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Institute of Guidance Counsellors Members Questionnaire 2018/2019

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Introduction IGC members were invited to respond to this online questionnaire on 13th of December 2018 with an

initial closing date of 21st of December. However, due to the initial low response rate, the deadline

was extended until the 15th of January 2019. The total response rate to this online questionnaire was

n379, which represents 27.2% of the total IGC membership (n1393).

Where they work The first question of the questionnaire established in what type of context the respondents work,

asking the question: What is the main setting of your work as a Guidance Counsellor? The response

rate to this question was n374 with a breakdown in the answers in the table below:

Setting n %

Secondary School 291 77.8%

Adult Educational Guidance Service 27 7.2%

PLC College 16 4.3%

Private Practice 11 2.9%

Retired Member 8 2.1%

FET / ETB Programme (e.g. BTEI, Vtos, Adult Learning Scheme etc.)

8 2.1%

Employment Service (e.g. Intreo/DEASP, LES, Jobs Club, JobPath)

7 1.9%

YouthReach 2 0.5%

Higher Education Careers Service 2 0.5%

Lecturer 1 0.3%

Not working 1 0.3%

Branch Meeting Attendance In relation to attendance of branch meetings, n378 responded, of whom nearly half (47.9%) of the

attend branch meetings regularly, 29.3% of respondents attend either once, twice or 3 times per year,

and 22.8% answered that they do not attend meetings.

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A total of n163 respondents also gave the reasons for not attending. The most common reason for not

attending is ‘unable to attend specific time of meeting’ (n90) and the second most common reason is

that the meetings are ‘not relevant to me/my work’ (n20). The other reasons are outlined in the chart

below.

Some additional comments include: medical reasons, not currently working and being a student

member or having very recently joined the IGC.

Website The section of the questionnaire which addressed the IGC website contained only one question,

namely: In addition to what is already in place, what functions would you like to see included on the

IGC website? Tick all that apply. The response rate to this particular question was n377.

The two items with the strongest support are Resources for use with students/learners/clients (n331,

87.8%), and an Up-to-date calendar of CPD event listings for each branch (n295, 78.2%). The two items

with the lowest support are Booking attendance at IGC organised career events for student groups

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6

4

11

5

13

20

90

0 10 20 30 40 50 60 70 80 90 100

I am not informed of meetings by my branch

Have no interest in attending

Meetings are not constructive / productive

Lack of time / too busy

School / Management not faciliating asscheduled for classes/work

Distance to travel is too great

Not relevant to me / my work

Unable to attend specific time of meetings

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(n150, 39.8%), and Finding a counselling supervisor/supervision group in my area (n146, 38.7%). See

chart below.

A total of n32 respondents also added a comment, suggesting that the website should also have

(with some repetition with regards to resources for example):

Links to:

Relevant documents, circulars

Counselling services

Psychotherapists and Psychologists in practice for referral

Mediator forum of LES

Listings of:

Publications for members who wish to share good practice topics, or topical educational

updates

Private Practitioners

counselling services, particularly free services, listed by area

International conferences in Guidance

Counselling courses

146

150

174

220

216

223

224

295

331

0 50 100 150 200 250 300

Finding a counselling supervisor/supervision group in myarea

Booking attendance at IGC organised career events forstudent groups

Membership/conference fee payments

Online CPD event booking in other branches (wherespace allows)

FAQ section for members' queries

Logging of CPD hours as part of professional practice

Guidance counselling news, publications and events

Up-to-date calendar of CPD event listings for each branch

Resources for use with students/learners/clients

IGC Website

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Collection of, or links to Irish guidance research, e.g. research by trainee guidance

counsellors and academics

Important websites

College liaison personnel

Resources:

classroom resources for guidance classes

Legal information

Book or training reviews.

News Section with reports / careers related information all together in one section in case

you miss an email.

Counselling resources, eg worksheets etc would be helpful too

Resources for guidance planning

Resources linked to specific events on a weekly basis

LMI for Ireland and Europe

Labour market trends and developments in different sectors

Examples of guidance plans

Other:

Online forum/chat forum to discuss ideas or seek support for issues from peers (suggested

by 4 respondents)

Web podcasts of responses to query's from members

Job adverts for guidance counsellors

Tool for recording work with students/clients (CMS)

A clear focus on the core functions of a professional body - control of and promotion of

professional standards in guidance counselling

Breakdown of benefits of IGC membership and full breakdown IGC income expenditure

Client Management System (CMS) In the third section of the questionnaire, the respondents were asked to give their views on the

potential development of a Client Management System (CMS) for second level guidance counselling.

Interest in using a CMS in secondary schools The respondents working in second level schools were asked if they would like to use a CMS and this

question had a response rate of n315.

Approximately half of the respondents are in favour of using a CMS (50%) and 12% are against the use

of a CMS. However, a considerable proportion (38%) state that they are unsure in relation to this

matter. See chart below.

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Importance of Specific CMS Features The respondents working in the post-primary sector were also asked to rate the importance of a

number of features of a potential CMS. The feature which received the highest rating was

‘Tracking/recording guidance interventions’ and the two features with the lowest score related to

guidance counsellor’s diary and sending generic reminders to students. See chart below.

Suggestions and Concerns The third question in this section was also aimed at those working in the post-primary sector, asking

for their suggestions and concerns in relation to introducing a CMS. The response rate to this open-

ended question was n203 and the responses have been categorised as follows: data protection, time

and workload, misuse by management, and flexibility and suitability.

Data protection

The concern which was expressed most frequently and by nearly half of the respondents to this

question relates to confidentially and data protection regulation (n94). The following are examples of

50%

12%

38% Yes

No

Not sure

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their confidentiality and GDPR concerns, which some also link to the guidance counsellor-client

relationship:

the integrity of the counselling relationship I would not want my GC activities to be

"traceable". We have a unique role in schools and I do not feel that this idea would respect

that fully.

Who would have access to such a system. What would it be used for. I'm open to the idea but

don't have enough information to make a judgement on the idea.

some students like to be anonymous and would not like others to know they are meeting the

GC especially for counseling [sic] appointments

Who would have access to this information; How would it be used? Would it

interfere/undermine the relationship between the student and the counsellor

Time and Workload

A total of n49 respondents stated that they had concerns about the potential additional workload

and time associated with using a CMS. The following are some examples of the concerns and

suggestions from respondents:

That it would be too cumbersome and add another layer of things to be done in limited time.

It should primarily be a tick box exercise to record interventions that is very quick to use.

Then other functions could be included on top of this that can be optional for GCs to use.

Would it save time?

It can’t be too cumbersome. It should function in one or two clicks and the GC shouldn’t need

to spend ages inputting the data. Also, the reminders would need to be auto generated...it

would do defeat the purpose if the GC has to manually send a reminder.

Overburden of an already very busy work schedule

Less time for students because of extra paper/computer work.

Misuse by Management

Whilst one of the arguments for introducing a CMS is to gather data which can assist in explicating

and highlighting the work of guidance counsellors to management and policy makers, some

respondents (n26) had concerns about the risk of inappropriate interference and misinterpretations

by management. Below are some examples of the concerns:

Misinterpretation by management

That school principals understand the role and function of guidance counselor [sic] ie our

unique and additional skillset and qualifications and don't use it to over timetable us.

It should be an internal system only. Summarizing/report generating facilities would be

useful for the Guidance Counsellor to prepare for meetings with senior management or with

the DES inspectorate, but not for auto viewing by the latter (otherwise it becomes a 'numbers

game', as happened in Adult Guidance in the past)

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Micro management by the principal

Undue interference by management in guidance counsellors work

At certain times of the year the number of appointments decreases as other administration

and organisational dutues [sic] take over. Will decline in number of appointments be

interpreted as slacking off??.... very important that time allocation be documented properly

on any tracking system.

Total control by clueless management of our role.

Principals having/demanding access

Flexibility and Suitability

Some (n18) had concerns about a CMS not being suitable for guidance counselling work which requires

flexibility and which is not easily quantifiable. One of the respondents stated that careful measuring

of guidance practice could initiate a move from a person-centred to an outcome driven approach:

Giving students adequate time especially in a counselling situation, you would end up

working in an environment where statistics in terms of time spent, number of students seen,

outcomes, etc. take over from the needs of the student. Recording, quantifying and

generating reports overtake the meaningful and person centred focus of the work we do.

Others had concerns that a CMS may reduce the opportunity to be flexible:

it needs to be flexible as the role of the GC can vary greatly day to day and can change from

hour to hour depending on the day. Some days may not go according to the plan due to

issues arising, system would need to allow for that.

It has to be adaptable to individual Guidance Counsellor's work in thier [sic] respective

schools. Work such as reading literature, phone calls, emails, liasisng [sic] with internal and

external supports/agencies, work outside of hours e.g. career events, national conference,

CPD, LC August results, June change of mind, Saturday work e.g. psychometric testing

incoming first years, supervising mock H-PAT, PA careers fairs all needs to accounted for and

more!

Another respondent emphasised that a potential CMS must be of a very good standard and purpose-

built:

…it needs to be high functioning and easy to use. It needs to support the work I do and not

add additional time with no benefit. That it is designed to a high specification and is

purposeful with the data it measures.

Finally, one respondent argue that using a CMS would require a more unified language and role

description:

We all need to adapt the same langauge [sic] and similar formatting e.g

Educational/Vocational or Social/Personal Guidance activies [sic] and duties. We need to be

clear on our roles wrt counselling e.g. meet students - how often, offer check in, referral system

used, refer students on, best practices, GDPR - communicating with colleauges. [sic]

Other comments

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A couple (n2) of respondents suggested that appropriate IT/WiFi resources would have to be available:

Having a tablet/ipad to use it with and wi-fi

Internet/broadband facilities are widely available in many areas but is totally unreliable in

others

Finally, n4 respondents suggested that it is not needed as they have other, better, systems in place.

On the other hand, some respondents (n7) stated that a CMS is ‘badly needed’ and should include

training/CPD if introduced:

The need for proper training to use it and the need for principals to agree to same.

Recommendations from those with experience of a CMS The final question related to CMS was aimed at practitioners who have experience of working with a

CMS in other sectors. This generated a total of n58 responses, but when excluding a number of ‘n/a’

entries, the valid response rate to this question is n32. Those who stated that they have experience of

a CMS in the adult guidance context (i.e. ‘AGMS’) are very positive towards a CMS, stating that it is

useful for tracking clients progression and also tracking how they spend their own time as it can inform

management and future planning and resources. For example:

Use a CMS in Adult Guidance, excellent way of capturing data and supporting the breadth of

work covered by service

In the Adult Guidance service we use a CMS, it is terrific for all aspects of client mgmt.

In Adult Guidance, we have always had a CMS and it is essential in accounting for, reflecting

on and reporting on all the elements of work

In contrast, one responded was somewhat more cautious due to the time and skills required:

It can assist quite well in structuring work and ensuring that no-one client is 'lost' or

overlooked. The system of tasks and reminders is not however comprehensive, i.e. you do

need to input data correctly to get optimum results. In fact you need to develop data entry

skills and be prepared to devote considerable time to inputting and updating. Like any

system, a CMS can take over or, if it is not controlled appropriately, become more important

than the job you are expecting it to support.

Another respondent who works in a Local Employment Service (LES) provided his/her perspective

which emphasised that it can be useful to demonstrate the need for client services:

We currently use CRM Salesforce database for our service (LES), and have developed its use

over the last 2 years. It has been really useful in tracking client progress , activities ,

progressions and is a great tool for giving accurate client profiles in terms of age / gender/

educational background etc etc all of which is invaluable when demonstrating need for services

/ programmes and highlighting outcomes etc. We also have to use the DEASP system which

isnt [sic] as useful.

One respondent referred to their use of Home School Community Liaison (HSCL) recording sheets

which they found unhelpful due to the lack of flexibility. And finally, some respondents provided

examples of other CMS systems:

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SAP designed CMS system in a role I was in previously. Very high quality

Using Careersportal Reach+ Guidance Counsellors Notes section – excellent

Career portal [sic] goes someway to providing a system

Guideline The IGC Magazine ‘Guideline’ is currently published three times per year in hard copy and this

section set out to explore IGC member’s views on the format and content of the publication.

Members use of Guideline The respondents were asked if they read Guideline, which generated a total of n378 responses. A

majority of respondents either read Guideline (46%) or flick through Guideline (42.3%). Only 8.5%

rarely read it, and 3.2% never read Guideline.

Format of Publication In the second question in this section, the respondents were asked to indicate their preference in

relation to how Guideline should be published. The response rate is n376 of which the majority prefer

to continue to receive Guideline in hard copy by post (67.3%) and 30.6% would like to receive it

digitally. Only 2.1% would not like to receive it in either format.

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Interest in submitting content A total of n375 responded to the question if they have an interest in submitting content to be

published in Guideline. Nearly half (46.7%) are not interested in submitting, and whilst only 12.3%

answered ‘yes’, a large proportion have an interest but are either limited by time (29.9%) or do not

know how to submit content (11.2%).

Content of Guideline The final question in the ‘Guideline’ section of the questionnaire is an open ended question which

invited the respondents to state what type of content they are most interested in, which n254

responded to. The responses have been analysed and are categorised as follows: Resources and

sharing best practice; personal counselling and wellbeing; developments in guidance; vocational &

educational guidance counselling and information; Sector specific content; CPD; the work of the IGC;

reviews; and other.

Resources and sharing best practice

The type of content suggested most frequently (n104) relates to practical resources and examples of

good practice. Primarily, respondents are interested in reading about practices and projects carried

out in different schools and services nationally, by their peers. Some also want to read about

experiences of their colleagues in relation to how they deal and cope with the challenges of working

as a guidance counsellor:

Examples of good practice in guidance counselling in members' schools. Some do the job very

differently and we can learn a lot from each other.

Good practice articles written by other guidance practitioners.

Some suggested that there should be a section providing lesson plans and other material to be used

in classrooms or group guidance:

Practical counselling support - e.g. how to work with students addicted to gaming, links to

resources, a section for leaving cert applied guidance class and ty guidance resources.

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The following comment from a respondent is very comprehensive and outlines the types of

resources and content which he/she would like to see included in Guideline, from tools to use with

clients, to client perspectives in case studies from guidance services:

Information about new tools and resources to help clients choose and plan for a possible

career. Case studies - contemporary and all age groups and socio-economic backgrounds -

preferably in relation to their contact with IGC Member services - one story per publication or

per year would be good and help other members relate to clients' stories from beginning to

end and it would also be a relatable way for a service (secondary school guidance / adult

education guidance / employment career services / private practice) to provide information

on what they do - how clients found it useful and for identifying areas for improvement.

There is very little access to evaluation of our services by clients which I would find useful in

planning and improving.

Personal Counselling and Wellbeing

In terms of topics, counselling and mental health was identified as an area of interest by n61

respondents. In particular, wellbeing was identified, along with the following specific counselling

related topics: CBT, Reality Therapy, mindfulness, anxiety, counselling for students with ASD, Jungian

psychology, school refusal, spirituality and bereavement.

Developments in guidance

Some respondents (n41) are interested in reading about new developments in guidance counselling,

in terms of policy and professional guidelines, research and theory. In relation to policy, one

respondent expressed an interest in reading about:

DES and IGC progress on returning to ex-quota appointment of Guidance Counsellor.

Whilst a small number (n3) stated that they want fewer academic articles, n14 expressed an interest

in more academic research articles. Additionally, one respondent would like input from the training

programmes for guidance counsellors:

…the old ones of us want to know how the young ones are being trained differently e.g. using

social media, blended career learning, new tests etc etc.......if they are being trained

differently!!!

Other examples:

Articles chronicling new developments in vocational or counselling theory

New trends in Guidance and Counselling

Articles that have good research to back them up on phones, sleep, cyber safety, stress, the

links between attendance and achievement, anxiety and other mental health issues which

inform me and can give direction and support to the guidance counsellor dealing with these

issues.

Current Guidance research, the development of new resources and approaches particularly in

the adult context…

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Relevant experts writing about their area

New research in the guidance area... A section on newly published research (maybe short

snippets from the guidance training courses who are doing theses in the area).

Career & Education Guidance Counselling and Information

N38 respondents stated that career related content is of interest to them, ranging from information

about labour market trends to skills shortages, new apprenticeships, learner pathways, course

content and ‘career stories’.

Sector specific content and education

Some respondents (n30) stated that they are primarily interested in content which is specific to the

sector they work in. In particular, some suggested that there should be more inclusion of articles

focusing on adult guidance and adult education. The other specific topics mentioned include: Further

Education, PLC, studying abroad, working with mature students, long-term unemployed and

disadvantaged adults, second level and private practice.

CPD

A total of n19 respondents stated that they are interested in content focusing on CPD and training

for guidance counsellors. One respondent suggested that Guideline could outline CPD which has

been carried out in branches as it may inspire other branches.

The work of the IGC

A total of n5 respondents suggested that there should be some content focused on the work of the

IGC. The suggestions include: updates from branches on activities and CPD, news from the National

Executive, sub-committees and other members/volunteers in the IGC, presidents’ progress and diary,

and findings from IGC surveys.

Reviews

Four (n4) respondents stated that they are interested in reading book reviews or reviews of

guidance tools and interventions.

Other

Several (n29) responded that they like all guidance related topics and appreciate the variety it

contains. For example:

I'm interested in all areas of guidance and counselling information and indeed general

education - so broad spectrum

A further n7 respondents stated that the range of content in the current Guideline is very good.

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Queries from practising GC's + answers from supervisors

Suggestions to improve Guideline The respondents were asked to make suggestions for how Guideline could be improves. This has a

response rate of n141. Whilst a wide range of suggestions for improving Guideline are made, n22

respondents stated that they are happy with the current format and content of Guideline, for

example:

I love reading Guideline and fine it relevant, thought provoking, and nourishing.

I find it to be a well-produced magazine, so I wouldn't change anything on it

Nonetheless, a number of suggestions were made in relation to an improvement of the layout and

format, content and contributors.

Layout and format

In terms of the layout and format of Guideline, there are some conflicting views emerging from the

respondents. For example some (n2) suggest there should be more pictures, and others (n4) suggest

fewer pictures.

Some (n6) prefer shorter articles:

Shorter Articles. I love all of them, but I prefer 1 page articles that can be read in a couple of

minutes as that is all I seem to have... is a couple of minutes to pick it up and get something

from it.... the 2 page+ articles take me too long to read

Too wordy at the moment, shorter snippets would be much more enjoyable & I feel I’d be

much more likely to pay attention to it

One thing several (n10) agreed on is that the text is too dense and small currently.

Some (n3) suggested that it should be published only once or twice per year to bring down costs and

improve quality. Another person also made cost-saving suggestions:

For those who do not wish to receive that should be an option. In other bodies, the

professional publication is offered to qualified practising and retired members and included

as a membership perk. For others, non qualified, associate etc electronic copy is available on

the website, but hard copy is offered on payment of an additional annual subscription fee.

the number of issues could be reduced to twice a year with a quality publication worth

waiting for!

Content

As the previous question in this questionnaire focused on the respondents interests in terms of the

content of Guideline, there is some repetition in this section. For example, several of the respondents

re-emphasised that they would like more practical and practice-based content from their peers.

In addition to the content identified in the previous question, the following suggestions are made (NB

that where no number (n) is provided, the specific suggestion was made by n1 respondent):

…opportunities in rural areas as well as Dublin

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the addition of a letters' page

Articles that are more student friendly, can be photocopied for students. Students profile of

experience of courses at 3rd level

Stop including long research articles- perhaps provide them on website but not in Guideline

Listings of CPD opportunities available to us, not necessarily run by the IGC.

A day in the life of a guidance counselor series of articles.

A top ten suggestions on how to work smart as a Guidance Counsellor

Perhaps having a section for the student voice. For example, if a particular programmes is

being used widely in schools hearing if a student feels the benefit of it might be interesting.

If it goes digital perhaps GC’s could be encouraged to provide links to digital resources.

Furthermore, the following comments emphasise that topics relevant to those working with adult

clients should be included:

Resource reviews, adult guidance articles

I wish to see more content relevant for adults

In the number of articles it publishes, try to reflect accurately and consistently the ratio of

second level guidance to adult guidance

More content for the FET sector

More articles related in particular to Adult Guidance

Articles for Adult Guidance-Mature applicant, ACCESS programmes for Mature applicant.

Courses for Assylum [sic] seekers other than English/Computers

Encouraging wider contributions

There were some suggestions that there should be more and different contributors to Guideline.

Some respondents made suggestions for how this could be achieved, such as putting out calls to

practitioners, inviting IGC branches to submit content, and broadening the editorial board:

a way of sharing best practice between ourselves. But like everyone else I'm sure, I've often

had the idea but not followed through due to time constraints. Perhaps if there was a more

'informal' slot for this type of contribution with some pro forma guidelines (e.g. in our service

we tried the following (150 words), it had the following impact (150 words), if we were to do

something different, it would be... (150 words). That kind of thing?) Branches might even

report on good CPD that they've had?

One suggestion is that it there is a full branch section in it where each branch submits and

update of its CPD and observations.

Appealing to the branches to generate content

Include presentations from guest speakers at various branch meetings

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Maybe supervisors could be asked to write scenarios, recommend resources....that benefit

their groups to a wider audience.

I think a specific call for items should be put out to all members well in advance so that the

guidance profession and members feel included and are encouraged to submit information.

broadening the editorial Board and inviting more members to contribute on selected topics

A call for research from members or student members.

Anonymous examples of interventions used by GCs

IGC Diary

Use of diary The respondents were asked if they use the IGC diary and n378 responded this question, of which a

majority answered that they do (70.4%) and a quarter (25.9%) do not, and only 3.7% appear to not

have received the diary. See chart below.

Format of the IGC diary In terms of the format of the diary, 56.5% of the total n370 respondents think that it should continue

in its current format. 26.5% prefer if it was changed, and 17% do not know or are neutral in this regard.

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Suggestions to improve the IGC Diary

The respondents were then asked to make suggestions for how the IGC diary could be improved,

which n205 respondents did. Some (n22) stated that they are happy with the current format and

content of the diary, and n7 stated that they do not use it as they use other diaries instead.

However, many suggestions were made in relation to the content and format of the diary.

Content

The most frequently suggested change to the diary is that it should have one page per day, with

hourly time slots marked to facilitate recording appointments and meetings etc. (n26). In terms of

the content of the diary, space for class lists and attendance sheets (n14) was identified as

important, and also more pages for note taking (for meetings, personal reflection etc.) (n14). Other

content suggestions include: a weekly timetable, to do lists, space for writing in contact details,

events written into the specific date as opposed to listed elsewhere, and tracking sheets for CPD and

hours spent on various tasks (n5).

Additionally, the following type of information was also identified by respondents:

contact details to Student Liaison Officers to the third level colleges,

information for mature students and adult learners,

information on UCAS and conversion of grades,

information on community training centres,

listing of local counsellors or support networks to work with/refer to.

List of most recent CAO points and “matriculation table, useful tools to use to have on hand

to show students“

Reference to Wellbeing for Junior Cycle indicators

Some (n3) also suggested that there should be less advertising and less information, or “adverts etc

in a desperate booklet” to facilitate a slimmer diary as most, if not all, information is available online.

In contrast, one respondent suggested that the information in the diary ‘saves time’:

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“The way the different resources are laid out with contact phone no’s etc. saves a lot of time

looking for contacts.”

There was also some contrasting views in terms of usefulness for different sectors, as some second

level guidance counsellors stated that they have to carry two diaries (e.g. one for teaching and one

for guidance) and n2 adult guidance counsellors stated that the current format and content of the

diary is too school focused and not compatible or relevant for those working with adult clients.

Format

The weight and size of the diary was the most frequently identified issue with the diary (n67, 33%).

The most common suggestion is that it should be size A5 rather than the current A4 size (n26) and

some suggest that the information section should be separate from the diary section (n6) so that the

diary can be more easily carried to various locations and meetings etc.

The current format is excellent for an office/single location based person, my main reason for

not using it is the size and weight issue as I move between many different centres.

Other respondents suggested that there should be a digital/online version of the IGC diary (n12) as it

can save time (copy and paste repeat information), reminders can be set up, and the development

of a CMS could remove the need for the diary. Some suggested that the diary should be optional

and linked to the IGC membership fee:

If it is cost effective to do so I think it would be great if the diary were to be available digitally

only unless otherwise requested. That way members who like the hard copy could still get it.

“We should have the option out of receiving this and as such reduce the fee we pay to the

IGC membership each year as my ETB does not pay my membership. So in effect, i am paying

for a diary that i do not want or need!”

I don't think the Diary is relevant. Resources could be better used.

Could be for practising members only? the option to receive or not for the following year

could be given on the annual membership payment slip?

There was also concerns (n5) about using a hard copy diary to record appointments and notes about

students/clients in the context of current GDPR. For example:

GDPR in-service suggested having a hardcopy paper trail may not be a good idea going

forward, an electronic version much more desirable

Other formatting suggestions included that it could follow the calendar year instead of the academic

year; that the binding quality should be improved; that it could be soft bound or that the colour of

the cover should be different each year.

Finally, some would like to receive the diary earlier than mid-September as they end up transcribing

data from another diary, or not using the IGC diary at all (n8). And in relation to the delivery of the

diary, one respondent stated that:

For those in private practice, the fact that it is not delivered by An Post creates problems - the

delivery people often are unsure of delivery point and receiver has to be in or collect.

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AGM and Conference The respondents were asked to indicate their preference for the organisation of the IGC Conference

and AGM. The response rate was n360, and the majority (68.6%) indicated that they prefer if the

conference and AGM are scheduled at the same venue and weekend.

AGM: Suggestions A total of n107 respondents made suggestions for changes or additions in relation to IGC AGMs. Some

comments were made in relation to the chairing of the AGM, suggesting that it should be chaired by

an external professional or by an experienced and ‘good’ chair (n6). It was also suggested by one

respondent that the IGC auditor should be present.

Other comments referred to the need to develop a more democratic process and to address issues

related to the behaviour of AGM attendees:

some have had despicable behaviour

Sometimes I think people can be a bit disrespectful in their conduct towards some of the

speakers

Build towards a positive atmosphere/environment where we are all working together.

Members discussing issues in a calm, professional way

More respectful communication amongst the National Executive. Sometimes tensions can

run high.

In terms of the procedures, some suggested that the AGMs could be more time efficient, for

example by:

allowing members to view, amend and discuss motions prior to the AGM at branch level,

sticking to the agreed timelines,

setting a time limit to discussions, and

prioritising relevant IGC motions (and not to spend time discussing union issues)

However, other comments focused on a need to ensure that all motions are discussed and voted on,

and some want more time to discuss motions.

To have more time to discuss motions. In my experience, we don't seem to get beyond

discussing one or two motions.

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Some also want to see that agreed motions are carried out/acted on and that this is communicated

to all members.

Another suggestion (n2) is that retired members should either have an alternative forum for their

concerns, or that they should not have the same voting rights.

Four respondents suggested that there should be more transparency in terms of expenditure, and a

breakdown should be presented of the expenses for the National Executive and the President, with

two examples:

“…every transaction should be shared with members who are the stakeholders of the

company“

“more transparency and accountability on spending of income”

The following suggestion to re-structure the AGM was made by one respondent:

“...what we have at the moment is like the Teachers Conferences.....but we are not a

union....the union has 3 days to debate motions. We have a half day which very few people

at the conference attend...so the results of the AGMs may not reflect members real views. So

I suggest a 1 day AGM to be attended only by branch reps (like the CEC of the ASTI) who will

already have been delegated by the branches to vote a particular way on the motions

following a branch meeting on the motions. I am not sure that there is a good alternative!”

In relation to making the AGM more accessible to members, a total of n10 responded that it should

be held at a central location, of which n3 suggested Dublin and one suggested Athlone. It was also

suggested that the timing of the AGM should be changed so that it does not take place on a

weekend (n11) and that it should be held in October (n2). One respondent also suggested that postal

vote should be made available for those not able to attend.

Some (n5) stated that higher attendance numbers should be encouraged and/or incentivised and

others suggested that the information about the AGMs must be improved, particularly to those who

are new members, through branches for example.

Incentivise branches to send more delegates and reward them for their attendance

More information for members particularly new members as to what an AGM consists of and

why they are so important in planning the future of the IGC.

Conference: Suggestions A total of n197 made suggestions for how the GC conference can be improved in terms of workshops

offered, location, timing and ‘other’.

More workshops and less speeches

The most frequent suggestion (n57) was that there should be more time for workshops (many

suggested 3 rather than 2) and that this could be facilitated by reducing the number of speeches and

ceremonies. The following are some of the suggestions:

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More workshops and less speakers. Friday evening could be used more productively with

workshops.

More emphasis on workshops, extend if possible. While I'm aware we need politicians to

recognize our work and support our issues at political level I don't feel it is beneficial to hear

an address from them.

One or two informative / inspirational / practical talks given to the entire conference by

learned keynote speakers. Keep President's address to 15 mins max. A well crafted speech

can say much in that time. Keep all other speakers - apart from the above suggested

speakers - to 10 mins each.

More workshops and less speakers at the beginning of the conference

a third workshop on Friday night and President only speaking once. Overlap discourages

people from going on Friday.

The number of workshops aren't enough for the amount of travel required. Please reduce the

number of speeches and include more workshops.

Focus on the workshops, I feel there is no need for the too-long speeches from key-note

speakers... I skip this part. I go because I enjoy the workshops & the chance to network with

other guidance counsellors

Workshop topics

Some suggested that members should be surveyed in relation to their interest in workshop topics to

ensure that relevant topics are covered. One respondent also suggested that the reasons for the low

attendance of younger members should be explored.

Others (n6) stated that the workshop material should be made available after the conference and

that this has not been the case to date. For example, one of the respondents stated:

Presentation of all workshops should be up on IGC Website after the event. While one may be

interested in a number of workshops you are offered two, and some of them turn out to be

not very informative or interesting.

Many different suggestions were also made in relation to the range of topics in the workshops, with

some contradictory views being expressed:

More workshops relevant for those working with adults and in private practice

More emphasis on school context

More workshops about careers and the labour market

Less emphasis on careers and industry as information is available online

More focus on the core competencies and self-care

More current research and new ideas/approaches to Guidance work.

More emotional behaviour support.

More inclusion of

Some suggested that the quality should be improved, for example, through:

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more interactive workshops (not lecture style)

more group work - generating of resources

more relevance to the current guidance counselling contexts

more experienced workshop presenters/facilitators

more opportunity for discussion

Location

In relation to the location of the conference, some suggested that it should be held at

a central location every year

a single venue (to avoid moving between buildings/sites)

four or five key locations in rotation

In hotels (more comfort)

In universities/ITs (an opportunity to familiarise oneself with the institutions)

That the Annual Conference be replaced by regional meetings that could reflect local issues.

Timing:

summer as it would allow for more time

Should be held on workday/midweek/Fridays

No workshops first thing on the Saturday

A single day event (No ‘pre-conference evening’)

Biannual event (rather than annual)

Organisation

organised by branches/provinces in alphabetical order.

A change in how it is organised could have positive consequences

Organise the conference centrally from the National Office (but hosted at different locations

annually)

Food

Two commented on the food at conferences, as one suggested that coeliacs should be better

catered for, and another that the dinner should be served earlier, at 6.30pm.

A number of comments (n10) related to the Saturday Banquet with most of them suggesting that it

is not necessary to have in the future. However, some suggested specific changes, including:

Friday night for banquet instead of Fri and Sat night meals where only a small number attend

the latter/No invited speakers at sat night event.

…the evening meal could be less costly. No one stays for the music so forget the band

Other suggestions

The financial cost of attending the conference should be lower

If certain workshops very over-subscribed, that they would be run again at Branch level

Plenary

Greater involvement of policy makers and Department of Education

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Provide a cloakroom or somewhere to place bags on the day of the conference.

More time for networking with peers. E.g Focus groups for guidance practitioners in

different sectors, and subsidise the dinner so that peers can socialise (as workshops do not

allow for much discussion and appreciation of each other’s work).

Reduce plastic and waste by sponsors and exhibitors

Reduce the cost for exhibitors

Introduce focus groups

Additional Comments A total of n120 respondents provided an additional comment. The additional comments largely

overlapped with the previous topics of the questionnaire. In addition to those topics, the following

comments were made:

Several (n32) thanked the NE for their work and for the opportunity to share their

experiences, views and suggestions.

CPD was a topic addressed in n24 comments, with suggestions that there should be more

online CPD/webinars, more centralised CPD as with the GDPR, or that CPD should be

accredited and monitored.

The need to lobby or work for formal recognition of guidance counsellors’ role in second

level schools was highlighted by n24 respondents.

Inclusion of adult guidance practitioners in all aspects of the IGC was emphasised by n7

respondents.

Some (7) suggested that there should be more of an incentive to volunteer with the IGC in

the NE or at branch level, and others (n4) argued that the work of volunteers should be

better acknowledged.

Some (7) stated that they are overloaded with information and that IGC communication

should be brief.

Some (n5) suggested that the IGC should do more PR work and have a stronger social media

presence, with the aim to defend and promote the work of guidance counsellors.

Finally, n8 respondents proposed that the IGC should collaborate with stakeholders,

including: DEASP, SOLAS, Ibec, industry, NCGE and parents associations.

Conclusion The findings of this questionnaire has provided the IGC, as a professional body, with valuable

information which can help to inform future planning and development of resources to support all

IGC members in their work.