AN EXAMINATION OF THE IMPACT OF COUNSELLING TRAINING IN MANAGING COUNSELLING STRESS: A CASE STUDY OF LAGOS STATE

Background of the study: Individuals from diverse backgrounds, regardless of their race, colour, nationality, or professional and academic history, universally encounter various manifestations of stress. According to Maxwell (2018), stress manifests in various forms and has an impact on individuals across different age groups and socio-economic backgrounds. An individual's understanding and personal encounters with stress should also encompass an awareness of the various factors that contribute to stress, including time limits, workload, health-related issues, and financial challenges. These factors can place significant pressure on individuals, perhaps exceeding their capacity to effectively manage stress. Abu Yazid (2016) concurred with the findings of Deepthi et al. (2019) that stress is a state or sensation encountered when an individual perceives that the demands placed upon them beyond their personal and social resources that they are capable of mobilising. Individuals tend to suffer minimal levels of stress when they possess the necessary time, expertise, and resources to effectively navigate a given circumstance. However, it is important to acknowledge that job demands or workload in the workplace can occasionally impose excessive pressure, resulting in physical exhaustion and breakdown. Consequently, it becomes imperative for individuals to comprehend this phenomenon and develop a coping strategy for effectively managing stress, commonly referred to as a stress management technique.Stress management encompasses a diverse array of strategies and therapeutic interventions that are designed to mitigate an individual's stress levels, specifically chronic stress, with the objective of improving their everyday functioning. According to the research conducted by Deepthi Vinay and Gowramma (2019), the concept of stress management has been developed on the premise that stress does not solely arise as a direct response to a stressor. Instead, it is posited that an individual's resources and ability to regulate their stress response are dynamic and can be modified. This understanding allows for the regulation of stress and the maintenance of a harmonious work-life equilibrium. On the other hand, counsellor education programmes aim to impart the requisite skills and knowledge for the cultivation of proficient and efficient counsellors, encompassing the cultivation of personal growth among counselling students. The notion that the personal attributes of a counsellor significantly influence the counselling process is ingrained within the code of ethics and standards governing counsellor education programmes. According to the Code of Ethics (2005) established by the American Counselling Association (ACA), it is expected that counsellor trainees will abstain from delivering or furnishing counselling services in situations where their physical, mental, or emotional difficulties have the potential to cause harm to a client or anyone associated with them (ACA, 2005, Section F.8.b. Impairment). Counsellor educators, in alignment with the ACA Code of Ethics, are directed to prioritise the examination of personal concerns pertaining to counselling trainees. According to the Ethical Guidelines for Counselling Supervisors (1995) published by the Association for Counsellor Education and Supervision (ACES) and referenced in the study conducted by Deepthi et al. (2019), counsellor educators are obligated to recognise any personal or professional limitations of supervisees that may hinder their future professional performance (Section 2.12). Counselling inherently entails a distinct form of interpersonal connection, wherein the client and counsellor engage in interactive communication. Hence, it is anticipated that counsellors will utilise their professional training, skills, expertise, and experience to assist clients in resolving conflicts and alleviating stress that may impede the progress and advancement of their interpersonal and intrapersonal relationships (Bardhoshi et al., 2014). However, no research has examined the phenomenon of burnout experienced by counsellors in their professional endeavours.

​​​​​​​Statement of the problem

The cultivation of personal growth is an integral component of counsellor training, with particular emphasis placed on this aspect during the practicum and internship phases. Throughout these encounters, counsellor trainees cultivate interpersonal connections with both their clients and supervisors, so exerting a profound influence on their psychological and personal growth. At times, individuals may experience stress or exhaustion as a result of various technical and other challenges encountered throughout their workday. This unequivocally demonstrates that the role of a counsellor is inherently challenging due to the varied range of issues presented by their clients. Hence, it is imperative to take into account the various aspects that impact the interactions between counsellor trainees and their clients. Skovholt, Grier, and Hanson (2001) as mentioned in Rahul (2015) argue that in order for counsellors to consistently achieve success, it is imperative to consistently uphold professional vitality and engage in self-care practises. The perpetual challenge of achieving equilibrium between self-care and caring for others is a common experience among workers in the helping field. This phenomena has a pervasive impact on an individual's life. According to Forney, Wallace-Schutzman, and Wiggers (1982) as stated in Inman (2006), the consequences of this phenomenon extend beyond work performance and can also negatively affect an individual's social and romantic relationships.

However, there is a scarcity of scholarly literature that has specifically examined the influence of stress and coping on the working alliance and supervisory working alliance. The objective of this article is to examine the training methods utilised in counselling to effectively manage stress within the context of the therapeutic relationship.