Counsellors’ experiences of providing counselling to students in university‐level institutions in Ireland: An evolving phenomenon

Abstract

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.

Using rich data to inform student mental health practice and policy

“…Two further articles demonstrate value in shaping policies and services that involve the views and experiences of students and staff, including the following: (1) students' experiences of Internet-based treatment for depression for tackling moderate-to-severe depression (Gericke et al, 2021); and (2) therapists' insight into offering counselling in universities in Ireland and highlighting the complexity of working flexibly and creatively to respond to students' evolving needs (Harrison & Gordon, 2021). Three final articles in this special section employ methods that generate large data sets across broad student populations and argue for these data to shape clinical services, including the following:…”

Routine outcome monitoring (ROM) and feedback in university student counselling and mental health services: Considerations for practitioners and service leads

“…Publication of The University Mental Health Charter (Hughes & Spanner, 2019) emphasised the need to demonstrate the evidence base for the mental health interventions offered to students and ensure that appropriate resources are allocated to such services. This evidence is key in reassuring students seeking support from services that they trust to be effective (Priestley et al, 2022) and for recognising the value of in‐house support services with accredited practitioners who are highly skilled at working with students (Harrison & Gordon, 2021).…”