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INSTITUTE OF GUIDANCE COUNSELLORS

NATIONAL AUDIT

OF

GUIDANCE & COUNSELLING PRACTICE

IN SECOND LEVEL SCHOOLS

IN IRELAND

2011 – 2013

Results: IGC Audit of Guidance Counselling Practice, 2011-2013

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TABLE OF CONTENTS

…………..……………………………………………………………………………… Page

Forward ………………………………………………………………………………. 3-4

Executive Summary …………………………………………………………………. 5-9

Recommendations …………………………………………………………………… 10-11

List of Tables …………………………………………………………………………. 12-13

List of Figures ………………………………………………………………………… 14-15

PHASE 1: Summary of Analyses of Results ………………………………………. 16-18

PHASE 1: Analyses of Results from Total Phase 1 participant schools: ………... 19-34

PHASE 2A: Summary of Analyses of Results …………………………………….. 35-36

PHASE 2A: Analyses of Results from Total Phase 2 participant schools: ……... 37-56

PHASE 2B: Summary of Analyses of Results …………………………………….. 57-59

PHASE 2B: Analysis of Results from Phase 1 & 2 participant schools only: …… 60-81


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Foreword The Institute of Guidance of Guidance Counsellors are pleased to publish the results of the

National Audit which was commissioned by the National Executive last February arising

from the Budget 2012 decision to remove the ex-quota allocation for guidance and

counselling in second level schools and colleges of further education.

The decision to initiate the research stemmed from concerns that many students would not

now receive the essential supports necessary, to allow them to achieve their potential and

progress their educational goals, commensurate with their aptitudes and abilities. The

Institute feared that while all students would be affected by the change, the disadvantaged

and vulnerable students would suffer most. However, we had no hard evidence to

substantiate our fears or concerns, hence the decision to undertake the national audit.

An important part of the audit was to ascertain the evidence in quantitative terms, the amount

of time loss, the areas of guidance and counselling impacted by school type, and the effect of

the change in the allocation on access to one to one counselling. I would like to put on record

our sincere thanks to Sheelagh Beatty, LifeCare Psychological Services Limited, who

undertook the research for the Institute and worked tirelessly to get the results to us as

quickly as possible. I would also like to record our thanks to all who completed the national

audit despite their very busy work schedules.

The audit results reveal a very worrying trend in our schools. Many young people cannot

access the assistance of Guidance Counsellors when they most need them. The audit starkly

shows that there has been a reduction of 51.4% in time for one to one counselling! It also

highlights an overall reduction in the service of 21.4%, with significant variations among

school types, and an increase in academic subject teaching on the part of guidance

counsellors in schools. We clearly now have a very uneven and disjointed service in our

schools and colleges of further education! Students are the real losers - we are witnessing a

major reduction of a core element of the student support services in schools which was

slowly built up over many years.


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Guidance counsellors in schools across the country represent a unique network of skilled

professionals who have direct access to young people to assist them with issues such as

bullying, stress, eating disorders, low self-esteem, etc, and promoting positive mental health.

A lot of counselling work is about stopping potential problems at source. Much of the ‘under

the radar’ work by guidance counsellors in schools is not now taking place, resulting in

unattended problems presenting in a more critical state later, and requiring external resource-

hungry supports, which are already experiencing long delays.

The Institute have indicated that they are willing to engage with Government Departments to

examine how scarce resources can be best utilised for the benefit of all young people in our

care.

Gerry Flynn

President


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Executive Summary This audit into the practice of Guidance & Counselling in second level schools in Ireland was

commissioned by the Institute of Guidance & Counselling (IGC) under the directions of its

National Executive Committee, and carried out by LifeCare Psychological Services Limited

(LifeCare) on their behalf. Here are summarised the aims, background methodology, as well

as the main results of the audit. The recommendations arising from the audit are also set out.

Aims

The audit aimed to explore the structure, scope and changes to the practice of guidance and

counselling by guidance counsellors in second level schools from the 2011-12 academic year

to the 2012-13 academic year. It identified:

1. The demographic structure of the schools, including school type, enrolment figures,

PLC status, and DEIS status;

2. The Department of Education and Skills (DES) allocation of hours by school type and

school status;

3. The actual practice hours by school type and school status;

4. The number of guidance counsellors employed;

5. The number of guidance counsellors practicing;

6. The number of external providers of guidance.

7. The number of external providers of counselling.

8. The proportion of time guidance counsellors devote to classroom guidance delivery

by student year;

9. The proportion of time guidance counsellors devote to counselling by student year,

including one-to-one career/educational counselling, and one-to-one personal and

social counselling;

10. The types of annual activities undertaken by guidance counsellors;

11. Where these annual activities are undertaken, in school time or personal time;

12. Whether hours for guidance and counselling were being provided from the general

school allocation for the academic year 2012-13;

13. Changes to planned service delivery in the academic year 2012-13, against actual

practice in the academic year 2011-12;

14. Whether guidance counsellors were free to attend Supervision on the designated

afternoon, and reasons for non-release.


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Background

The design of the audit was guided firstly by a policy change by the Government that

involved the removal from the September 2012 academic year of the ex-quota allocation for

guidance & counselling granted to second level schools, including colleges of further

education; and secondly, because of the concern of the IGC to the potential serious

consequences of this decision for students in these schools. An important part of the audit

was to ascertain evidence in quantitative terms about the amount of time loss, the areas of

guidance and counselling impacted by school type, and how any loss may have altered how

the role of the guidance counsellor was carried out in terms of the numbers of guidance

counsellors practicing on a daily basis.

Methodology

The aim of the audit is to establish as far as possible the extent of the impact of the removal

of the ex-quota allocation to guidance & counselling. To this end, it was decided to use a

quantitative techniques approach and concepts.

The audit to-date has been carried out in two phases:

1. A nationwide survey of all guidance counsellors in second level schools and

colleges of further education in March 2012 to collect data on actual guidance

and counselling practice during the 2011-12 academic year;

2. A nationwide survey of all guidance counsellors in second level schools and

colleges of further education in October 2012 to collect data on scheduled

guidance and counselling practice for the 2012-13 academic year.

The questionnaires collected information on school type and status, enrolment, number of

qualified and practicing guidance counsellors, DES allocation and actual practice hours,

classroom delivery of guidance, subject teaching, SPHE, and other teaching by student year,

one-to-one career/educational and personal/social counselling, the use of external providers

of guidance and counselling, types of annual activities undertaken by guidance counsellors

and where they are carried out, and hours lost as a result of the ex-quota allocation.


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The rate of response to Phase 1 was 36.4%. The rate of response to Phase 2 was 37.9%. Of

those schools that responded to Phase 2, 88.2% had also responded to Phase 1. Given the

representativeness of the respondents and the demands and constraints placed on guidance

counsellors, these rates were considered satisfactory.

Results of the Audit

The full results of the audit are set out in three separate sections of the main Results Report:

1. Phase 1 (271 participant schools; 444 Guidance Counsellors);

2. Phase 2 (282 participant schools; 438 Guidance Counsellors);

3. Phases 1 & 2 (240 participant schools common to both Phases; 378 Guidance

Counsellors).

Here are highlighted some of the particularly important and concerning findings, based on

analyses of actual data from all participant schools. The audits found that 237 of the 240

participant schools were allocated hours from the general schools allocation for the delivery

of the guidance and counselling service for the academic year 2012-13. When analysed, it

was evident that the allocation was down 26.67% on the DES 2011-12 allocation hours; and

down 21.4% on actual practice hours 2011-12, which were already down 6.64% on the DES

allocation hours. When this loss was interrogated, it was found that there was an overall

19.8% increase in timetabled classroom delivery of guidance, and a catastrophic 51.4%

reduction in one-to-one career/educational and personal and social counselling.

When looked at in terms of which school types suffered most in terms of scheduled practice

hours for the academic year 2012-13 over actual practice hours 2011-12, it was evident that

Vocational/Community schools lost 30.6%, Voluntary Secondary schools lost 21.2%,

Community/Comprehensive schools lost 20%, Colleges of Further Education 15.6% and Fee-

Paying schools 12.1%.

Guidance counsellors were asked to submit a breakdown of how their 2012-13 allocated

hours would be spent. Results of analyses found that 28.3% would be spent on timetabled

classroom delivery of guidance, 29.3% on one-to-one counselling, 6.5% on group work, and

35.9% on other work. It was also reported that classroom delivery of guidance represented

only 53.2% of the guidance counsellors’ timetabled teaching, with subject teaching

representing 28.9%, SPHE representing 12.0%, and other teaching representing 5.9%.


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It has emerged from the audits that not only are all qualified guidance counsellors in schools

not practicing guidance and counselling, of greater concern is that a substantial number of

schools are using unqualified staff to deliver the service. Even more concerning is that

external providers of both guidance and counselling are being recruited and paid by schools

in a substantial number of cases. Of the 378 qualified guidance counsellors employed, only

326 or 88.6% were practicing on a daily basis. In addition, 32 schools (13.3%) were using 49

unqualified staff, which represented 13.1% of all those delivering guidance and counselling.

It should be noted that these unqualified staff are highly unlikely to have any specialist

training in guidance and counselling, or would not have access to counselling supervision

which is of critical important to those conducting counselling. There was clear evidence,

however, of the recognition of the benefits and importance of counselling supervision, which

is funded by the DES. When qualified practicing guidance counsellors were asked if they

were free to attend scheduled counselling supervision on the designated afternoon, 18.8%

reported that they were not because 60.5% were subject teaching, 30.2% were guidance

teaching, and 9.3% were involved in another school-based activity. When brought to the

attention of the school Principals, the substantial majority were released to attend.

In addition, 21 schools (8.75%) reported using external providers for the delivery of

guidance; while 70 schools (29.2%) reported using seventeen different external providers for

Counselling. Of the 21 schools providing external guidance, 18 reported that these providers

were paid for their services, of which 38.1% were retired guidance counsellors. Of the 70

schools providing external Counselling, 70% of the hours worked were paid. Counsellors,

Counsellors with SCP, therapists, and psychologists were the main providers employed by 41

schools (58.6%), and paid by 31 schools.

It is evident that the use of external providers for counselling is ad-hoc in nature, and it

appears that schools are placed in the position that they will recruit both paid and voluntary

providers, wherever they can be sourced, in order to deliver a counselling service. While it

is acknowledged on behalf of the schools that this solution to the now evident gap (down

51.4%) in the provision of service is with the best intent, however, in the absence of an

overarching quality system to determine the qualification of service providers, their service

standard, and their Garda Clearance levels, the use of this method is high risk for students and

needs to be addressed as a matter of urgency.


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Guidance counsellors were asked to report how much time they spent on activities such as

administration, collaborating internally and externally, open days, testing, meeting with

parents, Continuing Professional Development, Supervision, etc. in the 2011-12 academic

year. When analysed, it was evident that this equated to just over 10 hours per week. When

asked where the above activities were carried out, respondents reported that less than half

(45.9%) were completed within school time only/mostly, resulting in a substantial

contribution of their personal time, to complete these activities. This time would be at their

own expense, with no formal recognition in terms of salary or time in lieu by their school

management. Given the loss of 26.7% in hours allocated to guidance and counselling in the

2012-13 academic year, a major question-mark exists as to how this aspect of the role of the

guidance counsellor will be carried out.


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Recommendations

1. That the Minister reviews the current guidance counselling provision in schools

as indicated by the figure revealed in the audit; and services to students and

schools most in need must be prioritised.

The uneven and disjointed service provision revealed in the audit demonstrates that

the vulnerable and disadvantaged students are hurt most by the cuts. This has major

implications for stated Government commitment to reduce social and economic

inequality and promote social inclusion.

2. That the Minister affirms the statutory commitment to the holistic model of

delivery.

Students having access to educational, vocational and personal counselling reduces

any possible stigma associated with meeting the Guidance Counsellor about mental

health issues (c.f Guidelines for second level schools on the implications of Section

9(c) of the Education Act, 1998 relating to students access to appropriate guidance,

p.4).

3. Ensure access as envisaged under Section 9 (c) of the Education Act, 1998.

“Counselling is a key part of the school guidance programme … Counselling in

schools may include personal counselling, educational counselling, career counselling

or combinations of these”. The effect on students presenting with personal issues is

immediate; the effects on educational and career planning is progressive and

developmental.

4. That the time lost to Guidance Counsellors, since the cutbacks, for the practice of

one-to-one counselling be restored; and that the DES take cognisance of the NCGE

2011 recommendation “That the DES maintain and strengthen the guidance

counsellors’ practice of counselling through additional supports such as reducing the

ratio of students to guidance counsellor, providing regular supervision and CPD and

acknowledging and formally rewarding the additional training”.


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Supervision of counselling practice is a necessity, on a number of counts: for safe,

ethical quality counselling practice, and for ensuring the health and safety of

students. Counselling supervision is also an essential safeguard against possible legal

action being brought against the DES, school management, and practitioners.

5. That the services of in-school qualified Guidance Counsellors be fully utilised to

maintain and strengthen guidance counselling practice; and that the DES discontinue

the current practice by schools of using external counselling providers for guidance

counselling, while relocating those professionally qualified guidance counsellors who

are already in situ (in house) into subject teaching.

6. There needs to be clear agreement on minimum levels of service provision in

schools and colleges of further education between the DES, Management Bodies,

and the Institute of Guidance Counsellors.

We believe that the relevant DES circular needs to be strengthened to address the

inequalities in service provision and to ensure that there is equality of access and

opportunity for all students. We are concerned about the trend on the part of some

schools to source funding from some external sources and query whether this is in

conformity with good strategic planning.


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LIST OF TABLES Table 1.1: Phase 1: Participant Schools in Each Phase of the Audit ………………… 11

Table 1.2: Phase 1: Participant Schools by Location ……………………………….. 11

Table 1:3 Phase 1: Schools by School Type ………………………………………… 12

Table 1.4: Phase 1: Schools with PLC Status ………………………………………... 13

Table 1.5: Phase 1: Schools with DEIS Status ………………………………………. 13

Table 1.6: Phase 1: Status of Qualified GC Staff in Schools ……………………….. 14

Table 1.7: Phase 1: Status of Unqualified GC Staff in Schools ……………………… 14

Table 1.8: Phase 1: Status of Practicing Qualified & Unqualified GC Staff ………… 14

Table 1.9: Phase 1: Department of Education (DES) Allocation …………………….. 16

Table 1.10: Phase 1: Timetabled GC Classes by Student Year ………………………… 18

Table 1.11: Phase 1: One-To-One: Career/Educational Meeting per Year ……………. 20

Table 1.12: Phase 1: One-To-One: Personal Counselling Meeting per Year ………….. 22

Table 1.13: Phase 1: Breakdown of Types of Annual GC Activities .……….…………. 24

Table 1.14: Phase 1: Where GC Activities are Carried Out ……………………………. 25

Table 1.15: Phase 2A: Participant Schools in Each Phase of the Audit .……………….. 29

Table 1.16: Phase 2A: Participant Schools by Location ……………….…………….… 29

Table 1.17: Phase 2A: Schools by School Type ………………………….………….…. 30

Table 1.18: Phase 2A: Participant Schools with PLC Status …………….………….…. 31

Table 1.19: Phase 2A: Participant Schools with DEIS Status …………….……….…… 31

Table 1.20: Phase 2A: Schools Providing G & C Service 2012-2-13 …….……….…… 32

Table 1.21: Phase 2A: Breakdown of Weekly GC Allocated Hours 2012-2013…..…… 32

Table 1.22: Phase 2A: Breakdown of Weekly Time-Tabled Hours ……………………. 33

Table 1.23: Phase 2A: Breakdown of Weekly Time-Tabled Classes by Student Year … 35

Table 1.24: Phase 2A: Qualified Guidance & Counselling Staff……………………….. 38

Table 1.25: Phase 2A: Status of Qualified GC Staff in Schools………………………… 38

Table 1.26: Phase 2A: Unqualified Practicing Guidance Staff in Schools……………… 39

Table 1.27: Phase 2A: Unqualified Practicing Guidance Hours ..….………………….. 39

Table 1.28: Phase 2B: Profession of Unqualified GC Staff in Schools ……………….. 40

Table 1.29: Phase 2A: External Providers of GUIDANCE in Schools ……………….. 41

Table 1.30: Phase 2A: Profession & Payment Status of External Providers of Guidance . 41

Table 1.31: Phase 2A: External Providers of COUNSELLING in Schools …………….. 42


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LIST OF TABLES (CONT….)

Table 1.32: Phase 2A: Profession & Payment Status of External Counselling ….……… 42

Table 1.33: Phase 2A: Breakdown of G&C Hours 2011-12 and 2012-13 ……………… 43

Table 1.34: Phase 2A: Analyses of G&C 2011-12 and 2012-13 ……………………….. 44

Table 1.35: Phase 2A: Analyses of GC Lost Hours by School Type …………………. 45

Table 1.36: Phase 2A: Analysis of GC’s Free to Attend Supervision/CPD ……………. 47

Table 1.37: Phase 2A: Analysis of Reasons for GC’s Non-Release …………………… 47

Table 1.38: Phase 2B: Participant Schools in Each Phase of the Audit ….…………….. 52

Table 1.39: Phase 2B: Participant Schools by Location ……………….……………… 52

Table 1.40: Phase 2B: Schools by School Type ….…………………………………….. 53

Table 1.41: Phase 2B: Participant Schools with PLC Status …...……………….……… 54

Table 1.42: Phase 2B: Participant Schools with DEIS Status ….………………………. 54

Table 1.43: Phase 2B: Schools Providing G & C Service 2012-2-13 ….………….….… 55

Table 1.44: Phase 2B: Breakdown of Weekly GC Allocated Hours 2012-2013.…..…… 55

Table 1.45: Phase 2B: Breakdown of Weekly Time-Tabled Hours ………………..…… 56

Table 1.46: Breakdown of Weekly Time-Tabled Classes by Student Year ………..……. 58

Table 1:47: Phase 2B: Comparison of GC Hours 2011-12 and 2012-13………….……. . 61

Table 1.48: Phase 2B: Qualified Guidance & Counselling Staff ………………….……. 62

Table 1.49: Phase 2B: Status of Qualified GC Staff in Schools …………………….….. 62

Table 1.50: Phase 2B: Unqualified Practicing GC Staff in Schools ………….……….. 63

Table 1.51: Phase 2B: Unqualified Practicing Guidance Hours ………..……...………. 63

Table 1.52: Phase 2B: Profession of Unqualified Guidance staff in Schools ………….. 64

Table 1.53: Phase 2B: External Providers of GUIDANCE in Schols …………………. 65

Table 1.54: Phase 2B: Profession & Payment Status of External Providers of Guidance .. 65

Table 1.55: Phase 2B: External Providers of COUNSELLING in Schools ……………. 66

Table 1.56: Phase 2B: Profession & Payment Status of External Counselling ………... 66

Table 1.57: Phase 2B: Analyses of G&C Hours 2011-12 and 2012-13 ……………….. 68

Table 1.58: Phase 2B: Analyses of G&C 2011-12 and 2012-13 .………………………. 69

Table 1.59: Phase 2B: Analyses of GC Lost Hours by School Type ….……………… 70

Table 1.60: Phase 2B: Analysis of GC’s Free to Attend Supervision/CPD. …………… 72

Table 1.61: Phase 2B: Analysis of Reasons for GC’s Non-Release …………………… 72


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LIST OF FIGURES

Figure 1.1: School Type by Percentage of all Participant Schools …………………….. 13

Figure 1.2: Practicing Qualified & Unqualified GC Staff ……………………………… 15

Figure 1.3: Percentage Breakdown of DES Allocation of GC Hours ………………….. 16

Figure 1.4: Allocated Practice GC Hours 2011-12 …………………………………….. 17

Figure 1.5: Percentage GC Practice Hours v's DES Allocation 2011-12 ………………. 17

Figure 1.6: Weekly Time-Tabled GC Classes ………………………………………….. 18

Figure 1.7: Time-tabled GC Minutes per Class ……………………………………….. 19

Figure 1.8: One-To-One Career/Educational Students Seen …………………………... 20

Figure 1.9: One-To-One Career/Educational Meetings ………………………………... 21

Figure 1.10: One-To-One Career/Educational Minutes per Meeting …………………… 21

Figure 1.11: One-To-One Personal Counselling Students Seen by Student Year ………. 22

Figure 1.12: One-To-One Personal Counselling Meetings by Student Year…………….. 23

Figure 1.13: One-To-One Personal Counselling Minutes per Meeting …………………. 23

Figure 1.14: Annual GC Activities by Hours S.pent ……………………………………. 24

Figure 1.15: Where GC Activities Take Place .…………………………………………. 25

Figure 1.16: Participating School Types by Percentage……….………………………… 31

Figure 1.17: Breakdown of allocated GC Hours 2012-13 …….………………………… 33

Figure 1.18: Breakdown of Weekly Time-Tabled Classes…….………………………… 34

Figure 1.19: Time-tabled Weekly GUIDANCE Classes ……….……………………….. 36

Figure 1.20: Time-tabled Weekly SUBJECT Classes ……………………………...…… 36

Figure 1.21: Time-tabled Weekly SPHE Classes ……………………………………….. 37

Figure 1.22: Time-tabled Weekly OTHER Classes …………………………………….. 37

Figure 1.23: Percentage of Qualified & Unqualified Practicing GC’s ………….………. 39

Figure 1.24: Percentage of Qualified & Unqualified Practicing GC’s ………………….. 43

Figure 1.25: Percentage of GC Hours Lost in 2011-12 …………………………………. 44

Figure 1.26: Percentage of GC Hours Lost in 2011-12 by School Type ………………… 46

Figure 1.27: Participating School Types by Percentage …………………………………. 54

Figure 1.28: Breakdown of GC Hours 2012-13 …………………………………………. 56

Figure 1.29: Breakdown of Weekly Time-Tabled Classes ……………………………… 57

Figure 1.30: Time-tabled Weekly GUIDANCE Classes ………………………………… 59


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LIST OF FIGURES (CONT…) Figure 1.31: Time-tabled Weekly SUBJECT Classes ………………………………….. 59

Figure 1.32: Time-tabled Weekly SPHE Classes ………………………………………. 60

Figure 1.33: Time-tabled Weekly OTHER Classes ………….…………………………. 60

Figure 1.34: Percentage of Qualified & Unqualified Practicing GC’s …………………. 63

Figure 1.35: G & C Hours 2011-12 and 2012-13 ………………………………………. 68

Figure 1.36: Percentage of GC Hours Lost in 2011-12 ………………………………… 69

Figure 1.37: Percentage of GC Hours Lost in 2011-12 by School Type ……………….. 71


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PHASE 1:

Summary of Results

Total Respondents to Phase 1

March 2012


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PHASE 1

Actual Practice 2011-12 Participants: 745 schools were invited to participate in the Audit. 271 schools responded, which equates to a 36.4% response rate. Voluntary schools represented 44.3%, Vocational schools/Community Colleges 26.2%, Community/Comprehensive schools 16.6%, Fee-Paying schools 5.2%, and Other 7.7%. 73 schools had PLC status, and 73 schools had DEIS status. Guidance Counsellors: While 444 Guidance Counsellors (GC) were employed in participating schools, only 409 (92.3%) were practicing Guidance & Counselling (G&C) on a daily basis. Respondents further reported that 56 unqualified staff were delivering G&C during this period, representing 12.04% of total practicing G&C staff. Hours Allocated to G&C by Department of Education (DES): While respondents reported a total DES allocation of just over 7,000 hours for G&C as shown below, actual practice G&C hours were 6.82% lower than the DES allocation.

Category No of Schools Hours Grand Total 271 7002.53

Basic Hours 271 6250.00 GEI Extra Hours 54 423.67 School Extra Hours 47 328.94

Outside Extra Counsellor Hours 56 325.33 Other G&C Activities: Schools were asked how many hours per annum were spent on other activities and the 271 respondents reported the breakdown below, which equates to just over 10 hours per week.

Category Mean Hours Administration/Record Keeping 79.3 Collaborating Internally 51.1 Liaising with parents 41.3 Continuing Professional Development 28.4 Consulting/Networking Externally 28.3 Attending Open Days, etc. 27.7 Teaching SPHE 25.0 Collaborating/Consulting Externally 21.5 Testing (Administration) 20.1 Presenting 15.9 Supervision 14.0 Organising SPHE with others 7.1


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Where Other G&C Activities Take Place: When asked where the above activities were carried out, respondents reported that less than half (45.9%) were completed within school time only, resulting in a substantial contribution of personal time from GC’s to complete activities. School Time Only: 19.6% Mostly School Time: 26.3% Both School & Personal Time: 40.1% Mostly Personal Time: 11.4%

Personal Time Only: 2.7%


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PHASE 1:

Results of Analyses from Phase 1 Participant Schools

March 2012


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The presentation of results will follow the same format as that used in the Questionnaires. Results from each phase of the Audit will report separately on their findings as they arise. PHASE 1: 2011-2012 ACTUAL GC PRACTICE 745 second level schools were invited to participate in Phase 1 of the IGC Audit of Guidance & Counselling practice in Ireland. 271 participant schools (36.4%) returned completed questionnaires under Phase 1 of the Audit, which reported data on the actual GC practice for the 2011-2012 academic year.

Table 1.1: Phase 1: Participant Schools in Each Phase of the Audit

Category N N % Response

No. of 2nd Level Schools invited to participate 745

Total Phase 1 respondents 271 36.4%

Details of the location of the 271 participant schools are shown in Table 1.2 below.

Table 1.2: Phase 1: Participant Schools by Location

Participant Schools by Location

County N Percentage

Carlow 4 1.5

Cavan 4 1.5

Clare 8 3.0

Cork 31 11.4

Donegal 10 3.7

Dublin 64 23.6

Galway 16 5.9

Kerry 15 5.5

Kildare 8 3.0

Kilkenny 9 3.3

Laois 3 1.1

Leitrim 1 .4


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Limerick 12 4.4

Longford 3 1.1

Louth 7 2.6

Mayo 12 4.4

Meath 7 2.6

Monaghan 6 2.2

Offaly 8 3.0

Sligo 4 1.5

Tipperary 14 5.2

Waterford 5 1.8

Westmeath 6 2.2

Wexford 8 3.0

Wicklow 6 2.2

Total 271 100.0

The 271 participant schools fell into 10 school types, and are shown in Table 1.3 and Figures 1.1 below: Table 1:3 Phase 1: Schools by School Type

Schools by School Type

School Description N %

Voluntary Secondary School 120 44.28%

Vocational School/Community College 71 26.20%

Community/Comprehensive School 45 16.61%

Fee-Paying Secondary School 14 5.17%

College of Further Education 12 4.43%

Voluntary School + C.F.E 3 1.11%

Vocational School + C.F.E. 3 1.11%

Community College + C.F.E. 1 0.37%

Youthreach 1 0.37%

VTOS/Second Chance 1 0.37%

Total 271 100.0


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Figure 1.1: School Type by Percentage of all Participant Schools Of the 271 participant schools, 73 reported holding PLC status, while 73 further reported holding DEIS status, as shown in Tables 1.4 and 1.5 below: Table 1.4: Phase 1: Schools with PLC Status

PLC Colleges

Category N %

Yes 73 26.9

No 196 72.3

No Response 2 .7

Total 271 100.0 Table 1.5: Phase 1: Schools with DEIS Status

DEIS Status

Category N %

Yes 73 26.9

No 192 70.8

No 3Response 6 2.2

Total 271 100.0


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Of the 271 participant schools, 265 reported employing 444 qualified Guidance & Counselling staff, of which 409 were practicing during the 2011-12 academic year, as per Table 1.6 below. In addition, 263 participant schools reported 56 unqualified staff were practicing as Guidance Counsellors during this same period, representing 12.04% of all staff practicing G & C, as shown in Tables 1.7 and 1.8 below. Table 1.6: Phase 1: Status of Qualified GC Staff in Schools

Qualified GC Staff in Schools

Category Qualified GC Staff Qualified & Practicing GC Staff

% Practicing

GC Staff 444 409 92.3

N 265 265

No Response 6 6

Total 271 271 Table 1.7: Phase 1: Status of Unqualified GC Staff in Schools

Unqualified GC Staff in Schools

Category Unqualified GC Staff

Unqualified & Practicing GC Staff

GC Staff 56 56

N 263 263

No Response 8 8

Total 271 271 Table 1.8: Phase 1: Status of Practicing Qualified & Unqualified GC Staff in Schools

Practicing Qualified & Unqualified GC Staff in Schools

Category Total %

Qualified 409 87.96

Unqualified 56 12.04

Total 465 271


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Of the participant schools who reported qualified (265) and unqualified (263) staff practicing Guidance & Counselling during the 2011-12 academic year, 12.04% of those practicing Guidance & Counselling were unqualified, as shown in Figure 1.2 below.

Figure 1.2: Practicing Qualified & Unqualified GC Staff


25

The 271 participant schools reported DES allocation of Guidance and Counselling hours in accordance with their DEIS status, as shown in Table 1.9 and Figure 1.3 below. In addition, to DES allocated hours, 56 of these participant schools reported utilising external counselling services. Table 1.9: Phase 1: Department of Education (DES) Allocation

DES Allocated GC Hours 2011-12

N Hours Mean Scores

Std. Deviation

Grand Total 271 7002.53 25.8 12.615

Basic Hours 271 6250.00 23.06 10.818

GEI Extra Hours 54 423.67 7.85 4.716

School Extra Hours 47 328.94 7.00 6.408

Outside Extra Counsellor Hours 56 325.33 5.81 4.464

Figure 1.2: Percentage Breakdown of DES Allocation of GC Hours


26

The 271 participant schools reported practice hours which were 477.36 hours (6.82%) below the DES allocation, as shown in Figures 1.4 and 1.5 below.

Figure 1.4: Allocated Practice GC Hours 2011-12

Figure 1.5: Percentage GC Practice Hours v's DES Allocation 2011-12


27

Of the 271 participant schools, a maximum of 216 submitted data on the number of GC classes by student year, and their length in minutes, as shown in Table 1.10 and Figures 1.6 and 1.7 below; while 55 participant schools (20.3%) did not.

Table 1.10: Phase 1: Timetabled GC Classes by Student Year

Timetabled GC Classes per Week

Category N

Mean Number of

Classes S.D.

Mean Minutes

per Meeting S.D.

Year 1 30 1.5667 1.52414 32.66 15.805

Year 2 24 1.2083 1.14129 30.29 18.417

Year 3 38 1.885 1.56117 33.26 13.966

Year 4 182 2.7106 3.25898 38.76 5.759

Year 5 196 2.8438 1.87698 38.43 5.453

Year 6 216 3.369 2.20077 39.26 4.111

Figure 1.6: Weekly Time-Tabled GC Classes


28

Figure 1.7: Timetabled GC Minutes per Class


29

Of the 271 participant schools, a maximum of 246 submitted data on the number of one-to-one career/educational meetings by student year, number of students seen, and their length in minutes, as shown in Table 1.11 and Figures 1.8, 1.9 and 1.10 below; while 25 participant schools (9.2%) did not.

Table 1.11: Phase 1: One-To-One: Career/Educational Meeting per Year

One-to-One: Career/Educational Meetings per Year

Category N

Mean Students

Seen S.D.

Mean Meetings

per Student S.D.

Mean Minutes

per Meeting S.D.

Year 1 175 35.44 42.170 1.7160 2.32413 33.34 10.286

Year 2 140 15.84 22.499 2.1282 2.77743 36.12 8.123

Year 3 217 44.92 46.486 2.1202 4.54272 33.43 9.570

Year 4 195 32.00 27.500 1.7989 5.41681 33.06 9.625

Year 5 225 48.20 67.767 1.5974 2.13188 36.23 8.095

Year 6 246 56.85 50.538 3.3539 10.55607 37.82 6.877

Figure 1.8: One-To-One Career/Educational Students Seen


30

Figure 1.9: One-To-One Career/Educational Meetings

Figure 1.10: One-To-One Career/Educational Minutes per Meeting


31

Of the 271 participant schools, a maximum of 236 submitted data on the number of one-to-one career/educational meetings, number of students seen, and their length in minutes, by student year, as shown in Table 1.12 and Figures 1.11, 1.12 and 1.13 below; while 35 participant schools (12.9%) did not.

Table 1.12: Phase 1: One-To-One: Personal Counselling Meeting per Year

One-to-One: Personal Counselling Meetings per Year

Category N

Mean Students

Seen S.D.

Mean Meetings per

Student S.D.

Mean Minutes

per Meeting S.D.

Year 1 210 13.37 16.216 4.1533 5.159 37.40 7.085

Year 2 205 12.21 13.518 4.2153 3.461 37.63 7.216

Year 3 210 12.06 15.023 4.4685 3.492 37.83 6.260

Year 4 156 6.120 6.653 3.7553 3.541 38.54 5.336

Year 5 226 10.61 9.496 4.1888 3.184 38.27 6.098

Year 6 236 15.10 18.013 5.0480 4.748 38.79 6.349

Figure 1.11: One-To-One Personal Counselling Students Seen by Student Year


32

Figure 1.12: One-To-One Personal Counselling Meetings by Student Year

Figure 1.13: One-To-One Personal Counselling Minutes per Meeting


33

Of the 271 participant schools, a maximum of 254 (93.7%) reported data on their annual GC activities, as shown in Table 1.13 below. Table 1.13: Phase 1: Breakdown of Types of Annual GC Activities

Types of GC Activities per Year

Category N Hours Mean Scores S.D.

Consulting/Networking Externally 254 7187.50 28.30 33.221

Collaborating/Consulting Externally 246 5293.50 21.52 30.761

Collaborating Internally 251 12815.67 51.06 56.438

Attending Open Days, etc. 254 7032.83 27.69 20.285

Continuing Professional Development 245 6959.00 28.40 26.762

Testing (Administration) 249 5014.30 20.14 22.728

Liaising with parents 252 10397.00 41.26 46.513

Presenting 251 3983.67 15.87 30.002

Administration/Record Keeping 248 19669.00 79.31 93.228

Amt. of hours Supervision 250 3488.00 13.95 12.565

Organising/Planning SPHE with others 200 1419.75 7.10 16.631

Teaching SPHE 170 4242.66 24.96 41.765

Figure 1.14: Annual GC Activities by Hours Spent


34

Of the 271 participant schools, 261 (96.3%) reported data on the location where various GC activities were carried out, as per Table 1.14 and Figure 1.15 below. Table 1.14: Phase 1: Where GC Activities are Carried Out

Where GC Activities are Carried Out

Category N

School time Only

Mostly School time Both

Mostly Personal

Time

Personal time Only

Consult/Network Externally - Further/Higher Education 257 41 92 102 2 1

Collaborative work/Consulting with External Agencies 258 37 98 109 13 1

Collaborative work/meeting with school staff/management 261 65 97 86 13 0

Attendance at Open days, exhibitions 261 58 97 96 10 0

Continuing Professional Development 254 23 43 123 50 15

Testing (Administration) 254 90 52 88 19 5

Liaising with parents; meetings; phone calls 257 28 74 139 14 2

Presentations 256 18 26 60 76 1

Administration/Record Keeping 260 21 49 121 57 1

Supervision 246 90 5 42 21 38

Figure 1.15: Where GC Activities Take Place


35

PHASE 2A:

Summary of Results

Total Respondents to Phase 2

October 2012


36

PHASE 2A

Scheduled Practice 2012-13 Participants: 745 schools were invited to participate in the Audit. 282 schools responded; a 37.9% response rate. Voluntary schools represent 45.0%, Vocational schools/Community Colleges 26.2%, Community/Comprehensive schools 17.4%, Fee-Paying schools 5.3%, and Others 6.1% 67 schools have PLC status, and 72 schools have DEIS status. Guidance Counsellors: While 438 Guidance Counsellors are employed in participating schools, only 376 (85.8%) are practicing G&C on a daily basis. Respondents further reported that 54 unqualified staff are delivering G&C, representing 14.21% of total practicing G&C staff. In addition, 24 schools (8.5%) reported using external providers for Guidance; while 88 schools (31.2%) reported using external providers for Counselling. Of the 24 schools providing external guidance, 18 reported that these providers are paid for their services, of which 45.8% are retired Guidance Counsellors. Of the 88 schools providing external Counselling, 49 reported that these providers are paid for their services. Schools Providing G&C Services in 2012-1 from the General School Allocation Of the 282 participant schools, 278 reported being granted hours from the General School Allocation, 2 reported Concessional hours only, while 2 reported zero allocation. Hours Allocated to G&C Services 2012-13 The hours reported as being allocated to the G&C service is down 26.85% on DES 2011-12 allocated hours; and down 22.05% on actual practice 2011-12, which as previous mentioned was already down 6.15% on the DES allocated hours. Hours Lost by School Type The largest lost is evident in Vocational/Community Colleges, which reports a loss of 30.2%, with Voluntary Schools down 22.2%, Community/Comprehensive schools down 20.2%, Colleges of Further Education down 15.6%, and Fee-Paying schools down 10.7%. How GC’s Spend Their Time While the 282 participating schools report a loss of 26.85% over DES allocation 2011-12, they state that 27.83% of the weekly G&C time is spent in classroom delivery of Guidance; 29.81% on One-to-One work; 6.65% on Group work; and 36.44% on ‘Other’ work. When asked about their total time-tabled hours per week, respondents reported that 53.55% is spent delivering Guidance; 28.72% Subject teaching; 11.96% teaching SPHE; and 5.77% on ‘Other’ teaching.


37

PHASE 2A:

Results of Analyses from Phase 2 Participant Schools

October 2012


38

PHASE 2: 2012-2013 ACTUAL GC PRACTICE

745 second level schools were invited to participate in Phase 2 of the IGC Audit of Guidance & Counselling practice in Ireland. 282 participant schools (37.9%) returned completed questionnaires under Phase 2 of the Audit, which reported data on planned GC practice for the 2012-2013 academic year. Of these 282 participant schools, 240 had participated in both Phases 1 & 2, as shown in Table 1.15 below, representing 85.1% of Phase 2 participants, and 88.6% of Phase 1 participants. This section will report result from the total 282 participant schools who responded to Phase 2 of the Audit.

Table 1.15: Phase 2A: Participant Schools in Each Phase of the Audit





: - Phase 1 & 2 respondents only 240 88.6%

Details of the location of these 282 participant schools are shown in Table 1.16 below. Table 1.16: Phase 2A: Participant Schools by Location

Participant Schools by Location

Category N %

Carlow 4 1.42

Cavan 5 1.77

Clare 6 2.13

Cork 35 12.41

Donegal 12 4.26

Dublin 64 22.7

Galway 17 6.03

Kerry 15 5.32

Kildare 7 2.48

Kilkenny 8 2.84


39

Laois 2 .71

Leitrim 1 .35

Limerick 13 4.61

Longford 3 1.06

Louth 8 2.84

Mayo 11 3.90

Meath 9 3.19

Monaghan 6 2.13

Offaly 9 3.19

Sligo 5 1.77

Tipperary 16 5.67

Waterford 4 1.42

Westmeath 4 1.42

Wexford 9 3.19

Wicklow 9 3.19

Total 282 100.00

Of the 282 participant schools, 5 schools were dual type, and are shown in Table 1.17 and Figure 1.16 below. Table 1.17: Phase 2A: Schools by School Type

School by Type

Category N %

Voluntary Secondary School 127 45.0

Vocational School/Community College 74 26.2

Community/Comprehensive School 49 17.4

Fee-Paying Secondary School 15 5.3

College of Further Education 10 3.5

Youthreach 1 .4

VTOS/Second Chance 1 .4

Voluntary Secondary School + CFE 2 .7

Vocational School/Community College + CFE 2 .7

Community/Comprehensive School + CFE 1 .4

Total 282 100.0


40

Figure 1.16: Participating School Types by Percentage Of the 282 participant schools, 67 reported holding PLC status, while 72 reported holding DEIS status, as shown in Tables 1.18 and 1.19 below: Table 1.18: Phase 2A: Participant Schools with PLC Status

PLC STATUS

Category N %

Yes 67 23.8

No 214 75.9

No Response 1 0.3

Total 282 100.0 Table 1.19: Phase 2A: Participant Schools with DEIS Status

DEIS STATUS

Category N %

Yes 72 253.5

No 207 73.4

No Response 3 1.1

Total 282 100.0


41

The 278 (98.6%) participant schools reported their individual schools were providing hours for Guidance & Counselling from the general school allocation. 4 participant schools reported no allocation, of which 2 reported concessional hours, and 2 reported no hours (resulting in resignation of 1 GC), as shown in Table 1.20 below. Table 1.20: Phase 2A: Schools Providing G & C Service 2012-2-13

Schools Providing G&C 2012-2013

Category N % Total Hours

Mean Score S.D.

Yes 278 98.6

No 4 1.4

Total 282 100.0 5387.75 19.105 10.206

The 282 participant schools reported the total hours allocated, together with a breakdown of how these hours would be spent, as shown in Table 1.21 and Figure 1.17 below. While the majority of the 282 participant schools were specific about the total GC hours and, to a lesser extent, the portion allocated to classroom delivery, they were much less specific about how the balance would be utilised.

Table 1.21: Phase 2A: Breakdown of Weekly G&C Allocated Hours 2012-2013

Estimated Breakdown Of Allocated GC Hours 2012-13

No. of GC Hours per

week

No. of hours

classroom delivery

No. of hours 1:1 student work

No. of hours group work

No. of other hours

Total Hours 5396.25 1501.78 1608.73 359.00 1966.23

Mean Scores 19.136 5.604 6.235 4.918 7.505

Std. Deviation 10.196 3.285 4.099 4.080 3.960

N 282 268 258 73 262

No Response 0 14 24 209 20

Total 282 282 282 282 282


42

Figure 1.17: Breakdown of allocated GC Hours 2012-13

The 282 participant schools reported a breakdown of their time-tabled hours per week, and by student year, as shown in Tables 1.22 and 1.23, and Figures 1.18 to 1.22 below. Table 1.22: Phase 2A: Breakdown of Weekly Time-Tabled Hours.

Breakdown of Time-tabled Hours per Week

Total Hours GC Subject SPHE Other'

Total. Hours 2724.11 1458.88 782.46 325.71 157.06

Mean Scores 9.906 5.4230 5.6700 2.8320 2.7080

Std. Deviation 6.402 3.1780 4.2080 3.1200 3.0530

No. of Schools 275 269 138 115 58

No Response 7 13 144 167 224

N 282 282 282 282 282


43

Figure 1.18: Breakdown of Weekly Time-Tabled Classes

Results: IGC Audit of Guidance Counselling Practice, 2011-2013 Table 1.23: Breakdown of Weekly Time-Tabled Classes by Student Year (excluding Modular)

Weekly Time-Tabled Classes by Student Year (excluding Modular)

Category N GUIDANCE Mean (S.D.) N SUBJECT

Mean (S.D.) N SPHE

Mean (S.D.) N OTHER

Mean (S.D.)

Year 1 26 48 1.85 (1.047) 77 253 3.29 (2.427) 73 156 2.14 (1.653) 17 44 2.59 (1.938)

Year 2 15 36 2.40 (1.404) 55 166 3.02 (2.086) 65 93 1.43 (1.250) 8 22 2.75 (2.659)

Year 3 33 63 1.91 (1.331) 57 164 2.88 (2.204) 68 134 1.77 (1.710) 11 25 2.27 (1.902)

Year 4 164 411 2.51 (1.667) 42 101 2.40 (2.317) 17 31 1.82 (1.015) 18 39 2.17 (1.043)

Year 5 155 412 2.66 (1.696) 45 142 3.16 (2.345) 15 21 1.40 (0.731) 15 32 2.13 (1.506)

Year 5 LCA1 88 109 1.22 (0.589) 19 30 1.58 (0.961) 5 12 2.40 (2.608) 4 5 1.25 (0.500)

Year 5 LCVP 44 77 1.75 (1.203) 24 48 2.04 (1.285) 6 10 1.67 (1.633) 4 17 4.25 (1.708)

Year 6 184 516 2.80 (1.851) 36 107 2.97 (2.286) 13 16 1.23 (0.927) 10 21 2.10 (1.370)

Year 6 LCA2 81 108 1.33 (0.671) 19 32 1.68 (0.946) 4 10 2.50 (3.000) 4 5 1.25 (0.500)

Year 6 LCVP 51 76 1.49 (0.731) 23 48 2.09 (1.474) 5 8 1.60 (1.342) 2 2 1.00 (0.000)

Year 6 PLC 14 47 3.36 (2.872) 12 71 5.92 (5.143) 1 1 1.00 (0.000) 5 79 15.80 (20.0)

Total 1912 1162 492 291


Figure 1.19: Time-tabled Weekly GUIDANCE Classes

Figure 1.20: Time-tabled Weekly SUBJECT Classes


46

Figure 1.21: Time-tabled Weekly SPHE Classes

Figure 1.22: Time-tabled Weekly OTHER Classes


47

Of the 282 participant schools, 276 reported employing 438 qualified Guidance & Counselling staff, of which 376 (85.8%) were practicing during the 2012-13 academic year, as per Tables 1.24 below. They further reported the status of qualified GC’s in these schools, as shown in Table 1.25 below. Table 1.24: Phase 2A: Qualified Guidance & Counselling Staff


Category N Total Mean Score S.D.

All Qualified 276 438 1.59 0.755

Practicing Qualified 276 376 1.36 0.626

% Qualified & Practicing 276 85.8% .

No Response 6

Total 282 Table 1.25: Phase 2A: Status of Qualified GC Staff in Schools

GC Entitlement in School

No. of Schools in Total

No. of Schools in Practice

0 2 4

1 145 183

2 101 76

3 22 12

4 5 0

5 1 1

N 276 276

No Response 6 6

Total 282 282


48

The 282 participant schools reported that 54 unqualified staff were practicing as Guidance Counsellors during the 2012-13 academic year, representing 14.2% of all practicing staff, as per Tables 1.26 and 1.27, and Figure 8 below. 9 (16.6%) of these unqualified GC staff are Guidance Counsellors in Training. Table 1.26: Phase 2A: Unqualified Practicing GC Staff in Schools

Unqualified Practicing GC’s

N Schools

Total Unqualified

Staff

Mean Score S.D.

GC’s-in-Training Yes No

1 31 31 7 24

2 6 12 2 10

3 1 3 0 3

4 2 8 0 8

5 0 0 0 0

Total Unqualified 40 54 0.190 0.556 9 45 Table 1.27: Phase 2A: Unqualified Practicing GC Staff in Schools

Total Hours Mean

Score S.D.

Of 54 Unqualified Staff 30 136.48 4.549 5.098

.

Figure 1.23: Percentage of Qualified & Unqualified Practicing GC’s


49

Of the 40 schools who reported unqualified in-school staff delivering GC, only 12 reported the professional status of those individuals who were not Guidance Counsellors in Training, as shown in Table 1.28 below. Table 1.28: Phase 2B: Profession of Unqualified GC Staff in Schools

Profession of Unqualified Staff Delivering GC

Category N %

GC in-training 9 16.66%

Chaplin 8 14.84%

NBSS, SPC 2 3.70%

Staff Member 1 1.85%

Counsellor 1 1.85%

Not defined 33 61.10%

Total 54 100.00%


50

In addition, the 282 participant schools reported that 24 (8.5%) were using the services of external individuals to deliver Guidance Services in their schools, as shown in Table 1.29 below. Table 1.29: Phase 2A: External Providers of GUIDANCE in Schools

Schools Using External Providers for Guidance


Mean Score

S.D.

Yes 24 8.5%

No 258 91.5%

Total 282 100.0

Of N = 24 24 100.00% 172 7.41 5.664 Of the 24 External provides of in-school GC services, almost half are retired GC’s, as shown in Table 1.30 below. . Table 1.30: Phase 2A: Profession & Payment Status of External Providers of Guidance

Profession & Payment Status of External GC Provider

Category No. of Schools

% Paid Hours per

Week

Unpaid Hours per

Week

Retired GC 11 45.83% 9 80 2 19

Counsellor 3 12.50% 2 9 1 2

Chaplin 2 8.33% 2 27

GC's in-training 2 8.33% 2 3

FAS Recruit 1 4.17% 1 11

Psychologist 1 4.17% 1 4

Retired Nun 1 4.17% 1 1

Psychotherapist 1 4.17% 1 3

Study Skills Providers 1 4.17% 1 6

An Organisation 1 4.17% 1 7

Total 24 100% 18 147 6 25


51

The 282 participant schools reported that 88 (31.2%) were using the services of external individuals to deliver Counselling Services in their schools, as shown in Table 1.31 below. Table 1.31: Phase 2A: External Providers of COUNSELLING in Schools

Schools Using External Providers for Counselling


Mean Score

S.D.

Yes 88 31.2 No 194 68.8 Total 282 100.0% Of N = 88 68 76.47% 440 6.470 5.903

Of the 88 External provides of in-school Counselling services, there were 17 different providers; and of those respondents who reported data, 64.47% of the hours worked were paid, as per Table 1.32 below. Table 1.32: Phase 2A: Profession & Payment Status of External Providers of Counselling .

Profession & Payment Status of External Providers of Counselling

Category No. of Schools % Paid

Hours per Week Unpaid

Hours per Week

Counsellor 31 37.80% 23 162 7 32 Psychologist 8 9.76% 5 12 1 Therapist 8 9.76% 7 51 Counsellor with SCP 8 9.76% 8 59 Chaplin 5 6.10% 2 34 3 24 ISPCC 3 3.66% 2 2 JIGSAW 5 6.10% 5 11 Pieta House 2 2.44% 1 15 Teen Focus 2 2.44% 2 3 CIT students 3 3.66% 3 7 Retired Nun 1 1.22% 1 2 CDVEC 1 1.22% 1 3 Home/School Liaison 1 1.22% 1 4 Charity Worker 1 1.22% 1 3 Community Services 1 1.22% 1 16 GC's in-training 1 1.22% 1 Pastoral Outreach 1 1.22% 1 Total 82 100% 49 325 27 115


52

A breakdown of the G & C hours for both the 2011-12 and 2013, together with practice hours lost in 2012-13 is shown below in Table 1.33 and Figure 1.24 below. Table 1.33: Phase 2A: Breakdown of G&C Hours 2011-12 and 2012-13

Guidance & Counselling 2011-12 & 2012-13

Category N Total Hours Mean Scores S.D.

Total DES Allocated Hours 2011-2012 282 7267.03 25.7696 12.65863

Total Practice Hours 2011-2012 282 6819.82 24.1838 12.43906


Total Practice Hours Lost 2012-2013 282 1504.17 5.3339 6.9634

.



53

Analyses of the data reported by the 282 participant schools shows a loss of GC practice hours in 2012-13 of 26.85% against DES 2011-12 allocation; and a loss of 22.05% against actual GC practice 2011-12, as shown in Table 1.34 and Figure 1.25 below. Table 1.34: Phase 2A: Analyses of G&C 2011-12 and 2012-13

Percentage Loss of GC Hours

Category

N

Hours

% +/- 2011-12

DES Allocated

Hours

% +/- 2011-12 Actual

Practice Hours

Total DES Allocated Hours 2011-2012

282 7267.03

Total Practice Hours 2011-2012

282 6819.82 -6.15%

Total School Allocation Hours 2012-2013

282 5315.65

- 26.85%

-22.05%

Total Practice Hours Lost 2012-2013

282 1504.17 .

Figure 1.25: Percentage of GC Hours Lost in 2011-12


54

A breakdown of the number of G& C hours lost by school type is shown in Table 1.35 and Figure 1.26 below. Table 1.35: Phase 2A: Analyses of GC Lost Hours by School Type

Analysis of Lost Hours by School Type

Category N

DES alloc. hours 2011-2012

Actual practice

hours 2011-2012

Scheduled practice

hours 2012-2013

Practice hours lost in 2012-2013

% Loss over

2011-12 Alloc.

% Loss over

2011-12 Practice

Voluntary Secondary School 127 3170.73 3020.74 2346.42 674.32 21.18% 22.23%

Voluntary Secondary School + CFE 2 99.00 64.67 59.00 5.67 5.73% 8.77%

Vocational School/ Community College 74 1705.17 1515.20 1057.05 458.15 26.87% 30.24%

Vocational School/ Comm. College +CFE 2 58.00 50.50 26.00 24.50 42.24% 48.51%

Community/Compre- hensive School 49 1531.3 1479.37 1217.35 262.02 19.53% 20.21%

Community/Compre- hensive School +CFE 1 28.00 8.50 17.00 +8.50 -30.4% +100%

Fee-Paying Secondary School 15 358.83 376.84 336.67 40.17 11.19% 10.66%

College of Further Education 10 300.00 286.00 243.50 42.50 14.83% 15.56%

Youthreach 1 8.00 10.00 9.33 0.67 8.38% 6.70%

VTOS/Second Chance 1 8.00 8.00 3.33 4.67 58.38% 58.38%

Total 282 7267.03 6819.82 5315.65 1504.17


55

Figure 1.26: Percentage of GC Hours Lost in 2011-12 by School Type


56

Of the 282 participant schools, 54 (19.2%) reported that they were not free to attend Supervision, and the reasons for non-release, on the designated afternoon, as shown in Tables 1.36 and 1.37 below. However, a substantial proportion further reported that, when brought to the attention of the Principal, they were released to attend on that specific occasion. Table 1.36: Phase 2A: Analysis of GC’s Free to Attend Supervision/CPD

GC's Free to Attend Supervision/CPD

Category N %

Yes 227 80.50

No 54 19.10

No response 1 0.40

Total 282 100.0 Table 1.37: Phase 2A: Analysis of Reasons for GC’s Non-Release

Reasons for GC's Non-Release

Category N %

Subject Teaching 31 58.50

Guidance 17 32.07

School-based Activities 5 9.43

Total 53 100.0


57

PHASE 2B:

Summary of Results

Respondents to Phases 1 & 2 Only

October 2012


58

PHASE 2B

Phase 1 & 2 Respondents only Scheduled Practice 2012-13

Participants: 745 second level schools were invited to participate in Phase 2 of the IGC Audit and 282 schools (37.9%) returned completed questionnaires. Of these 282 participant schools, 240 (88.6%) had participated in both Phases 1 & 2. Of these 240 schools, Voluntary schools represent 43.3%, Vocational schools/Community Colleges 27.5%, Community/ Comprehensive schools 17.5%, Fee-Paying schools 5.0%, and Others 6.7%. 62 schools have PLC status, and 60 schools have DEIS status. Guidance Counsellors: While 378 Guidance Counsellors (GC) are employed in participating schools, only 326 (86.2%) are practicing G&C on a daily basis. Respondents further reported that 49 unqualified staff are delivering G&C, representing 13.07% of total practicing G&C staff. In addition, 21 schools (8.75%) reported using external providers for Guidance; while 70 schools (29.2%) reported using external providers for Counselling. Of the 21 schools providing external guidance, 18 reported that these providers are paid for their services, of which 38.1% are retired Guidance Counsellors. Of the 65 schools providing external Counselling, 38 reported that these providers are paid for their services. Schools Providing G&C Services in 2012-1 from the General School Allocation Of the 240 participant schools, 237 reported being granted hours from the General School Allocation, 2 reported Concessional hours only, while 1 reported zero allocation. Hours Allocated to G&C Services 2012-13 The hours reported as being allocated to the G&C service is down 26.67% on DES 2011-12 allocated hours; and down 21.43% on actual practice 2011-12, which are already down 6.64% on the DES allocated hours. Hours Lost by School Type The largest lost is evident in Vocational/Community Colleges, which reported a loss of 30.6%, with Voluntary Schools down 21.2%, Community/Comprehensive schools down 20.0%, Colleges of Further Education down 15.6%, and Fee-Paying schools down 12.1%. How GC’s Spend Their Time While the 240 participating schools reported a loss of 26.67% over DES allocation 2011-12, they further reported that 28.7% of the weekly G&C time is spent in classroom delivery of Guidance; 29.7% on One-to-One work; 6.6% on Group work; and 36.4% on ‘Other’ work.


59

When asked about their total time-tabled hours per week, respondents reported that 53.23% is spent delivering Guidance; 28.85% Subject teaching; 12.05% teaching SPHE; and 5.87% ‘Other’ teaching. Comparison of G&C Hours 2011-12 and 2012-13 When the G & C hours reported by the 240 participant schools under Phases 1 & 2 are compared, time-tabled hours have increase by 19.84%, while counselling hours have decreased by 51.41%. Are GC’s Free to Attend Counselling Supervision Of the 240 participant schools, 45 (18.8%) reported that they were not free to attend Supervision on the designated afternoon, and the reasons given for non-release were Subject Teaching (60.5%), delivering classroom Guidance (30.2%), and other school-based activity (9.3%). However, a substantial proportion further reported that when brought to the attention of the Principal, they were released to attend on that specific occasion.


60

PHASE 2B:

Results of Analyses from Phase 1 & 2 Participant Schools Only

March & October 2012


61

PHASE 2: 2012-2013 ACTUAL GC PRACTICE 745 second level schools were invited to participate in Phase 2 of the IGC Audit of Guidance & Counselling practice in Ireland. 282 participant schools (37.9%) returned completed questionnaires under Phase 2 of the Audit, which reported data on planned GC practice for the 2012-2013 academic year. Of these 282 participant schools, 240 had participated in both Phases 1 & 2, as shown in Table 1.38 below, representing 85.1% of Phase 2 participants, and 88.6% of Phase 1 participants. This section only compares the 240 (88.6%) participant schools who responded in Phase 1 & Phase 2.

Table 1.38: Phase 2B: Participant Schools in Each Phase of the Audit





: - Phase 1 & 2 respondents only 240 88.6%

Details of the location of the 240 participant schools are shown in Table 1.39 below.

Table 1.39: Phase 2B: Participant Schools by Location

School Location

Category N %

Carlow 4 1.7

Cavan 4 1.7

Clare 5 2.1

Cork 30 12.5

Donegal 10 4.2

Dublin 54 22.5

Galway 15 6.3

Kerry 14 5.8

Kildare 7 2.9


62

Kilkenny 7 2.9

Laois 2 .8

Leitrim 1 .4

Limerick 10 4.2

Longford 3 1.3

Louth 7 2.9

Mayo 10 4.2

Meath 6 2.5

Monaghan 6 2.5

Offaly 8 3.3

Sligo 4 1.7

Tipperary 13 5.4

Waterford 4 1.7

Westmeath 4 1.7

Wexford 7 2.9

Wicklow 5 2.1

Total 240 100.0

Of the 240 participant schools, 4 schools were dual type, and are shown in Table 1.40 and Figure 1.27 below. Table 1.40: Phase 2B: Schools by School Type

School by Type

Category N %

Voluntary Secondary School 104 43.3

Vocational School/Community College 66 27.5

Community/Comprehensive School 42 17.5

Fee-Paying Secondary School 12 5.0

College of Further Education 10 4.2

Youthreach 1 .4

VTOS/Second Chance 1 .4

Voluntary Secondary School + CFE 2 .8

Vocational School/Community College + CFE 1 .4

Community/Comprehensive School + CFE 1 .4

Total 240 100.0


63

Figure 1.27: Participating School Types by Percentage Of the 240 participant schools, 62 reported holding PLC status, while 60 further reported holding DEIS status, as shown in Tables 1.41 and 1.42 below. Table 1.41: Phase 2B: Participant Schools with PLC Status

PLC STATUS

Category N %

Yes 62 25.8

No 177 738

No Response 1 0.4

Total 240 100.0 Table 1.42: Phase 2B: Participant Schools with DEIS Status3

DEIS STATUS

Category N %

Yes 60 25.0

No 177 73.8

No Response 3 1.3

Total 240 100.0


64

237 (98.8%) of the 240 participant schools reported their individual schools were providing hours for Guidance & Counselling from the general school allocation. Three participant schools reported no allocation, of which 2 reported concessional hours, and 1 reported no hours, as shown in Table 1.43 below. Table 1.43: Phase 2B: Schools Providing G & C Service 2012-2-13

Schools Providing G&C 2012-2013


Mean Score S.D.

Yes 237 98.8

No 3 1.2

Total 240 100.0 4625.15 19.2756 10.373

The 240 participant schools reported the total hours allocated, together with an estimated breakdown of how these hours would be spent, as shown in Table 1.44 and Figure 1.28 below. While the majority of the 240 participant schools were specific about the total GC hours and, to a lesser extent, the portion allocated to classroom delivery, they were much less specific about how the balance would be utilised.

Table 1.44: Phase 2B: Breakdown of Weekly GC Allocated Hours 2012-2013

Estimated Breakdown Of Weekly G&C Allocation 2012-13

Total GC Hours

Classroom Delivery

1:1 Student Work

Group Work

‘Other’ Work

Total Hours 4610.42 1304.02 1349.17 301.53 1655.70

Mean Scores 19.210 5.432 6.160 5.199 7.392

Std. Deviation 10.373 3.281 4.377 4.725 6.123

N 240 229 219 58 224

% of Schools 100 95.4% 90.10% 24.16% 93.3%

Total 240 240 240 240 240


65

Figure 1.28: Breakdown of GC Hours 2012-13

The 240 participant schools reported a breakdown of their time-tabled hours per week, and by student year, as shown in Tables 1.45 and 1.46, and Figures 1.29 to 1.33 below. Table 1.45: Phase 2B: Breakdown of Weekly Time-Tabled Hours

Breakdown of Weekly Time-Tabled Hours for GC’s

Total Hours GC SUBJECT SPHE OTHER

Total. Hours 2449.77 1304.02 706.76 295.24 143.75

Mean Scores 10.599 5.694 5.889 2.923 2.875

Std. Deviation 6.600 3.281 4.357 3.382 3.252

No. of Schools 232 229 120 101 50

% of Schools 96.6% 95.4% 50.0% 42.1% 20.8%

N 240 240 240 240 240


66

Figure 1.29: Breakdown of Weekly Time-Tabled Classes

Results: IGC Audit of Guidance Counselling Practice, 2011-2013 Table 1.46: Breakdown of Weekly Time-Tabled Classes by Student Year (excluding Modular)

Weekly Time-Tabled Classes by Student Year

Category N GUIDANCE Mean (S.D.) N SUBJECT

Mean (S.D.) N SPHE

Mean (S.D.) N OTHER

Mean (S.D.)

Year 1 21 37 176 (1.044) 69 230 3.33 (2.411) 64 142 2.22 (1.704) 14 39 2.79 (2.082)

Year 2 12 29 2.42 (1.505) 45 135 3.00 (2.143) 54 81 1.50 (1.356) 7 21 3.00 (2.769)

Year 3 27 55 2.22 (1.400) 47 140 2.96 (2.336) 59 121 2.07 (1.804) 9 22 2.44 (2.068)

Year 4 143 369 2.58 (1.667) 35 88 2.51 (2.454) 16 30 1.88 (1.025) 17 37 2.18 (1.074)

Year 5 130 351 2.70 (1.719) 40 125 2.97 (2.209) 12 18 1.50 (0.798) 11 21 1.92 (1.446)

Year 5 LCA1 75 95 1.27 (0.644) 16 27 1.69 (1.014) 5 12 2.40 (2.608) 4 5 1.25 (0.500)

Year 5 LCVP 37 67 1.81 (1.266) 19 41 2.16 (1.385) 4 8 2.00 (2.000) 4 17 4.25 (1.708)

Year 6 158 453 2.87 (1.906) 31 95 3.06 (2.175) 11 14 1.27 (1.009) 9 20 2.22 (1.394)

Year 6 LCA2 65 90 1.38 (0.722) 16 29 1.81 (0.981) 4 10 2.50 (3.000) 2 2 1.00 (0.000)

Year 6 LCVP 43 65 1.51 (0.736) 19 43 2.26 (1.558) 4 7 1.75 (1.500) 1 1 1.00 (0.000)

Year 6 PLC 14 47 3.36 (2.872) 9 57 6.33 (5.050) 1 1 1.00 (0.000) 4 44 11.0(19.34)

Total 1658 1010 444 229

Min. = xxx


Figure 1.30: Time-tabled Weekly GUIDANCE Classes

Figure 1.31: Time-tabled Weekly SUBJECT Classes


69

Figure 1.32: Time-tabled Weekly SPHE Classes

Figure 1.33: Time-tabled Weekly OTHER Classes


70

When the G & C hours reported by the 240 participant schools under Phase 1 and Phase 2 is compared, time-tabled hours increase by 19.84%, while counselling hours decrease by 51.41%, as shown in Table 1.47 below. Table 1:47: Phase 2B: Comparison of G&C Hours 2011-12 and 2012-13

Comparison of GC Weekly Hours -2011-12 & 2012-13

Category N Actual 2011-12

Scheduled 2012-13

% +/-

Time-tabled GC Hours 240 1088.13 1304.02 + 19.84

Total Counselling Hours 240 2776.72 1349.17 - 51.41

- 1:1 Career/Education 240 1713.38

- 1:1 Personal 240 1063.34


71

Of the 240 participant schools, 234 reported employing 378 qualified Guidance & Counselling staff, of which 326 (85.8%) were practicing during the 2012-13 academic year, as per Tables 1.48 below. They further reported the status of qualified GC’s in these schools, as shown in Table 1.49 below. Table 1.48: Phase 2B: Qualified Guidance & Counselling Staff


Category N Total Mean Score S.D.

All Qualified 234 378 1.62 0.762

Practicing Qualified 234 326 1.39 0.648

% Qualified & Practicing 234 86.2% .

No Response 6

Total 240 Table 1.49: Phase 2B: Status of Qualified GC Staff in Schools

GC Entitlement in Schools

No. of Schools in Total

No. of Schools in Practice

0 2 4

1 117 148

2 90 70

3 20 11

4 4 0

5 1 1

N 234 234

No Response 6 6

Total 240 240


72

The 240 participant schools reported that 49 unqualified staff were practicing as Guidance Counsellors during the 2012-13 academic year, representing 13.1% of all practicing staff, as per Tables 1.50 and 1.51, and Figure 1.34 below. 8 (16.3%) of these unqualified GC staff are Guidance Counsellors in Training. Table 1.50: Phase 2B: Unqualified Practicing Guidance Staff in Schools

Unqualified Practicing

GC’s

N Schools

Total Unqualified

Staff

Mean Score S.D.

GC’s-in-Training Yes No

1 26 26 6 20

2 6 12 2 10

3 1 3 0 3

4 2 8 0 8

5 0 0 0 0

Total Unqualified

32 49 0.210 0.588 8 41

Table 1.51: Phase 2B: Unqualified Practicing Guidance Staff Hours

Total Hours Mean

Score S.D.

Of 49 Unqualified Staff 27 128.49 4.759 5.366

.



73

Of the 40 schools who reported unqualified in-school staff delivering GC, only 12 reported the professional status of those individuals who were not Guidance Counsellors in Training, as shown in Table 1.52 below. Table 1.52: Phase 2B: Profession of Unqualified Guidance Staff in Schools

Profession of Unqualified Staff Delivering GC

Category N %

GC in-training 8 16.33%

Chaplin 8 16.33%

NBSS, SPC 2 4.08%

Staff Member 1 2.04%

Counsellor 1 2.04%

Not defined 29 59.18%

Total 49 100.00%


74

In addition, to the above, the 240 participant schools reported that 21 (8.75%) were using the services of external individuals to deliver Guidance Services in their schools, as shown in Table 1.53 below. Table 1.53: Phase 2B: External Providers of GUIDANCE in Schols

Schools Using External Providers for Guidance


Mean Score

S.D.

Yes 21 8.75%

No 219 91.25%

Total 240 100.0

Of N = 21 20 95.24% 155 7.73 5.629 Of the 21 External provides of in-school GC services, 38.1% are retired GC’s, as shown in Table 1.54 below. . Table 1.54: Phase 2B: Profession & Payment Status of External Providers of Guidance

Profession & Payment Status of External GC Provider

Category No. of Schools

% Paid Hours per

Week

Unpaid Hours per

Week Retired GC 8 38.1 6 64 2 19 Counsellor 3 14.3 2 8 1 2 GC's in-training 2 9.6 2 3 Chaplin 2 9.6 2 27 Study Skills Providers 1 4.7 1 6 Retired Nun 1 4.7 1 1 Psychotherapist 1 4.7 1 3 An Organisation 1 4.7 1 7 FAS Recruit 1 4.7 1 11 Counselling Psychologist 1 4.7 1 4

Total 21 100.0 15 130 6 25


75

The 240 participant schools reported that 70 (29.2%) were using the services of external individuals to deliver Counselling Services in their schools, as shown in Table 1.55 below. . Table 1.55: Phase 2B: External Providers of COUNSELLING in Schools

Schools Using External Providers for Counselling


Mean Score

S.D.

Yes 70 29.2

No 170 70.8

Total 240 100

Of N = 70 54 77.14% 355 6.570 6.139 Of the 70 External provides of in-school Counselling services, there were 17 different providers; and of those respondents who reported data, 62.7% of the hours worked were paid, as per Table 1.56 below. Table 1.56: Phase 2B: Profession & Payment Status of External Providers of Counselling .

Profession & Payment Status of External Providers of Counselling

Category N of Schools % Paid

Hours per

Week Unpaid

Hours per

Week

Counsellor 25 38.5% 18 115 5 27

Counsellor with SCP 6 9.2% 6 34

Psychologist 5 7.7% 2 5 1

Therapist 5 7.7% 5 40

Chaplin 4 6.2% 2 36 1 18

JIGSAW 3 4.6% 3 11

CIT students 3 4.6% 3 7

Pieta House 2 3.1% 1 15

ISPCC 2 3.1% 2

Teen Focus 1 1.5% 1 3

Retired Nun 1 1.5% 1 2

CDVEC 1 1.5% 1 3

Home/School Liaison 1 1.5% 1 4


76

Charity Worker 1 1.5% 1 3

Community Services 1 1.5% 1 16

Organisation 1 1.5% 1

GC's in-training 1 1.5% 1 2

Pastoral Outreach Worker 1 1.5% 1

Not identified 1 1.5% 1 9 5

Total 65 100.0% 38 248 21 107


77

For the 240 participant schools, a breakdown of the G & C hours for both the 2011-12 and 2012-13, together with practice hours lost in 2012-13 is shown below in Table 1.57 and Figure 1.36 below. Table 1.57: Phase 2B: Analyses of G&C Hours 2011-12 and 2012-13

Guidance & Counselling 2011-12 & 2012-13 Category N Total Hours Mean Scores S.D.

Total DES Allocated Hours 2011-2012 240 6222.03 25.9251 12.71992


Total School Practice Hours 2012-2013 240 4563.80 19.0158 10.41346

Total Practice Hours Lost 2012-2013 240 1244.93 5.1872 6.8163

Figure 1.35: G & C Hours 2011-12 and 2012-13


78

Analyses of the data reported by the 240 participant schools shows a loss of GC practice hours in 2012-13 of 26.7% against DES 2011-12 allocation; and a loss of 21.4% against actual GC practice 2011-12, as shown in Table 1.58 below and Figure 1.36. Table 1.58: Phase 2B: Analyses of G&C 2011-12 and 2012-13

Percentage Loss of GC Hours

Category N Total Hours

% +/- 2011-12

DES Allocated

Hours

% +/- 2011-12 Actual

Practice Hours

Total DES Allocated Hours 2011-2012 240 6222.03

Total Practice Hours 2011-2012 240 5808.73 -6.64%

Total School Allocation Hours 2012-2013 240 4563.80 -26.67% -21.43%

Total Practice Hours Lost 2012-2013 240 1244.93

Figure 1.36: Percentage of GC Hours Lost in 2011-12


79

A breakdown of the number of G & C hours lost by school type is shown in Table 1.59 and Figure 1.37 below. Table 1.59: Phase 2B: Analyses of GC Lost Hours by School Type

Analysis of Lost Hours by School Type

Category N

DES alloc. hours 2011-2012

Actual practice

hours 2011-2012

Scheduled practice

hours 2012-2013

Practice hours lost in 2012-2013

% Loss over

2011-12 Alloc.

% Loss over

2011-12 Practice

Voluntary Secondary

School 104 2659.76 2521.24 1983.41 535.16 20.12% 21.23%

Voluntary Secondary

School + CFE 2 99.00 64.67 59.00 5.67 5.73% 8.77%

Vocational School/ Community College 66 1491.17 1325.78 920.05 405.73 27.21% 30.60%

Vocational School/ Comm. College +CFE 1 14.00 11.00 8.00 3.00 21.43% 27.27%

Community/Compre- hensive School 42 1303.30 1258.37 1043.18 252.19 19.35% 20.04%

Community/Compre- hensive School +CFE 1 28.00 8.50 17.00 -8.50 60.71% +100.0

Fee-Paying Secondary School 12 310.83 315.17 277.00 38.17 12.28% 12.11%

College of Further Education 10 300.00 286.00 243.50 44.50 14.83% 15.56%

Youthreach 1 8.00 10.00 9.33 0.67 8.38% 6.70%

VTOS/Second Chance 1 8.00 8.00 3.33 4.67 58.38% 58.38%

Total 240 6222.06 5808.73 4563.80 1281.26


80

Figure 1.37: Percentage of GC Hours Lost in 2011-12 by School Type


81

Of the 240 participant schools, 45 (18.8%) reported that they were not free to attend Supervision, and the reasons for non-release, on the designated afternoon, as shown in Tables 1.60 and 1.61 below. However, a substantial proportion further reported that when brought to the attention of the Principal, they were released to attend on that specific occasion. Table 1.60: Phase 2B: Analysis of GC’s Free to Attend Supervision/CPD

GC's Free to Attend Supervision/CPD

Category N %

Yes 194 80.8

No 45 18.8

No response 1 0.4

Total 240 100.0 Table 1.61: Phase 2B: Analysis of Reasons for GC’s Non-Release

Reasons for GC's Non-Release

Category N %

Subject Teaching 26 60.5

Guidance 13 30.2

School-based Activities 4 9.3

Total 43 100.0

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