Academic outcomes November 2012 AUCC 07

The impact of counselling The context someone’s life’ (p21) thus highlighting the importance of
early intervention.
This research was conducted in the context of funding
constraints across the FE and HE sectors alongside
Recent research: the
on academic outcomes:
changes to the funding structures in HE, where, as
of the 2012/13 academic year, central government
funding of institutions will be considerably reduced
impact of counselling on
and, for most subjects, will instead be linked directly
academic outcomes
the student perspective
to individual student registration. In this uncertain
economic climate, it is reasonable for budget-holders
Research paradigm – why the student perspective?
to look for evidence of the value that all university
When conducting research, it is important to choose a
and college departments and services, including
research paradigm which both reflects the philosophy
counselling, contribute to the institution and its
of the enquiry and which allows the research question

– final research findings, implications

main stakeholders, students. This research was an
to be answered as comprehensively and usefully as
important step in developing an evidence base which
possible. In this case our interest was in knowing
demonstrates the contribution in-house counselling
about the impact of counselling on students and in

and future developments

makes to both student and institution, by improving
particular, on their academic outcomes. There are a
student academic outcomes and overall wellbeing.
number of possible ways to investigate this, including
the traditional positivist approach of measuring specific
variables related to academic outcomes before and after
What we already know a counselling intervention. However, as this is an area
in which there is little pre-existing research on which
A year-long, sector-wide piece of research CORE IMS’ Benchmarks for Higher Education to base hypotheses and in which the lack of relevant
Counselling Services1 provide the main body of pre- standardised measures would limit the variables which
into the impact of counselling on academic existing evidence for the contribution made by counselling could be investigated, it seemed more productive, as a
outcomes was conducted by Patti Wallace, in the sector. CORE IMS compared these benchmarks to
equivalents at that time in primary care counselling.
first step, to conduct exploratory research from within
the interpretive paradigm. The interpretive paradigm
Lead Advisor, University and College privileges the individual experience or perspective, and
Counselling, with data contributed by many ‘Caseness’
The level of ‘caseness’ (that is the level and type
thus is consistent with the person-centred philosophy
which underpins much of counselling relationship
AUCC members and member institutions of presenting problem) of students presenting for theory. For these reasons, it was decided to ask students
counselling in higher education counselling who had recently completed counselling with an in-house
in higher and further education services was similar to patients presenting for university or college counselling service, their views
(HE/FE) in the UK counselling in primary care. on the impact this had had on four specific academic
outcomes. In order to increase understanding of the types
Impact on clinical outcomes of impact as well as the process by which this impact
75 per cent of clients were either ‘improved’ or ‘recovered’ occurred, two qualitative questions allowed participants
following counselling in higher education, compared with to describe the positive and negative aspects of their
71 per cent of clients in primary care counselling. counselling experience in their own words.

Wait times Methodology

Finding 1: The average waiting time between referral and This research involved gathering responses from students
assessment in HE counselling was nine days compared to four quantitative and two qualitative questions for
with 63 days in primary care counselling. one full academic year – September 2011 to July 2012 –
Finding 2: The average waiting time between referral and regarding their experience of counselling in general and
first counselling session in HE counselling was 16 days in particular its impact on their academic outcomes.
compared with 84 days in primary care counselling. Students were asked to indicate, on a Likert-type scale,
Provision of timely counselling is particularly salient in the extent to which they considered counselling to have
the student population which, according to the Royal helped them in each of four academic outcomes –
College of Psychiatrists’ report into the Mental Health of retention, achievement, their overall experience of being
Students in Higher Education2, may be more vulnerable at university or college (‘student experience’) and in
than other young people as they face: the challenge of developing employability skills (described by examples:
adapting to a new environment and to the demands of ‘self-understanding, understanding of others, managing
their courses; potential isolation without usual social difficult feelings better, increased confidence,
supports; peer pressure to misuse drugs and alcohol; assertiveness’). They could choose from the following
and the additional stress of financial pressures and the responses: ‘not at all’; ‘to a limited extent’; ‘one of many
need to work alongside study. This same report notes factors’; ‘an important factor’; ‘the most significant factor’;
that ‘underachievement or failure at this stage can have ‘this was not an issue for me’.
long-term effects on self-esteem and the progress of In all, data from 5,537 students from 65 UK
08 AUCC November 2012 November 2012 AUCC 09

universities and colleges was submitted for quantitative about the experience of the individuals and groups of
analysis using SPSS software. A smaller, but still Student experience Figure 1 — Core Code individuals involved in the research.
significant subset of data from 1,263 students from 53 So, what can we conclude from our findings in this
universities and colleges was included in the qualitative 55.9 per cent of all students indicated that counselling Increased research? First of all, based on the quantitative findings,
hope for the
analysis using Grounded Theory. A real strength of this was either ‘an important factor’ or ‘the most significant we can conclude that over 75 per cent of students, who
future
research was the high number and therefore likely factor’, and another 26.9 per cent that it was ‘one of many completed counselling within the 2011/12 academic
diversity of the student respondents and the wide range factors’ in improving their overall student experience. year at the 65 institutions involved in the research,
of the institutions contributing data. Therefore, in total, 82.8 per cent of students considered found that counselling:
counselling to have improved their overall experience of • helped them stay at university or college
Increased Increased
Quantitative findings being at university or college. ability to cope • improved their academic achievement
confidence
Well over three quarters of the 5,537 student • improved their overall experience of being a student
respondents considered that counselling had been • helped them develop employability skills.
helpful in improving their academic outcomes. Only
5.4 to 7.8 per cent (depending upon the specific
Employability These are significant findings in themselves.
However, from the qualitative findings emerges an
outcome) considered counselling to have had no Increased impact of perhaps greater significance; that is that the
59.9 per cent of all students indicated that counselling understanding
impact on their academic outcomes. experience of counselling also improved students’
was either ‘an important factor’ or ‘the most significant of self and self-confidence and increased their hope for the future.
factor’, and another 18.2 per cent that it was ‘one of many problem
Can we generalise these findings beyond the students
factors’ in helping them develop skills useful for obtaining
Retention future employment. Therefore, in total, 78.1 per cent of
involved in this investigation? Well, the fact that these
findings are based on the responses of over 5,000
students considered that counselling helped them develop
students from 65 different universities and FE colleges
54 per cent of all student respondents indicated that skills useful for obtaining employment.
across England, Scotland and Wales, makes this as
counselling was either ‘an important factor’ or ‘the
powerful an argument for generalisation as is possible
most significant factor’, and another 27 per cent
indicated that it was ‘one of many factors’ in helping
Qualitative findings
Students were asked to describe how counselling helped
Aspects of counselling within the interpretive research paradigm. So, it is
reasonable to conclude that in general, the majority of
them stay at university. Therefore, in total, 81 per cent
of students considered counselling to have helped
and to comment on any ways in which counselling or any
aspects of the service were unhelpful.
identified as unhelpful students who complete in-house counselling at
universities and colleges will find it impacts positively
them stay at university or college.
Only 16.8 per cent of the 1,263 respondents on their academic outcomes, improves overall self-
commented on unhelpful aspects of counselling, confidence and increases hope for the future.
How counselling helps despite a direct request to do so. Therefore, there
Achievement was not enough data to complete a Grounded Theory Counselling approach and length of contract
Open and Axial Coding: There were many helpful analysis and so a simple thematic analysis was It is important to note that in this research, the models
50.6 per cent of all student respondents indicated that factors identified. In the course of Axial Coding, conducted. The factors identified as unhelpful were of counselling and the number of counselling sessions
counselling was either ‘an important factor’ or ‘the which considers relationships amongst factors (open largely characteristics of the service, specifically: completed varied across students and institutions, and
most significant factor’, and another 28.4 per cent that codes), processes by which counselling impacts and insufficient number of sessions offered; waiting so the positive impact is associated with counselling
it was ‘one of many factors’ in helping them do better types of impact that it has, emerged. The Context time to begin counselling too long (on average 15-20 provision in general, not a particular model or number
in their academic work. Therefore, in total, 79 per cent was described as one in which the student found days, so still on average only a quarter of the waiting of sessions. This is important information for FE/
of students considered counselling to have helped counselling to provide a safe space within the time in primary care settings as identified in CORE HE counsellors and those employing them, as these
them do better in their academic work. unfamiliar and challenging environment of their FE IMS, 2010); insufficient early or late appointments to findings support the current position in which a range
or HE institution. The Counselling Interventions accommodate students working or living at a distance; of counselling approaches and lengths of counselling
which they most valued were emotional containment, length of each session too short (though invariably contract are employed. Qualitative findings regarding
understanding, and being offered new perspectives and sessions were the standard 50-60 minutes in length); what students found unhelpful in their counselling
new tools for coping. The main Impact of counselling and location of waiting area too public. A few students experience provide further information. However, they
was that students developed increased understanding identified unhelpful aspects of the counselling need to be considered with caution as they come from
a fairly active, interactive and increased ability to cope. This then changed
their Outlook to one which was more confident, more
approach, specifically: not enough direction from
counsellor; not enough focus on solutions or active
only a small percentage of the respondents. That said,
it is worth noting that most of the negative experiences
approach, with a focus optimistic and more hopeful about the future.
Selective Coding: The Core Code or the central
coping strategies; not enough emotional containment
at the end of sessions; too much ‘just listening’.
cited were from students who saw themselves as
having complex and/or multiple problems and where
on present coping rather process that appeared to be at work when counselling
was helpful for students in the further and higher
counselling ended before the student felt ready, due
to service-imposed limits on the number of sessions

than past problems is education setting is illustrated in Figure 1. In this case,

the central, most useful impact of counselling was that
Discussion/implications that could be offered. Where cited, the number of
sessions provided varied between four and eight. This
it increased students’ understanding of themselves and suggests that flexibility of length of contract to suit the
what students find their problem(s). This resulted in improved ability to
cope, which created increased confidence. These two
The positive impact of counselling
Different approaches to research produce different
individual student’s needs would be considered more
helpful, particularly for students with complex needs.
most helpful continued to interact in a ‘virtuous circle’ to result in
increased hope for the future.
types of evidence. In order to maintain the integrity
of any piece of research, it is important to make only
those claims that can be supported by the findings
The main finding regarding counselling approach is
supported by qualitative data on both positive and
negative experiences of counselling. Many students
and the research methodology that was employed.
commented positively on what would be termed more
Interpretive research allows us to draw conclusions
10 AUCC November 2012 November 2012 AUCC 11

‘active’ interventions – that is: ‘helping find solutions’,

‘offering tools and coping strategies’, ‘offering new
Counselling impact on academic outcomes
(CIAO) measure
The future And finally…
perspectives’ whereas the few who commented on One of the very positive outcomes of this research has
I see this research as the first step in developing and In the tradition of the interpretive research paradigm,
negative experiences of counselling wanted more been CORE IMS’ interest in developing a measure of
maintaining a robust evidence base for counselling in I wanted to let our students and research participants
focus on this type of intervention and less on ‘just counselling impact on academic outcomes based on
the FE/HE sector and a contribution to the evidence have the last word.
listening’. This does not suggest that a particular the research questions and findings. This measure
base for counselling more generally. The next steps ‘Counselling helped me gain strength and confidence
counselling model is required but rather that a fairly was worked on collaboratively over the summer (by
will need to involve ongoing collection, analysis and in myself and be able to look forward to the future
active, interactive approach, with a focus on present Nic Streatfield of CORE IMS, Denise Meyer and Nicola
reporting of data similar to the current research as with optimism.’ (Cl136)
coping rather than past problems, is what students Barden of University of Portsmouth Counselling Service,
well as new research using alternative, perhaps more
find most helpful. In my experience, this is consistent and Patti Wallace, Lead Advisor, University and College ‘Counselling has been the best thing I have ever done.
robust, methodologies.
with the service that is normally offered in FE and HE, Counselling) and is now available for use by all Corenet It has given me a fresh, positive outlook at a very
and argues in support of in-house services provided FE/HE subscribers. An important advantage of this difficult and challenging time in my life.’ (Cl687)
Ongoing data collection
by counsellors who understand the specific needs of development is that data will now be collected and ‘Counselling has helped me turn my life around
In order to achieve the first of these, CIAO and the
this client group. analysed on an ongoing basis so that we can continue to for the better.’ (Cl422)
BACP spreadsheet have been designed in such a
build a robust evidence base for the impact of counselling
way that data from both can easily be combined so ‘It has helped me through some very tough times –
The views we have not heard in FE and HE.
that further sector-wide analyses of the impact of probably lifesaving!’ (Cl715)
In the interests of good research practice, it is
counselling on academic outcomes will be able to be ‘It has given me a very optimistic outlook on my
important to recognise that although we have heard BACP spreadsheet
conducted and reported on a regular basis. In addition, university experience and indeed life.’ (Cl1143)
from a large and diverse group of students, their In order to ensure that AUCC members who do not have
an updated AUCC survey spreadsheet for the 2012/13
views cannot be considered representative of all access to Corenet are also able to collect and analyse ‘Counselling, through unconditional support and
academic year has been developed (by Tina Abbott
students. Participants in this research all completed data on the impact of counselling on academic outcomes understanding, provided me with the confidence and
of Cardiff University and Mary Dailey of Bradford
counselling within the allocated time frame, but for reporting on their own service outcomes, an Excel self-esteem to stride forward into the rest of my life.’
University) to allow for the collation of descriptive
there will have been many other students who began spreadsheet with embedded calculations has been (Cl1012)
data from services for use in service reporting by all
but did not complete counselling. In addition, the developed on behalf of BACP (by Jo Pybis, Research ‘The results have been priceless. I have been given
participating counselling services in the sector.
students who completed the questionnaires may not be Facilitator and Patti Wallace, Lead Advisor, University hope for my future life and career.’ (Cl989)
These are significant steps in integrating research into
representative of all the students who met the inclusion and College Counselling). This has been distributed via
daily clinical practice, something which in my view is
criteria. Analysis of the institutional data shows that the AUCC member mailbases for use by all members.
necessary if we are to develop and maintain a robust and For further information regarding this research,
on average across all institutions, 64 per cent of clients
up-to-date evidence base for counselling in the sector. feel free to contact the author:
who met the inclusion criteria for this research were Dissemination
asked to complete a questionnaire. Of those, 36 per A range of stakeholders within the FE/HE sector have Patti Wallace, Lead Advisor, University and College Counselling
New research
cent returned a completed questionnaire. Therefore, expressed interest in these findings. Following my [Link]@[Link]
To me, the next obvious step is to conduct a
across all institutions, respondents constituted 23 per presentation of the first stage of these findings at the
randomised controlled trial (RCT) of counselling in
cent of all students who met the inclusion criteria. This BACP Research Conference in May 2012, the findings
the FE and/or HE sector as RCTs constitute the ‘gold
response rate varied considerably across institutions were picked up and reported by the Times Higher
standard’ test for the effectiveness of an intervention
with as low as 5.4 per cent and as high as 70.6 per cent Education (THE)3. Since then, I have been invited
by the National Institute for Health and Clinical
return rate for students who met the inclusion criteria. to speak at three National Union of Students (NUS)
Excellence (NICE). I have submitted a proposal for
Arguably therefore, this research will have accessed conferences in England, Wales and Scotland, in October
funding to BACP for a small-scale RCT, based on one
more students likely to hold positive views of their and November 2012, and at the National Association
recently completed into the effectiveness of schools
counselling experience and fewer of those likely to for Managers of Student Services in Colleges (NAMSS)
counselling. Should funding be awarded, the research
hold negative views. This does not in any way discount Conference in March 2013. I am also hoping to have the
would be conducted in the 2013/14 academic year.
our findings, but rather reminds us to be cautious in opportunity to present at an AMOSSHE CPD event in
the claims we make and how broadly we apply them. the coming year.

Conclusion
Current developments We, as a sector, can feel pleased that many of our
members have chosen to actively engage in this
What began as the Lead Advisor’s and the AUCC
executive’s question: ‘What is the evidence base
The main impact of counselling was research to support our profession. We can feel even
more pleased that the research findings demonstrated
for counselling in FE and HE?’, developed into an that students developed increased that most students found counselling to have a positive
extensive project involving over 5,000 FE/HE
students and 65 universities and colleges across understanding and increased ability to cope. impact on their academic outcomes. Perhaps most
pleasing of all is the finding that counselling helped
References:

the UK. We now have some robust evidence for

the positive impact of counselling on academic
This then changed their outlook to one students feel more self-confident and more hopeful
1 CORE IMS. Benchmarks for
higher education counselling
3 Grove J. It’s good to talk: poll
points to wise counsel. Times
for their future, attributes which are likely to impact services. CORE IMS. July 2010 Higher Education. 13 May 2012.
outcomes. However, there is more already
happening and more still to be done.
which was more confident, more optimistic directly on their future success and wellbeing. My (available online).
2 Royal College of Psychiatrists.
and more hopeful about the future hope is that this positive experience will encourage
AUCC members to continue their engagement in high
Mental health of students in higher
education. College report CR166.
quality evaluation of their own services and their Royal College of Psychiatrists.
London: September 2011.
participation in sector-wide research in the future.