Counselling in Europe E-Book

Dirk Rohr

• Herausgeber: Carl-Auer Verlag
• Kategorie: Geisteswissenschaft
• Serie: Verlag für systemische Forschung
• Sprache: Englisch
• Veröffentlichungsjahr: 2021

Seitenzahl: 345

Beschreibung

Dieses Buch fördert die Entwicklung der Profession Beratung in Europa – um Menschen zur Verbesserung ihres Lebens und Wohlbefindens zu befähigen. Es zeigt Gemeinsamkeiten und Unterschiede von Beratung, Coaching, Supervision und Psychotherapie auf. Beratung ist ein wichtiger Teil der Gesellschaft, in vielen Ländern ist sie jedoch nicht gesetzlich geregelt. Das Buch beinhaltet Informationen über 39 Länder, die European Association for Counselling (EAC) und die International Association for Counselling (IAC), die EAC-Ausbildungsstandards sowie einen Vergleich mit amerikanischen Standards. Die Lehre von Beratung und die Beratungsforschung werden diskutiert. Dieses Buch stellt wichtige Informationen für Berater:innen, angehende Berater:innen und Klient:innen zur Verfügung, die innerhalb Europas oder von einem außereuropäischen in ein europäisches Land umziehen.

Leseprobe

Dirk Rohr

European Association for Counselling

International Association for Counselling

Counselling in Europe

Training, Standards, Research,

'Culture' & Information about 39 Countries

2021

Über alle Rechte der deutschen Ausgabe verfügt

Carl-Auer-Systeme Verlag, Heidelberg

Fotomechanische Wiedergabe nur mit Genehmigung des Verlages

Reihengestaltung nach Entwürfen von Uwe Göbel

Printed in Germany

Druck und Bindung: CPI books GmbH, Leck

Erste Auflage, 2021

ISBN 978-3-8497-9047-9 (Printausgabe)

ISBN 978-3-8497-9048-6 (ePub)

© 2021 Carl-Auer-Systeme Verlag

und Verlagsbuchhandlung GmbH, Heidelberg

Alle Rechte vorbehalten

Bibliografische Information der Deutschen Nationalbibliothek:

Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb.d-nb.de abrufbar.

Informationen zu unserem gesamten Programm, unseren Autoren und zum Verlag finden Sie unter: https://www.carl-auer.de/

Wenn Sie Interesse an unseren monatlichen Nachrichten haben, können Sie dort auch den Newsletter abonnieren.

Carl-Auer Verlag GmbH

Vangerowstraße 14 · 69115 Heidelberg

Tel. + 49 6221 6438 - 0 · Fax + 49 6221 6438 - 22

[email protected]

Content

Introduction

1 About Counselling

2 European Association for Counselling (EAC)

2.1 Introduction and Background to the Development of EAC Training Standards

2.2 Training Standards Guidelines

2.3 Definition of Counselling

2.4 Charter for Ethical Practice

2.5 Accredited Membership

2.6 Core Competencies for Counsellors in Europe

2.7 Training Standards

2.8 Counselling Training: Recommended Programme

2.9 Counselling Supervision

2.10 Procedure for the Award of the European Certificate of Counsellor Accreditation (ECCac)

2.11 Developing the EAC Accreditation Scheme

3 International Association for Counselling (IAC)

3.1 Aims and Functions

3.2 Strategy

3.3 Activity Framework (2021)

3.4 World Mapping Project

3.5 IAC Membership

3.6 Country Ambassadors

3.7 Continuing Education

3.8 Round Tables

3.9 Journal

3.10 Events

3.11 e-Newsletters

4 About Counselling in 39 European Countries

4.1 Introduction World Mapping Project

4.2 Methodological framework

4.3 Information on the 39 countries

5 Europeanwide Associations

5.1 Counselling and psychotherapy

5.2 Our Research

5.3 Presentation of selected associations

5.4 Presentation of the quantitative results

5.5 Future vision

6 A Comparison between the European and the American Standards of Counselling Training Programs

6.1 The Process of Counselling Globalization

6.2 Internalizing the Counselling Training Programs

6.3 Obstacles for Globalization

6.4 American 'Council for the Accreditation of Counselling and Related Educational Programs' (CACREP)

6.5 European Accreditation Systems

6.6 The Complexity of Development of the Global Code of Ethics

6.7 Conclusion

7 Teaching Counselling

7.1 Context of training in Counselling

7.2 Professionalisation – "Don't play what‘s there. Play what's not there" (Miles Davis)

8 Research in Counselling

8.1 Mixed-Methods Research in our Marte Meo Project

8.2 Mixed-Methods Research in our Genograms Project

8.3 European Qualifications Framework (EQF) for Lifelong Learning – A current research project in Germany

8.4 Further literature that is highly recommended

9 Integrating research knowledge and awareness into Counselling and psychotherapy training: an apprenticeship model (John McLeod)

10 'Transcultural Counselling', Racism, Power, and Discrimination

10.1 Preface

10.2 Introduction

10.3 Discrimination – what is it?

10.4 Racism and 'Culture'

10.5 Transcultural Approaches from a Racism-Critical Perspective

10.6 Components of training standards that are critical of power, discrimination, and racism

10.7 Conclusion and Outlook

Introduction

First of all I would like to point out that I am not a native speaker thus my English is by no means perfect. Nonetheless, I hope you will gain much information from this book and with it increase your knowledge and understanding about counselling.

I thank David Dutch (EAC) and Renate Luther for helping with the translation and Sofiia Molot for the editing process.

I am writing this book from various roles that I currently hold, and I would like to link the enumeration directly with heartfelt thanks to the many colleagues from the various institutions:

My team in the "Counselling Research Unit" at the University of Cologne, Germany include Annette Hummelsheim, Marc Höcker, Robert Baum, Clara Stein, and Bianca Rusch. I would especially like to thank Sofiia Molot, who played the most prominent part in bringing the book together, formatting it, etc.

Within that unit I lead the research group for "World Mapping: Europe" with Vivien Magyar, Leonie Ziehm, Nina Reiter, Nina Bergemann, Chiara Epifani, Sarah Krütt and Agnes Ottinger.

I head the "Centre for Advanced Teaching and Learning (ZHD)" at the University of Cologne, too. Together with Hendrik den Ouden and Miriam Gertzen I have developed expertise in Adult Education and Higher Education Didactics.

In addition to working at the university I am also director of the koelner-institut.de which offers non-university teaching of counselling. My special thanks there go to Christine Jablonski, Martina Masurek, Franziska Gnest, Jonas Lichtenberg, Robert Baum and last but not least the co-director, my wife, Kathrin Meiners.

In April 2019, I became President of the 'European Association for Counselling (EAC)'. I especially thank Eva Metallidi (Vice President), Ivana Paunovic (General Secretary), Carolina Welin (Treasurer), David and Brenda Dutch (Webmaster and Administrative Assistant) for their support and guidance.

In May 2019, I became a member of the Executive Council of the 'International Association for Counselling (IAC)'. From the Board of IAC, I especially thank Bill Borgen (President) and Naoise Kelly (CEO) for their contribution to Chapter 3, and Dione Mifsud (past president IAC) for our diverse cooperation (e. g. the University of Cologne and University of Malta).

I thank Carl-Auer Verlag publishing who have been responsible for bringing this book to life. My gratitude to Matthias Ohler, Ralf Holtzmann, Nora Wilmsmann, Sandra Lode, Klaus Müller and Beate Ulrich. I have been associated with them since January 2018 as series editor of the petrol-coloured series "Counselling, Coaching, Supervision."

From January 2020, I became a member of the International Advisory Board "Counselling and Psychotherapy Research Journal – Linking research with practice (CPR)". I thank CPR for their permission to reproduce excerpts from my publications. I thank Natalia Zapolsky for the collaboration – without her, chapter six would not exist. Concerning Chapter eight, Research in counselling, I thank my mentor Charles Deutsch, Harvard University, the Marte Meo Research Group, especially my wife Kathrin Meiners, also Sophia Nettersheim. The Genogram Research Group, Clara Stein, Mario Winter, Sven Kullack, and Ellen Aschermann and Kristin Spath. The Research Group "Counselling – European and German Qualifications Framework (EQF/DQR) for Lifelong Learning" Marc Weinhardt, Cornelia Maier-Gutheil, Tim Stanik, Marc Höcker.

The ninth chapter is a guest contribution from John McLeod. Thank you very much, John.

Chapter 10 deals with some essential ethical topics – e. g. transcultural. It is a short form of a book I am writing together with Ilja Gold and Eva Weinberg (Gold, Weinberg and Rohr 2021), including Interviews with Souzan AlSabah, Sandra Karangwa, Berivan Moğultay-Tokuş, Amma Yeboah and a preface from Eia Asen. I thank all of them.

Chapter 1, 7, 8 and 10 are partly already published in German. I think some of the thoughts are very interesting for an international audience. I thank the publisher and my co-authors for allowing this.

Book structure

The first chapter defines and explains counselling. Then, in chapter 2, the European Association for Counselling (EAC) and its training standards are presented. Chapter three describes the International Association for Counselling (IAC). Chapter four gives an overview about the brief history and background of counselling, the current regulatory status, the challenges and trends as well as additional information of 39 European countries. These are the European results of the World Mapping Project (IAC). Chapter 5 gives an overview of the selected European-wide associations. The American and the European Standards are compared in chapter 6, while Chapter 7 deals with teaching counselling.

I cover the importance of research in chapter 8. The following Chapter 9 features a guest contribution from Prof. John McLeod, "Integrating research knowledge and awareness into counselling and psychotherapy training: an apprenticeship model". Finally, Chapter 10 deals with power, discrimination and racism in counselling.

1 About Counselling

All countries differ significantly in economic opportunities, social policies, religious practices, political organisation, wealth, and much more. The world population reached the 1 billion mark in 1820, and less than two hundred years later (2011) the number of people had already increased to 7 billion. This excessive growth exacerbates problems related to employment, pollution, poverty, and depletion of natural resources.

The 20th century experienced two major world wars, advances in science and technology, the Cold War, and increasing concern for the environment. Steady growth in science and communications technology and changes in family structures in the 21st century raise both hopes and fears among the population (cf. Hohenshil, Amundson & Niles 2015, p. 3). The current time is characterised by the fast pace and constant change. Also, there is the problem of the Coronavirus, which spread worldwide, putting the entire population in a state of emergency. The stressors mentioned above lead to psychological strain on individuals and groups. Essential counselling functions are available in every culture globally. Yet in some countries they are more likely to be performed by families, friends, acquaintances, indigenous healers, shamans or non-specifically trained medical personnel. Against this background, there is a growing need to initiate, develop, and professionalise counselling services worldwide to promote society’s mental health (cf. Hohenshil, Amundson & Niles 2015, p. 4).

Counselling is a discipline in its own right; it is a sub-discipline of various psychological, educational, social, labour, and organisational science or other disciplines. It is a cross-disciplinary, scientifically based concept of thought and action that different disciplines draw on and use according to their specific objectives and needs. From this starting point, I would like to use this book to help you understand that counselling is coming out of the shadow of a formerly predominantly therapeutic basic understanding. And not least due to international developments – is developing its own, scientifically based profile. Through specific counselling courses of study at universities and colleges and continuing education institutions. In no way should the previous diversity of counselling concepts and counselling formats be abandoned favouring a uniform counselling system. For it is precisely this diversity that represents a great resource in the fields of application and for the target groups of counselling.

With the social developments in recent decades, one can observe a rapidly increasing need for counselling in the most diverse everyday and professional life areas. It must guarantee that experienced-based, effective and efficient counselling based on theoretically and methodologically sound knowledge from an experienced perspective. A prerequisite for this is a scientifically elaborated, interdisciplinary counselling concept.

Counselling is in the field between individual therapeutic measures, social welfare activities and educational activities. It draws on knowledge from the following areas: medicine, psychology, psychagogy, psychotherapy, social work and sociology, and in exceptional cases, theology and legal sciences.

By synthesising and integrating psychodynamic, behavioural therapy, humanistic and systemic approaches, she develops ways of working for her specific work field.

Counselling in the psychosocial field deals with people who seek guidance, advice, support and help with various problems and questions of coping with their existence.

The counsellors are informed by the people seeking help with factual information about their personal life situation and the behavior of the people interacting with them and thus are allowed to work together with the person seeking help and clarify the concrete situation and resolve the conflict.

Counselling is a special get-together for a period of time. Its standards incorporate the individual’s full intentionality. Then again, the counsellor gives complete privacy to the client. Counselling’s objective is not to offer solid guidance, the advisor endeavors along with the individual looking for appeal, and help explain their troubles, issues, or clashes and attempts to give them both assistance in comprehension and direction as help in deciding. Opportunities for tackling problems are looked for together. Counselling is one form of empowerment.

One of the counselling objectives is to look for guidance and help more dependable and suitable and give that person more individual flexibility. Accomplishing this objective requires a fortifying of oneself. Accordingly Advising at the same time adds to the democratization of society" (BfgA, 1975, 4).

Counselling, as we can see, has a long history. First as a concept for action in social work, then as part of therapeutic action, counselling is on its way to becoming a discipline in its own right. It is here that it gains its ability to connect with international developments in counselling. Although the professionalization of counselling in Europe still seems to be borrowed from and linked to therapeutic schools and based on an internationally established academic profile.

Most recently there has been a great deal of progress in counsellings theorization in Europe (cf. Nestmann & Engel, 1997.

The Bologna Process at European universities, which favours an interdisciplinary approach without one discipline or another being able to claim dominance alone, is helpful in this regard.

Counselling has a long professional tradition but its independent academic formatting has only just gained momentum in Europe. To establish and maintain the international connection to the development of counselling, there is an urgent need for an expanded scientific positioning and establishing of direction (see chapter 8). This also applies to the professional discourses in the informal continuing education sector of the professional associations currently being sought, such as developments in the European Qualifications Framework for Lifelong Learning (EQF). A wide variety of cooperative ventures between universities, higher education institutions and continuing education and training institutes, between theory and practise are currently exemplary and could point to sustainable new developments.

The following visualisation attempts to delimit and narrow down the field of counselling (see Figure 1).

Its four axes express rather qualitative aspects (cf. Brandel-Nebehay & Russinger, 2005; Gregusch, 2013). Thus, they do not capture typically quantitative factors of counselling, such as the duration or frequency of sessions (one-time, several or up to fifty sessions; time from five minutes to one hundred and twenty minutes or more), the setting with the number of counselees (i. e. individual, couple, group or team counselling) or the specificity of the diagnostic process. Instead, the graph can be used to characterize concrete counselling via the range between the poles (1) specificity "Consulting" to "psychosocial counselling", (2) voluntariness in the use of counselling, "high voluntariness" to "low voluntariness", (3) formalisation of the setting, "formal" to "informal" setting (4) interests of the Counsellor, "own strong interests" to "no own interests" (if applicable, the term "convictions" would also fit here). I want to illustrate the four axes using the example of a freelance, practising Counsellor:

(1) On the axis of specificity from "Consulting" (or information-giving counselling, such as financial counselling or educational counselling) to the other pole: "psychosocial counselling" (or process counselling, Therapeutic Counselling, etc.), one would most likely make a point in the right quarter (since, for example, communication or conflict models or even psychoeducation are introduced and explained, it can also have parts of information-giving counselling).

(2) Voluntariness in the use of counselling: A very "high voluntariness" can be assumed here. At first glance, this axis may seem very clear-cut. Still, even in the coercive context of a correctional institution, there are voluntary counselling offers or, in the case of couples counselling, definitely 'involuntary' participants.

(3) Formalisation of the setting: In our example, we can speak of a 'formal' setting: Not as formal and bureaucratic as, e. g. psychotherapy, but also not as informal as the 'Counselling talk' between boss and employee.

(4) Interests of the Counsellor: Here, we would probably speak of 'not so strong own interests'. Maybe there is an institution with its expectations, mission statements, funding ideas, etc. – and yet no self-employed counsellor can have an interest in losing clients 'too quickly'.

Moreover, there are 'own convictions' of the Counsellor with regard to counselling per se: e. g. that a robust solution orientation is helpful or rather deep processing, that an intense confrontation e. g. in the sense of the provocative style is helpful or rather an empathic-appreciative listening is essential, that 'it is better not to separate' or 'that one does not stick to difficult couple relationships'. As in school, there are 'hidden curricula' in counselling.

If this visualiation invites professional (self-)reflection, it has already fulfilled its purpose, knowing that it is an inadmissible reduction of complexity (Rohr, 2017b).

Figure 1: Four-axis model of counselling settings (Rohr 2017)

References

Brandl-Nebehay, A. & Russinger, U. (1995): Systemische Ansätze im Jugendamt – Pfade zwischen Beratung, Hilfe und Kontrolle. Zeitschrift Systemische Therapie 13/2: 90–104.

Bundeszentrale für gesundheitliche Aufklärung BZgA (1975): Beratungsführer. Köln.

Gregusch, P. (2013): Auf dem Weg zu einem Selbstverständnis von Beratung in der Sozialen Arbeit – Beratung als transprofessionelle und sozialarbeitsspezifische Methode. Bonn: socialnet Verlag.

Lumma, K. (Hrsg.) (1999): Counselling – Theorie und Praxis der Beratungspädagogik Humanistische Psychologie. 22. Jahrgang, Sonderausgabe 1/99. Eschweiler: IHP- Bücherdienst.

Nestmann, F. (2007b): Professionelle Beratung: Grundlagen, Verfahren, Indikatoren. In: Senf, W. & Broda, M. (Hrsg.): Praxis der Psychotherapie. Stuttgart: Thieme, S. 186–194.

Rohr, D. (Hrsg.) (2017b): Kontext – Zeitschrift für Systemische Therapie und Familientherapie. Schwerpunktheft Aus- und Weiterbildung in Beratung. 3/2017. Göttingen: Vandenhoeck & Ruprecht.

2 European Association for Counselling (EAC)1

Welcome to the European Association for Counselling!

Our vision is to strengthen counselling within Europe, to make counselling accessible for all – to empower people. We should improve the conditions of the daily work of all counsellors.

I hope that this document will serve as a guideline for you if you want to join us in our efforts to establish counselling as a European profession with clear goals, as formulated in the term’s definition. In this chapter, we reaffirm the standards of excellence and continuous growth necessary if we, as counsellors, respond to the growing needs of people who are confronted with new educational, socio-political, cultural and economic realities.

This chapter also shows the progress of the European Association for Counselling. It follows the publication of the Charter of Ethics for Practical Counsellors and the Minimum Standards for the Training of European Counsellors. The European Certificate in counselling introduces a new level of qualification that genuinely reflects the status of counsellors receiving EAC accreditation and illustrates our acceptance of our different nationalities and cultures and the commonality of our efforts as European counsellors.

"We are only as strong as we are united, and we are as weak as we are divided."

2.1 Introduction and Background to the Development of EAC Training Standards

The EAC has got a working group called 'Professional Training Standards and Accreditation Committee' (PTSAC).

This statement reflects the guiding philosophy for the work of the PTSAC.

The Professional Training Standards and Accreditation Committee's prime task is to acknowledge, respect, and address the tremendous differences within the countries in Europe and avoid all political efforts to make the EAC a representative of any single part of Europe.

The professional standards as developed should therefore be open to differences in:

•dimensions of country / culture

•relationship between counselling and psychotherapy

•individual versus organisational counselling

•state-of-the-art developments

•the extent to which different theoretical orientations are valued

2.2 Training Standards Guidelines

Establishing the standards to suit so many different countries proved to be a tricky balance. Some pushed for higher standards, and others wanted lower standards. It was clear that countries in which there were no agreed upon standards wanted lower standards. Eventually, the categories of European counsellor training standards were decided upon by the founding committee.

Over the years, there have been frequent discussions on this subject. And proposed training hours have been the subject of much debate, discussion and consultation. They reflect the need to incorporate the various 'levels' of counsellor under the European standards umbrella and promote the professional counsellor’s mobility across National boundaries to enhance the career path working towards "Counselling without Borders".

We have been fortunate to have committee members representing different countries, modalities, and comprehensive experience of the counselling profession internationally.

EAC now offers accreditation as a European Counsellor. You will find the standards and procedures for the European Certificate of Counsellor Accreditation award on these pages.

The goal has been to attempt to honour accreditation in the setting of standards for counselling across Europe.

The European Association for Counselling Synopsis of the History of Counselling

The emergence of the counselling profession could be said to be a twentieth-century phenomenon. Throughout the evolution of peoples, there have been healers for those who were emotionally traumatised. These included oracles, high priests, witch doctors, leaders in established religions and medical professionals. Because of the enormous sociological and cultural changes that swept Western Europe and the United States in particular, from the last half of the nineteenth century, the need for an additional and more specific professional response made itself felt. Professional family care started in the United States as early as 1877. Standardisation of the family social-work response had to come and was in place by 1911. It was in this Social Science working response that counselling techniques had their origins.

Theoretically, counselling training has its roots in philosophy, psychology and social science. It is broad-based and has drawn from a broad spectrum of scientific research. Buber’s concept of the 'I-Thou' relationship has been one of the fundamental philosophical underpinnings. At the turn of the nineteenth and twentieth centuries, Freudian psychoanalysis and its variations spread north to Germany, south to Switzerland and across the Atlantic to the United States. The early twentieth-century behaviourism of Pavlov, Watson and Skinner was influential in forming therapies for addictions.

The first university course on couple counselling was established in 1937. In 1943 the first training manual in counselling for social workers was published. The decade of the 1930s saw the setting up of Hirschfeld marriage consultation bureaux in Germany, Austria, Switzerland, and the Netherlands and the Scandinavian countries. In the countries where Hitler gained control, he annexed these bureaux to his evil purposes. Fortunately, as first conceived, these bureaux’s work continued in the United States, Britain, and Eastern European countries such as the Czech Republic, beyond Hitler’s reach. The centre in Prague was closed down in the communist putsch in 1948 and re-established again in 1967. The work done includes premarital, marital, post-divorce, parenting, psychological problems, and psychological assistance in life crises and problems in relationships with colleagues, neighbours and friends.

There are several theoretical bases and specialisations, which deal with particular presenting problems. What do these variously described approaches have in common?

Counselling has a role in child development, education, physical and mental health, and minority populations. In its position in the coming century, it is possible to see the profession as the conduit of an intrapersonal and interpersonal revolution that can facilitate the human person’s full development in a balanced society. This needs safe boundaries around such a task. A clear charter for ethical practice and accreditation guidelines and training must be agreed upon and disseminated across National boundaries. To this end, the European Association for Counselling sets out its criteria for those wishing to acquire the European Certificate in counselling.

The core value of the Charter is respect for human rights and differences. The attitudes that characterise the counselling approach are respect, integrity, authority, responsibility, autonomy, confidentiality, and competence. In the delivery of Practice, this leads to the skills of contracting, setting and maintaining boundaries, being explicit and open, monitoring the process and maintaining appropriate levels of privacy.

2.3 Definition of Counselling

Counselling: is an interactive learning process contracted between counsellor(s) and client(s), be they individuals, families, groups or institutions, which approach holistically, social, cultural, economic and or emotional issues.

Counselling may address and resolve specific problems, make decisions, cope with crisis, improve relationships, develop developmental issues, promote and develop personal awareness, work with feelings, thoughts, perceptions, and internal or external conflict. The overall aim is to provide clients with opportunities to work in selfdefined ways, towards living in more satisfying and resourceful ways as individuals and as members of the broader society.

2.4 Charter for Ethical Practice

Introduction

The general ethical framework for EAC members is based on a set of philosophical principles.

Organisational and individual members of the EAC are expected to adhere to this Charter. The text takes into account issues that can be foreseen in the Practice of Counselling. Each member has to devise and monitor specific standards and rules, which consider and respect existing laws and their country’s particular social and cultural norms. The principles outlined on these pages guide counselling and associated activities

Philosophical Principles

A counsellor’s values are based totally on respect for frequent human rights cultural differences.

The values underpin a set of attitudes and skills, especially regarding the client’s integrity, authority, and autonomy.

RESPECT is the unconditional acceptance of clients but not necessarily acceptance of all of their behaviour. Counsellors have a responsibility for making themselves aware of individual and cultural differences.

INTEGRITY honours the client’s right to maintain their physical and emotional boundaries and the right not to be exploited in any way.

AUTHORITY recognises that entering a counselling relationship is vested in the client whether the counselling is by direct or indirect assignment.

AUTONOMY acknowledges the client’s freedom to express themselves, their needs and their beliefs within the boundaries of a shared respect for universal human rights and individual and cultural differences.

PRIVACY protects the counselling relationship from uncontracted observation or inappropriate observation, interference or intrusion by others.

CONFIDENTIALITY respects personal information disclosed within a trust relationship and protected that information from inappropriate disclosure to others.

RESPONSIBILITY requires the counsellor to actively ensure the observance of the fundamental philosophical principles outlined above in the service provided through the counselling relationship.

COMPETENCE is the requirement for counsellors to ensure and maintain high standards of Practice in their work. Counsellors should provide only those services and use only those qualified techniques gained via education, training or experience.

Ethical Framework

In the counselling relationship, the counselling approach values the client’s integrity, authority, and autonomy, expressed in a skilled and professional way.

Counsellors are responsible for the quality of work they do with clients by:

• They are acting according to professional standards of competence.

• They are maintaining confidentiality.

• They are open and explicit with clients about the counselling process.

• They Engage only in activity in which they have the expertise and in which they can act independently and objectively.

• They are remaining within the boundaries of the counselling role.

• Ensure they receive adequate Supervision of the counselling work.

• They continue their own personal and professional development as Counsellors.

• They are establishing, maintaining and monitoring a clear counselling contract.

• Information disclosed during counselling typically remains confidential to that professional relationship except when otherwise negotiated.

Confidentiality is an essential ethical requirement, and without high levels of confidentiality, counselling may be frustrated by the client’s lack of trust and sense of safety. However, confidentiality is not absolute because counsellors need to consider the laws and the constraints of their society and their professional roles. Any limitations on confidentiality within the professional relationship should be made explicit at the time of contracting. Any subsequent conflicts with the principle of confidentiality must be handled clearly and openly with the client at the time of disclosure in a way that respects the client’s right to privacy and safety. In circumstances where a breach of confidentiality may be required, the counsellor should endeavour to secure the client’s written and informed consent.

Counsellors need to be open with themselves and with clients about the feasibility of working together in a professional relationship.

The professional relationship defined by an explicit and mutually agreed contract and ends with the contract’s termination. However, specific professional responsibilities continue beyond the termination of the contract.

These include, but are not limited to, the following:

• maintenance of agreed-upon confidentiality

• avoidance of any exploitation of the former relationship

• consideration of any needed follow-up care

Counsellors need to be clear about any responsibilities, including those outlined above, involved in the professional relationship, which may conflict with the client’s interests. Any duties to third parties must be explicit at the pre-counselling contract stage or as soon as they become a counselling factor. For example, a relationship can be the result of a counselling request by indirect assignment. In such cases, the counsellor needs to be explicit with both parties about the accountability involved to both the direct counselling client and the party requesting help, e. g. an employer who makes a request for counselling for an employee with burnout.

Research

Research into counselling should be by competent researchers who are familiar with the values of counselling. It requires full consideration of ethical issues and concern for the dignity and welfare of the participants. Researchers have a responsibility to behave in ways that are as consistent as possible with the core values of counselling. Research that violates those values is unethical. The fully informed consent of all parties is a fundamental ethical imperative in experimental research.

Conflicts between Ethical Principles

The complexity of ethical issues makes it likely that different moral principles and clauses within the Charter may cause specific circumstances. Sometimes, the Charter provisions may also clash with the expectations of, for example, Legal Professionals. By their very nature, the resolution of ethical dilemmas is not simple.

In particular, in cases when counsellors face a conflict between ethical principles, the intention should be to strive for the greatest good and the least harm for the client.

Members of EAC must comply with this Charter and must not work to lower ethical standards than those defined in this Charter. However, National Associations and Organisations are free to place higher stringent standards on their Nation-states members.

2.5 Accredited Membership

This membership category is open to EAC members awarded the European Certificate of Counsellor Accreditation. It is annually renewable and reviewed every five years. The member can apply for reaccreditation according to the guidelines of the EAC.

2.6 Core Competencies for Counsellors in Europe

Accredited European Counsellors will demonstrate their ability to:

• Continually develop multicultural awareness;

• Recognise cultural differences between counsellor and client at cultural /country level, and acknowledge and address these in a non-judgmental way;

• Adjust their style of communication to match that of the client;

• Set, maintain and review the appropriate structural and relational boundaries at different stages of the counselling process;

• Establish a contract or an explicit mutual working agreement regarding the aims of the counselling work;

• Develop awareness of the context in which the client and counsellor are functioning to create the best possible conditions; develop an understanding of how counselling influences the context;

• Address the client’s issues in ways that contribute to the counselling process;

• Refine the aims of the counselling to move it forward;

• Facilitate the movement toward the client’s insight, development and change;

• Facilitate the transfer of learning from the counselling relationship to the client’s everyday life;

• Review the counselling process in terms of the client’s experience;

• Bring the counselling to closure in a way that recognises the experience for both the client and the counsellor;

• Work consistently within a clear theoretical orientation;

• Recognise limits and boundaries, both professional and personal;

• Recognise client issues that need the attendance of another professional and refer the client appropriately;

• Be consistently aware of ethical issues and an appropriate approach to moral dilemmas;

• Evaluate the counselling process in terms of your learning as a counsellor;

• Recognise the need for ongoing Supervision and act accordingly.

2.7 Training Standards

Course Work

Refers to in-depth training in counselling, enabling the trainee counsellor to develop the core competencies outlined in the section entitled Training Programme. At best, this will generally be an integrated training within an established training programme, which employs an external examiner, has an appeals procedure and is recognised by the local National Association for Counselling. This training may include any primary academic degree already obtained.

Personal Development

The following are general guidelines for each training programme to be implemented according to their specific theoretical approach. The purpose of this component is to facilitate:

• Awareness of personal issues in work and how these might influence the counselling process;

• Ongoing development in:

intellectual understanding and knowledge

emotional maturity

acceptance of self and others;

• Experience of being in the client role, wherever possible within a formal professional counselling relationship;

• Development of a global perspective of self-concerning the world.

Counselling Practice

It will typically take place within a formalised and contracted counselling arrangement.

Training Requirements

• 450 hours of course work including personal development, theory and skills; A minimum of 50 hours of individual therapy consistent with the model of Practice;

• 100 hours of supervised counselling practice during training.

• An extra 450 hours under Supervision after qualification while working towards Professional accreditation.

The above will usually complete in a minimum of 3 and a maximum of 6 years.

Personal Commitment

From the start of training and post-qualification, Counsellors will:

• Sign their agreement to maintain the relevant codes of ethics and Practice;

• Hold professional liability insurance;

• Have ongoing counselling supervision or peer supervision as required;

• Ensure continuing personal and professional development.

2.8 Counselling Training: Recommended Programme

Each programme will have its methodology according to its philosophical and theoretical base. The following are guidelines for the establishment of a counsellor-training programme.

Length of training

This programme is a minimum period of 3 years and a maximum of 6 years, class contact of at least 450 hours.

Core Theory – to include

• Clear understanding of a core theoretical model of counselling

• Theories of personality

• Theories of change or client movement

• Models of human development

• Understanding of psychological dysfunction

• Understanding of ethics and professional Practice

• The history of counselling and a study of at least two other counselling approaches

• Study of cultural differences and awareness processes

Counselling Process

The programme will enable the trainee to:

• Establish a counselling relationship;

• Work within a clear theoretical frame;

• Heighten awareness of interpersonal dynamics;

• Develop their ability to understand and work with communication;

• Facilitate the client’s understanding and self-awareness of the issue presented;

• Explore their ongoing professional development by review and evaluation;

• Become aware of and address personal and professional limitations and problems.

Counselling Practice

Training programmes must ensure that trainee counsellors pursue their supervised Practice in an appropriate environment. Usually, be in a formalised and contracted counselling arrangement. Training programmes must ensure that counselling supervision providers are experienced, accredited practitioners in the field and meet the EAC Accrediting Organisation guidelines in their own country.

In addition to these arrangements, clear contracts need to establish:

• Supervision arrangements;

• Ethics and Professional Practice;

• Administrative arrangements;

• Any financial arrangements;

• Liaison and referral to other professionals and services.

2.9 Counselling Supervision

Supervised Practice

Formal and contracted Supervision of counselling practice as defined below. EAC recognises that in some countries, practitioners will find it difficult at the moment to have Supervision from an accredited or professional counsellor. Supervision from a qualified professional in an allied field with an understanding of counselling as defined by EAC.

Definition of Counselling Supervision

• Counselling supervision is a contracted, professional relationship between two or more individuals engaged with counselling activities, which leads to reflection on the counselling situation and its structure;

• Supervision provides emotional support, containment and clear boundaries for the counsellor and the counselling work;

• Supervision encompasses an element of learning that includes elucidation of codes of ethics and Practice;

• Supervision responsibly monitors the working process between counsellor and client;

• The supervisory relationship and process of Supervision are congruent with the developmental needs of the supervisee;

• Supervisors are responsible for monitoring their ethical boundaries and abilities.

Description of Counselling Supervision

Counselling supervision enhances the counsellor’s effectiveness in responding to the needs of the client. Towards this purpose, counselling supervision assists those involved in the counselling profession in:

• Becoming increasingly aware of their responses to their counselling work;

• Deepening their professional knowledge;

• Continuously developing their counselling and professional skills;

• Managing their caseload;

• Evaluating their professional Practice.

• Managing their self-care and the prevention of burnout and continuing support through personal development/therapy.

The supervisor offers a climate where the supervisee can feel understood, supported, and challenged and instructed and assisted in their counselling work. The supervisor’s responsibility is to provide conditions that will help the supervisee consider their experiences as reflection, elucidation, and generating sources of knowledge.

Counselling supervision takes place both during the training programme and after completion of the programme. An independent supervisor of his own choice then supervises the counsellor. However, Supervision is evaluated along with the programme.

Models of Supervision

Adopted during the interim five-year period:

• One-to-one (supervisor-counsellor);

• Group supervision with counselling supervisor;

• Combination of the above modes of Supervision;

• Peer supervision could be acceptable for accredited practitioners with five year’s post-accreditation experience. Subject to the requirements of the EAC or the guidelines of individual modalities.

Group Supervision equivalent to one-to-one Supervision.

The same person shouldn’t undertake supervisory and managerial responsibilities. If this cannot be avoided, then the tasks and roles need to be clearly defined and contracted.

Peer group support with clear aims and boundaries can enhance good counselling practice. However, this does not replace Supervision.

2.10 Procedure for the Award of the European Certificate of Counsellor Accreditation (ECCac)

The Accreditation procedures will be monitored and developed by the Professional Training Standards and Accreditation Committee, PTSAC.

Relationship between the EAC Organisation and the Professional Training Standards and Accreditation Committee (PTSAC)

• The PTSAC will examine whether the training standards, accreditation and reaccreditation procedures of the Organisation meet EAC criteria.

• The PTSAC recognises that some Organisations have well-established procedures whilst others are in the early stages of development. Well-established Organisations that have comparable standards of training and accreditation should follow the methods below.

• The EAC Executive recognises that some Organisations are in the early stages of development.

• In these cases, the PTSAC will provide consultation to help Organisations meet the EAC standards of counsellor accreditation. Pro-forma has been designed to guide Organisations in the task.

EAC Accrediting Organisations Route to Accreditation with EAC

• Each EAC Accrediting Organisation will provide the PTSAC with copies of their standards and procedures for counsellor accreditation, codes of ethics, complaints procedures and the Pro-forma for application to the EAC Accrediting Organisations for accreditation with EAC.

• The criteria and procedures are in place and agreed upon by EAC for accreditation through the EAC and cannot be changed. The EAC Accrediting Organisation will be able to recommend candidates for the award of the European Certificate of Counsellor Accreditation.

Individual Accreditation Procedures

• Candidates apply to the EAC for the application form.

• The EAC sends the application form to the candidate to complete.

• The candidate sends the completed application form to the EAC.

• The PTSAC, in collaboration with the EAC Executive, will develop a system that will ascertain that the form’s information is accurate and correct.

• A letter of confirmation will be sent to the candidate by the EAC Executive. An accreditation fee will also be required

• On receipt of the fee, the application is passed to the EAC Registration Board.

• When the Registration Board of EAC registers the candidate as an Accredited European Counsellor, the certificate is sent to the candidate.

• The EAC contacts unsuccessful candidates by a letter outlining the reasons for non-accreditation.

• All decisions of the Registration Board are final.

2.11 Developing the EAC Accreditation Scheme

The preceding pages outlined the first essential steps taken by EAC to establish an agreed set of standards for counsellor accreditation that can be owned and validated across the country, language and cultural boundaries.

So far, EAC has recognised a relatively small number of EAC Accrediting Organisations. However, we have many members in countries that do not yet have Accrediting Organisations. We intend to support the creation of new Accrediting Organisations for Counselling.

Special Case

EAC Members in countries without a National Association or Accrediting Body and whose modality is not covered by an EWO are invited to approach EAC for support in widening their national counselling network with a view to eventually developing an NA or Accrediting Body. In the meantime, they may apply for European Counsellor Accreditation under section 9.3.

The General Assembly, before implementation, must vote on any changes to accreditation procedures and training standards.

For more information as well as for current information (e. g. our webinar series) about EAC please look at https://eac.eu.com!

1 Thanks to Eva Metallidi (Vice President), Ivana Paunovic (General Secretary), Carolina Welin (Treasurer), David and Brenda Dutch (Webmaster and Administrative Assistant)

3 International Association for Counselling (IAC)2

The International Association for Counselling is an International Non-Governmental Organization and has consultative status with several organizations including UNESCO, WHO, ECOSOC, UNICEF, ILO and the Council of Europe.

IAC was founded by Professor Hans Hoxter in 1966 as the International Round Table for the Advancement of counselling. The name of the association was changed to the International Association for Counselling in 1997. Since its inception, the association has offered yearly conferences, consultations and/or digital educational and professional events in countries on all continents of the world. These events have brought together the perspectives of practitioners, educators, researchers and policy makers with the aim of increasing the quality and impact of counselling around the globe. One of the early developments of the association was the creation of the International Journal for the Advancement of counselling.