Surviving moment to moment is characterized by a state of emotional flux and uncertainty about one's destiny, where the person has not fully committed to either life or death. Within this state, there are two interlinked subprocesses, whereby the person is leaning more towards death or life. A critical feature in working with this client group is to recognize their ambiguity and the fragility and temporality of their decisions about their destiny. The practitioner has an opportunity to be a catalyst in the momentum towards life by demonstrating understanding of this survival struggle and tailoring intervention to fit with the nuanced processes within this state.
Background:The mental health of university-level students has become a global concern due to the increased level and complexity of mental health presentations among students and the rise in demand for university-level counselling services, often the primary source of support for these students. However, to date, few studies have explored counsellors' experiences of working in this context.
Aim:To explore counsellors' experiences of providing counselling to students in university-level institutions in Ireland.
Method:This interpretative phenomenological analysis (IPA) study used one-to-one semi-structured interviews to capture the lived experience of qualified counsellors who were actively providing counselling in university-level institutions (N = 8). Data were analysed following the six stages of the IPA analytic method.Findings: Two superordinate themes were identified: 'fighting for recognition' captures participants' struggle to gain and/or maintain a sense of value in their professional identity and to explain the complexity of their role to others; and 'zigzagging' describes how they need to respond flexibly and creatively to meet student needs in a context that is unpredictable and evolving.
Conclusion:The study highlights the growing complexity of the university-level student counsellor role and identifies the challenges and rewards associated with working in this context. It suggests the importance of role recognition and counsellor capacity to adjust to protect their well-being and ultimately the quality of the service provided to students.
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