A qualitative study of post-primary guidance counsellors’ perceptions and experiences of critical incidents in their schools

This study aimed to explore the experiences and perceptions of post-primary guidance counsellors involved in critical incidents in Ireland. In recent years, budgetary issues have had implications for guidance counselling in Irish post-primary schools. Furthermore, additional in- school responsibilities have been highlighted for guidance counsellors (DES 2018; DES 2016a; DES 2013; DES 2012; ACCS et al. 2012). This study aims to gain insight into post-primary guidance counsellors’ perceptions and experiences of critical incidents in the current landscape of guidance provision. Following a review of the literature, an interpretivist paradigm was employed using semi- structured interviews to gather data from nine qualified guidance counsellors who are working in the post-primary sector (Bryman 2012; Kvale 1996). Data was analysed using a thematic approach (Gibbs 2007; Glaser and Straus 1967). The research findings identify that guidance counsellors play an integral role in critical incidents in Irish schools. They primarily support students, but they also support school staff in a critical incident. Their role changes in a critical incident, with extra work and more responsibility being placed upon them. The findings also conclude that critical incidents have ramifications for guidance counsellors, personally and professionally. As a result they require support throughout and following the incident. Finally, a number of recommendations are put forward to inform policy, practice and research.