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Understanding black issues in postgraduate counsellor training
Author(s) -
McKenzie-Mavinga Isha
Publication year - 2005
Publication title -
counselling and psychotherapy research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.38
H-Index - 32
eISSN - 1746-1405
pISSN - 1473-3145
DOI - 10.1080/14733140500492581
Subject(s) - reflexivity , racism , explication , psychology , context (archaeology) , medical education , engineering ethics , sociology , epistemology , medicine , engineering , gender studies , paleontology , social science , philosophy , biology
This paper presents a brief account of a qualitative multicultural study and heuristic exploration of how trainee counsellors understand black issues in their training and in their therapeutic work with clients. This initiative is supported by a previous survey of black clients and therapists who suggest that changes are needed in training. It presents current legislation and need for equalities in Higher Education and counsellor training, by challenging the dominance of Eurocentric approaches. A pluralistic, flexible Action Research methodology will be outlined. The theory and context of previous studies are presented. Phases of the process are described to show how this study was approached. Phase one describes how interviews with a variety of experienced practitioners confirmed the need for the study. Using examples of trainees’ narratives, phase two describes how the phenomenon of black issues was integrated into training and the process of generating data. The paper shows how the explication process reveals elements of fear, history, guilt and racism, present in the dynamic of black issues. The paper highlights how racism features highly in trainees’ concerns and influences their ability to share and understand. A snapshot of emerging concepts such as ‘finding a voice’ and ‘recognition trauma’ which are developed to assist the reflexive process is featured. The role of the researcher and black trainees as ‘black expert’ is discussed. In the context of ethical concerns and working through the researcher's counter transference as a black female tutor researcher, the process of modelling within a participatory role is described. An excerpt from a discussion with colleagues gives an essence of the outcome. The outcome is summarised in the conclusion:'A bridge from fear to transformation’. The study enabled both trainees and staff as collaborators to shift from a position of fear and not knowing to engaging in active dialogue about black issues on a personal and professional basis.