The Psychotherapy and Counselling Federation of Australia (PACFA) is a self‐regulating professional peak body, comprising more than 40 professional associations for counselling and psychotherapy in Australia. It represents over 3000 individual practitioners from a range of counselling and psychotherapy backgrounds. This paper describes the decade‐long national consultative processes among practitioners, educators, and professional associations, which has resulted in a unique umbrella structure for member associations. This umbrella structure, the federation, has the potential to embrace and unite the field of psychotherapy and counselling, while maintaining the individual identity and purposes of member associations, in Australia. After describing the development, structures, and goals of PACFA, the paper outlines its major achievements. It then describes an important project on Self‐Regulation in Counselling and Psychotherapy. The objectives of this project are to investigate and further develop an Australian professional self‐regulation model, building on the community consultation processes initiated by PACFA in the mid‐1990s. This paper provides a review of key issues for self‐regulation, explores the options available in the Australian context, the model development to date, and outlines the national consultative processes currently under way to address the challenges facing the profession in Australia. We also discuss the importance of the dialogic and consensual processes adopted by PACFA in establishing a legitimate and credible voice for the profession as a whole in Australia. The paper ends with an overview of some challenges to the future of counselling and psychotherapy in Australia.
This article explores the issues for counsellors working with international students, particularly Asian international students. As globalisation has expanded people have tended to study overseas in great numbers, hence the increasing importance for professionals to examine counselling in this cultural speciality. In order to understand effective counselling, this article discusses the major problems faced by international students and suggests specific counselling strategies in the context of general guidelines for cross-cultural counselling.
This article presents a review of research literature regarding the association between marital conflict and child adjustment in intact families. Factors such as the child temperament and gender, the relational dynamics between parent/s and child, the child's developmental stage and cognitive appraisal of the conflict — including aspects of the child's physiological system, as well as parenting practices — are explored to outline contributions to the understanding of issues associated with this aspect of family process. Developmental psychopathology is offered as a useful resource in terms of a process oriented theoretical framework providing a multi-dimensional approach to exploring and explaining the impact of marital conflict on children.
This paper addresses the issues associated with providing quality supervision for school counsellors. The variety of tasks that are required of school counsellors makes it essential that appropriate supervisory support is provided by the employer. Clinical supervision should be carried out by a counsellor who has training in supervision methods and techniques, as well as clinical experience in the tasks being supervised. Administrative supervision can be conducted by a member of the school administrative team. School counsellor competence can be developed in the workplace with the support of a colleague or supervisor until expertise develops.It is accepted that supervision is a crucial part of the professional support for counsellors. Bernard and Goodyear (1992) suggest that supervision serves three basic and important purposes. First, supervision ensures that those entering the profession have appropriate fundamental skills, second, it enhances the functioning of counsellors, and finally, it ensures the quality of service to clients. The supervisor needs to be competent not only in the process of supervision and the specific issues within the educational setting, but also aware of the particular preference of style school counsellors have for supervision, which research has found tends to be quite directive (Usher & Borders, 1993).
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