronica. What an interesting and challenging context you work in. Your post has really helped me appreciate the tension that exists between the perceived needs of your students and those of your college. I haven’t read Barber et al, but I’m now very keen to. I’m curious to know more about this idea of relevance and how it might relate to this tension. What is relevant for counselling students in terms of skills, approaches, practices may or may not align with what the institution needs to maintain its relevance in the broader educational ecosystem. I commented on the skin shedding analogy on the forum, and it makes even more sense to me now. Again there’s a tension – the newly revealed skin is vulnerable for a time, but it is only through this process of shedding the older, tougher layers that growth is possible.
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