Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

From Theory to Practice: The Perspective

of Ghanaian Counselling Students
Theresa Antwi
Department of Counselling Psychology,
University of Education, Winneba, Ghana
ORCID: 0000-0001-9618-5326

Abstract:- Counselling practicum is a vital component of programs must provide adequate support and supervision to
counseling programs, as it provides counseling students help students overcome these challenges and develop the
with an opportunity to gain hands-on experience necessary skills to become competent and ethical
working with clients under the supervision of a licensed practitioners.
or experienced counselor. Therefore, this study sought to
explore challenges and prospects of counseling The Experiential Learning Theory (ELT) developed by
practicum among students pursuing postgraduate degree Kolb (1984) was used to underpin the study. The theory
programs in University of Education, Winneba (UEW) suggests that learning is a cyclical process that involves four
in the Central Region of Ghana. Exploratory case study stages: concrete experience, reflective observation, abstract
design within qualitative research approach was adopted conceptualization, and active experimentation. In the
in this study. Seven (7) students were sampled using context of counseling practicum, this means that students
purposive (maximum variation) sampling technique. may learn from their direct experiences with clients, reflect
Semi-structured interviews were used to collect data on those experiences, and then use that reflection to develop
from the participants. Data were analyzed in themes. It their conceptual understanding and inform their future
was established that limited availability of practicum practice. Research has supported the use of ELT in
sites, inadequate supervision, limited exposure to diverse counseling practicum (Eriksen & McAuliffe, 2017;
populations, time management, difficulty in balancing Henriksen et al., 2020). For example, a recent study found
academic coursework and practicum, inadequate that counseling students who engaged in reflective writing
resources and limited practical experience were some of as part of their practicum reported increased self-awareness,
the challenges faced by students. Also, to develop improved counseling skills, and a greater sense of
counseling skills, gain hands-on experience, network professional identity (Henriksen et al., 2020). The
with professionals, and contribution to the field through Experiential Learning Theory provides a useful framework
research and professional development activities were for exploring the challenges and prospects of counseling
key opportunities for these students. It was concluded practicum, as it emphasizes the importance of reflection and
that counseling practicum can be a challenging active experimentation in the learning process.
experience for university students, as it requires them to
navigate complex ethical, personal, and professional Hanover and Smith (2020) found that the quality of
supervision and feedback significantly influenced students’
issues into practice, it also contributes to the enrichment
of the students' counselling practices and learning outcomes in the counseling practicum. Their study
experiences.Recommendations were made based on the further revealed that inadequate supervision and feedback
findings and conclusion drawn. led to decreased confidence and competence in students’
counseling skills. Many counseling students struggle with
Keywords:- Challenges, Counselling Practicum, the application of theoretical knowledge in real-life
Opportunities, Experiences. counselling situations and often experience anxiety, self-
doubt, and emotional exhaustion during their practicum
I. INTRODUCTION (Wilson and Binks 2021; Neill et al. 2019; Osuji &Ojeme,
2018). These challenges further compounded by the fact that
Counseling practicum is an essential component of counseling practicum settings are often complex and
counseling programs in universities, as it provides students unpredictable, requiring students to think on their feet and
with the opportunity to apply theoretical knowledge in real- adapt quickly to changing situations. These emotional
world settings under the supervision of experienced challenges can also impact students’ ability to perform
professionals. However, counseling practicum can be a effectively in their practicum and can also affect their
challenging experience for students, as it requires them to personal well-being. Findings of the study would contribute
navigate complex ethical, personal, and professional issues to the improvement of counseling practicum experiences for
(Briggs, 2019; McLeod, 2013; Perry, 2018; Okech, 2018). postgraduate students, enhance the quality of counselor
This implies that university students may face difficulties training, and increase awareness of the importance of
during their counseling practicum, as they are tasked with practicum supervision and support.
addressing intricate ethical, personal, and professional
matters within a real-world context.To successfully
complete counselling practicum, students must develop
effective coping strategies to manage these challenges and
ensure the safety and well-being of their clients. Counseling

IJISRT23MAY1965 www.ijisrt.com 2612

Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
II. CHALLENGES OF COUNSELING pandemic has added an additional layer of challenges to
PRACTICUM FACING COUNSELING counseling practicum, with students facing difficulties in
STUDENTS adapting to virtual counseling, maintaining ethical standards
in online practice, and managing the emotional impact of the
One of the main challenges of counseling practicum pandemic on themselves and their clients (Doraiswamy&
among university students is the difficulty of transferring Goel, 2021).Additionally, a study conducted in Nigeria
theoretical knowledge to practical skills (Doran, 2018; found that counseling students faced a variety of challenges
Dorvlo, 2017). University students may struggle to apply during their practicum experiences, including difficulties
what they have learned in the classroom to real-life with clinical supervision, time management, and balancing
counseling situations, which can lead to feelings of academic and practicum responsibilities (Osuji &Ojeme,
inadequacy and self-doubt. Besides, managing emotions and 2018). Similarly, a study conducted in Ghana found that
dealing with the emotional demands of counseling can be a counseling students faced challenges related to
challenge to student-counselors. Students in counseling communication, supervision, and access to resources during
practicum are often faced with clients who are struggling their practicum experiences (Baiden, 2019). Cultural
with complex emotional issues such as high levels of stress, differences can also pose a challenge for counseling students
anxiety, and burnout, and these can take a toll on the in Ghana, particularly in terms of understanding and
students’ emotional well-being (Liu et al., 2021; Zhao et al., addressing the unique needs and perspectives of diverse
2021). populations (Boafo & Nsiah, 2021).
A lack of supervision and support can also be a However, Osuji and Ojeme (2018) examined factors
significant challenge for university students in counseling that contribute to successful practicum experiences for
practicum (Gazzola et al., 2020). Without adequate counseling students and found that social support, a positive
supervision and support from experienced professionals, supervisory relationship, and effective communication were
students may struggle to navigate complex counseling important factors in promoting positive practicum
situations and make decisions that are in the best interest of experiences. This implies that there are mixed findings
their clients. This lack of support can also lead to feelings of regarding the experiences of counseling students in the
isolation and frustration among students. Further, navigating university. Despite these challenges, there are also several
ethical dilemmas and maintaining professional boundaries prospects for counseling practicum for students.
can be a significant challenge for university students in
counseling practicum (Lum et al., 2020). Students must be A. Prospects of Counseling Practicum for Students
aware of ethical codes and standards, and ensure that they Counseling practicum offers counseling students the
are providing counseling services that are consistent with opportunity to gain practical experience, which is essential
these guidelines. Additionally, students must maintain for their development as counselors (Brott& Myers,
appropriate boundaries with clients to avoid any ethical 2019;Kim & Kimm, 2016; Whitson & Weatherspoon,
violations. Again, counseling practicum experiences can 2018). Through practicum, students can apply their
also be challenging for counseling students. Students may theoretical knowledge to real-life counseling situations,
experience anxiety, self-doubt, and a lack of confidence develop counseling skills, and gain confidence in their
when working with clients (Williams & Vechten, 2021). In counseling abilities. This hands-on experience can help
addition, students may struggle to balance the demands of students build confidence and competence in their future
their academic coursework with the demands of their careers as counselors. Theoretical knowledge is essential in
practicum experiences (Williams & Vechten, 2021). In counseling, but it is not enough. Students need to apply their
furtherance, counseling practicum can be emotionally knowledge to real-life situations, and counseling practicum
demanding, particularly when dealing with clients who have provides an ideal environment for this integration. Similarly,
complex mental health issues (Sharf, 2018). Moreover, Kleiner and Ford (2017) argue that counseling practicum is
counseling practicum may pose ethical dilemmas and an essential component of counselor education programs. It
boundary issues for counseling students (Whitson & provides students with an opportunity to apply their
Weatherspoon, 2018). Therefore, it is essential to have a theoretical knowledge in a supervised clinical setting,
supportive and structured environment for counseling thereby developing their practical skills and competencies
practicum to ensure the safety and well-being of both (Kleiner & Ford, 2017).
students and clients.
Furthermore, counseling practicum is essential for the
Research has identified other challenges that students professional development of counseling students. It helps
face during counseling practicum, including limited them develop professional competencies, including
opportunities for practicum placements, difficulty in communication skills, cultural competence, ethical and legal
securing quality supervision, time constraints, insufficient issues, and self-awareness (Whitson & Weatherspoon,
preparation for the demands of practicum, and the emotional 2018). These competencies are crucial for success in the
impact of client cases (Kulakowska& Mitchell, 2020; counseling profession. Additionally, counseling practicum
Laney, 2020; Adomako &Obiri-Yeboah, 2017). These plays a crucial role in the career development of counseling
challenges can negatively impact students’ confidence, students. It provides students with the opportunity to
competence, and professional identity, ultimately affecting network with experienced counselors, receive feedback on
their future career success (Laney, 2020; their counseling skills, and develop their personal
Rønnestad&Skovholt, 2013). Furthermore, the COVID-19 counseling style (Brott& Myers, 2019). Moreover,

IJISRT23MAY1965 www.ijisrt.com 2613

Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
counseling practicum provides students with the opportunity III. METHODS
to explore different counseling settings and client
populations, which can help them determine their career A. Research Design
interests. Again, counseling practicum is an important aspect A qualitative study was adopted since it helped in
of counselor education as it provides students with the providing insights into the experiences and perspectives of
opportunity to develop their counseling skills and apply the postgraduate students in relation to counseling practicum.
theoretical knowledge they have gained in their academic An exploratory case study which involved in selecting a
studies (Doyle et al.,2021; Kim & Kimm, 2016).This small sample of students and conducting in-depth interviews
provides students with an opportunity to work with diverse to gather rich data on their experiences and perspectives was
populations and gain experience in a variety of counseling adopted (Creswell, 2018). The exploratory case study design
settings. This can also expose counseling students to a was particularly useful in this study since little was known
diverse range of clients and issues, which can help them about the phenomenon. In this sense, it provided a detailed
develop cultural competence and awareness of the unique understanding of the issue at hand (Creswell, 2018). Further,
needs of different populations the use of this research design helped to identify the
challenges faced by students during their counselling
Hatchett (2020) argue that counseling practicum practicum and explore potential solutions to address these
experiences have a positive impact on students’ personal challenges.
and professional development. In a study conducted by
Hatchett (2020), counseling students reported that their B. Participants
practicum experiences helped them to develop their Students pursuing postgraduate degree programs in the
counseling skills, increase their self-awareness, and gain University of Education, Winneba for the 2021/2022
confidence in their abilities as counselors. Supervision is a academic year were used for the study. Seven (7) students
critical component of counseling practicum experiences. consisting of three (3) males and four (4) females were
Effective supervision can help students to develop their sampled using maximum variation type of purposive
counseling skills, increase their self-awareness, and address sampling technique. This sample size was arrived at based
any challenges they may face during their practicum on data saturation. To ensure rigor and credibility in the
experiences (Herlihy & Corey 2021; Gillam, 2013). study, it is important to follow established qualitative
Effective supervision helps to ensure that students provide research methods such as purposive sampling and data
ethical and competent counseling services to their clients. saturation (Creswell, 2013). Purposive sampling in this
This experience typically involves regular feedback and study involved selecting participants based on their
evaluation from supervisors, which can help students relevance and potential to provide rich data on the research
identify areas for improvement and work towards topic (Creswell, 2013). In this study, data saturation
professional growth and development. Overall, counseling involved collecting data until no new themes or insights
practicum offers many prospects for students to enhance emerge (Yin, 2014).
their skills, develop professionally, and gain valuable
experience in the field of counseling. C. Data collection and Analysis
Data collection in this study was made up of gathering
However, there is paucity of research on the non-numerical data through semi-structured interviews to
challenges and prospects of counseling practicum in Ghana. elicit in-depth information from participants (Patton, 2015;
As a result, there is limited understanding of the experiences Creswell & Creswell, 2018; Gray et al., 2017). Thus, in-
of counseling students and supervisors in the Ghanaian depth interviews were conducted with postgraduate students
context, and the factors that influence the effectiveness of who were enrolled in counseling practicum courses at the
counseling practicum. This study aims to address this gap in University of Education, Winneba. The interviews were
the literature by exploring the challenges and opportunities semi-structured which allowed for flexibility in exploring
of counseling practicum among students pursuing the experiences of these students. Also, it helped in focusing
postgraduate degree programs in University of Education, on topics such as the challenges encountered during
Winneba in the Central Region of Ghana with a focus on the counseling practicum and opportunities enjoyed by these
experiences of students. Based on the aim of the study, the students. Participation in the study was voluntary, and a
following research questions were formulated to guide this consent form was signed by the participants. Confidentiality
study: and anonymity were maintained throughout the study.
 What are the challenges students pursuing postgraduate Furthermore, participants received assurances that if they
degree programs face during their practicum? were unsure about moving on, they should let the researcher
 What are the opportunities students pursuing postgraduate know so that they would not have to divulge any sensitive
degree programs enjoy during their practicum? information with which they might not be comfortable. The
interview was run in a private yet roomy office, MPhil
students were interviewed one on one. The participants were
checked by the researcher by probing, clarifying, and
controlling to make sure they were on track. When the data
saturation point was achieved, the interview was over. The
information from the interview was recorded while taking
footnotes as well. I thoroughly transcribed the recorded

IJISRT23MAY1965 www.ijisrt.com 2614

Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
material by listening to it several times.The data were it” [P 5].This comment was similar to what participant 1
transcribed and a thematic analysisapproach was employed. echoed: “I think the university needs more hands when it
comes to supervisors. I later realized that as a result of
Data analysis comprised interpreting and making sense insufficient supervisors, some of us were not allowed to
of the data collected (Patton, 2015). In this study, a thematic select practicum sites far away from the Winneba, Accra
analysis approach was used to identify patterns and themes and Cape Coast” [P1].
in the data related to the challenges of counselling practicum
among postgraduate students at the University of Education, It could be inferred from these explanations that the
Winneba. The analysis helped in identifying common ratio of student-counselor to supervisor was perceived to be
themes across different interviews, coding the data to high by the student-counselors. This connotes that there
identify patterns and relationships, and developing a were more student-counselors as compared to supervisors to
narrative that summarizes the experiences of the students handle them. This comment also signifies that student-
(Creswell, 2014). The reliability of the data was ensured by counselors struggling with inadequate supervision may lead
using peer debriefing and member checking. To protect the to a lack of feedback on their performance and a lack of
participants' privacy, the data were analyzed using codes. guidance on how to improve their counseling skills and
Because of this, I evaluated the themes using the following techniques. Meanwhile, hands-on experience is crucial for
codes for the verbatim transcription of participant data: P 1, developing the necessary skills and techniques of these
P 2, P3….and P 7. student-counselors.

IV. RESULTS AND DISCUSSIONS  Limited exposure to diverse populations

Participant 1 said:“As you can see, this is a basic school
Data were analyzed in light of the highlighted study and pupils in this school are basically living in this vicinity.
goals and in response to the research questions. This suggests that they have almost the same features.
However, if I had done my practicum in SHS, I believe
A. Challenges faced by students pursuing postgraduate strongly that I will encounter students with diverse
degree programs in counseling practicum populations” [P 1].Similarly, another participant had this to
Seven themes were taken from the narrative and say:“I have been here for some months now. What I have
presented to address the first research question. Limited discovered is that pupils in this school have almost the same
availability of practicum sites, inadequate supervision, characteristics. This can serve as a barrier for me to have
limited exposure to diverse populations, time management, more experience when it comes to dealing with diverse
difficulty in balancing academic coursework and practicum, population” [P7].
inadequate resources and limited practical experience. Next
are some verbatim quotations to support the claims. From these comments, it could be deduced that
student-counselors practicing in basic schools are likely to
 Limited availability of practicum sites have diverse population to deal with.
In responding to this theme, a participant said: “When
we were asked to select a site for our practicum session, I  Time management
wanted to choose a place close to my place of work, but I In relation to this theme, a participantsaid: “Pursuing a
was told that I cannot select that site since it was too far postgraduate degree program in counseling practicum
from the campus and that it will be difficult for me to get a requires a significant amount of time and dedication, which
supervisor if I choose that site. For this reason, I have to to me is a challenge since I have other commitments such as
choose a site within Winneba township” [P3].Likewise, work or family responsibilities. This sometimes led to stress
another participant added: “I had made arrangement long and burnout” [P 2].Again, participant 4 emphatically said:
ago to do the practicum at the place I am working. But, “As you can see, I am a nursing mother, a worker and at the
when it was time for us to choose the site for our practicum, same time doing this practicum. So, managing my time for
I presented my site and I was told that I have to change that these three roles had become a challenge to me since we
site since it is too far from campus. The reason, had been started this practicum session” [P 4].
that it will be a challenge for me to get a supervisor if I
choose that same place I am working” [P 2]. It could be inferred from the comments that student-
counselors had issues when it comes to time management.
From the participants comments, it could be realized The comments also signify that these student-counselors that
that these students perceived that they were limited in multiple roles to play at the same time; hence, making it
selecting their practicum sites. It could also be deduced from more difficult for them to manage their time.
their comments that this limitation came as a result of
insufficient supervisors for their practicum.  Difficulty in balancing academic coursework and
practicum
 Inadequate supervision This theme was evident when participant 7 said:“I face
In commenting on this theme, a participant echoed: “I a challenge related to balancing my academic coursework
have realized that one supervisor is to about six student- and practicum requirements. While we are doing our
counselors and this is too much for the supervisors to practicum, we are expected to write our thesis and see our
handle. Sometimes, you will send one practicum report and supervisors for vetting. Sometimes, the time you will book to
it will take long period before your supervisor responses to engage your client, my supervisor may also wish to book
another appointment with me on same day. When this

IJISRT23MAY1965 www.ijisrt.com 2615

Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
happens, I become confuse and I have to forgo one of them It was realized that, the duration for the counseling
which probability will be meeting my client. If this practice practicum seems to be short for the student-counselors. The
continuous, it may get to a time my clients may lose trust in comments further infer that these student-counselors wished
me” [P7]. This comment was not different from what that the duration for the counseling practicum for students
participant 3 shared: “I have lots of responsibilities to pursuing postgraduate degree course in counseling should be
handle at the same time. I am a married man, a worker and extended. Again, the comments suggest that without
also doing my postgraduate degree course in Counseling adequate opportunities to practice counseling skills in real-
Psychology. Sometimes, I will be having responsibilities to world settings, student-counselors may struggle to develop
attend to in all these areas. When that happens, it puts me in the practical skills necessary to succeed in their careers.
a stressful situation and if extra care is not taken, it will
adversely affect my day’s activities” [P3]. From these results, it was concluded that students
pursuing postgraduate degree programs in counseling
It could be inferred from these comments that some of practicum at the University of Education, Winneba (UEW)
the students pursuing counseling practicum at the face several challenges. They included: limited availability
postgraduate degree level have a challenge with it comes to of practicum sites, inadequate supervision, limited exposure
drawing a balance between academic work and counseling to diverse populations, time management, difficulty in
practicum. This signifies that student-counselors often have balancing academic coursework and practicum, inadequate
to balance coursework, research, and counseling practicum, resources and limited practical experience. This finding
which may be overwhelming and may lead to stress and affirms that of Gazzola et al. (2020) who found that lack of
burnout. The comment suggests that this requires effective supervision and support is a significant challenge for
time management and organizational skills. university students in counseling practicum. They further
explained that without adequate supervision and support
 Inadequate resources from experienced professionals, students may struggle to
Concerning inadequate resources, participant 5 had this navigate complex counseling situations and make decisions
to share: “Sometimes, I have to make reference to some of that are in the best interest of their clients. This lack of
the theories we were thought, but because I am doing my support can also lead to feelings of isolation and frustration
practicum away from the Winneba campus, I find it very among students (Gazzola et al., 2020).
difficult to get access to the university library to do so. This
sometimes affect my practices negatively” [P5]. Similarly, Also, Williams and Vechten (2021) found that students
another participant said: “There are certain topics we were may struggle to balance the demands of their academic
not taken through thoroughly. Meanwhile, during the coursework with the demands of their practicum
practicum session, we meet cases that calls for application experiences. Research has identified other challenges that
of such knowledge and skills. The other alternative is to students face during counseling practicum, including limited
read around those topics but most of the time, I find it very opportunities for practicum placements, difficulty in
difficult to get the needed materials to read on” [P 3]. securing quality supervision, time constraints, insufficient
preparation for the demands of practicum, and the emotional
It is evident from these comments that some of the impact of client cases (Kulakowska& Mitchell, 2020;
student-counselors had it a challenge to get adequate Laney, 2020). These challenges can negatively impact
resources on the counseling practicum. This comment students’ confidence, competence, and professional identity,
denotes that these student-counselors lacked of resources, ultimately affecting their future career success (Laney,
including textbooks, journals, and other learning materials. 2020; Rønnestad&Skovholt, 2013).
This situation may hinder student-counselors’ ability to gain
a thorough understanding of the subject matter and develop B. Prospects students pursuing postgraduate degree
practical skills. programs enjoy during their practicum
From the interviews, opportunities for students pursuing
 Limited practical experience postgraduate degree programs in counseling practicum also
With regard to limited practical experience, a came out with Seven (7) themes which include: Hands-on
participant expressed his opinion as: “I think the time frame counseling experience, networking, research opportunities,
given to us for the counseling practicum is too short. All that professional development, supervision and feedback, peer
we have learnt in the lecture halls will be relevant if we are support systems, and leadership opportunities.
able to apply them during practicum session. However, the
duration given to counseling practicum, to me, is too short  Hands-on counseling experience
and something should be done about it” [P 1]. Likewise, For this theme, a participant commented: “In fact, I
another participant established that: “I have observed that it have been able to build on my counseling skills and
will be difficult for me and my other colleagues to put into techniques with the help of the counseling practicum we
practice what we have learned in the lecture halls since the went through” [P 2]. In furtherance another participant 6
time period for the counseling practicum is too short. For revealed that: “Hmm in reality, this counseling practicum I
example, I cannot fully put the counseling theories, skills underwent, have been able to improve my counseling skills.
and techniques into use because of the short period
dedicated to the counseling practicum” [P6].

IJISRT23MAY1965 www.ijisrt.com 2616

Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
The comments suggest that some of the student- Similarly, participant 1 said: “Consistent feedbacks from my
counselors gain practical experience through practicum practicum supervisor had helped me in assisting clients with
experiences at the counseling centers, schools, hospitals, and difficult issues. I believe these feedbacks will help me when I
other institutions they worked at. fully enter into the world of practice after I have completed
my course successfully” [P 1].
 Networking
Under networking, a participant indicated that: “I have The comments connote that student-counselors had
built strong network with the school counselor, girl-child received supervision and feedbackfrom qualified counseling
coordinator and the district guidance and counseling supervisors during their practicum placements, which may
coordinator through the counseling practicum I did” [P5]. help them develop their counseling skills and receive
Similarly,participant 3 exclaimed that: “I can say that the guidance on best practices.
counseling practicum had helped me to build strong
relationship with the school head, some teachers, district  Peer support systems
girl-child coordinator and district guidance and counseling With this theme, participant 2 said: “At a point in time,
coordinator” [P 3]. I became confused on how to apply the knowledge I gained
from the classroom situation. I was able to resolve this issue
The comments infer that student-counselors may have by contacting one of my colleagues who took me through
had network with professionals and experts in the how to go about the whole counseling practicum”
counseling field via conferences and seminars they attended. [P2].Likewise, another participant added: “As for me, I did
Also, the comments could mean that perhaps these student- not do counseling at the first-degree level. So, anytime I face
counselors have joined some professional organizations to a challenge, I easily consult some of my colleagues who did
build connections and learn about new developments and counseling at the first-degree level. This practice had
opportunities in the field. sustained me till now” [P3].

 Research opportunities The comment suggests that perhaps student-counselors

Concerning research opportunities, a participant may have formed peer support groups to share experiences
expressed that: “Frankly speaking, I have been able to and support each other’s personal and academic growth.
publish one article out of the cases I handled during the
practicum session. Therefore, I can confidently say that this  Leadership opportunities
exercise (counseling practicum) had helped me to build my Under this theme, a participant had this to share: “As
knowledge in research” [P 4]. In furtherance, another being a student-counselor, I was also tasked to assist the
participant established that: I have got a lot of information girl-child coordinator in the counseling club. I saw this as
through this practicum to shape the background to the study an added responsibility but it helped in building my capacity
for my thesis”. as a student-counselor” [P 5]. Similarly, another participant
[P 7]. affirmed the assertion and exclaimed that: “I was made the
staff secretary immediately we had our first staff meeting
The comment suggests that student-counselors may when I got to the school. I enjoyed doing that job though it
have engaged in research projects and contributed to the was stressful at a point in time” [P 4].
body of knowledge in counseling by conducting studies,
publishing papers, and presenting at conferences. It could be realized from these comments that student-
counselors took on leadership roles in student organizations,
 Professional development such as staff secretary and counseling associations or clubs.
Under this theme, a participant said: “At times we This is likely to provide opportunities for networking,
receive letters from the municipal guidance and counseling professional development, and community outreach.
coordinator for counseling workshops and seminars. This
had helped me to build my capacity as a student-counselor” From the discussions so far, it was concluded that
[P 7]. Likewise, participant 2 affirmed by saying: “The pursuing a postgraduate degree program in counseling
district guidance and counseling coordinator sometimes run practicum provided UEW student-counselors with a range of
in-service training for counselors within the Municipality opportunities: to develop their skills, gain hands-on
and we were not left out. Those programs had helped experience, network with professionals, and contribute to
sharpen my counseling skills and techniques” [P 2]. the field through research and professional development
activities. This finding concurs that of Brott and Myers
The comment denotes that student-counselors may (2019) who found that counseling practicum offers
have participated in continuing education courses, counseling students the opportunity to gain practical
workshops, and training programs to develop new skills and experience, which is essential for their development as
knowledge and stay up-to-date with the latest trends and counselors. Also, the findings support that of Whitson and
best practices in the field. Weatherspoon (2018) who established that through
practicum, students can apply their theoretical knowledge to
 Supervision and feedback real-life counseling situations, develop counseling skills,
Regarding this theme, this was what a participant had to and gain confidence in their counseling abilities. Moreover,
say: “The feedbacks I have received so far from my a study found that counseling practicum provides counseling
practicum supervisor had equipped me to handle most of the students with the opportunity to integrate theoretical
cases I encountered during the practicum session” [P 6].

IJISRT23MAY1965 www.ijisrt.com 2617

Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
knowledge into their counseling practice (Kleiner & Ford, VI. IMPLICATIONS FOR COUNSELING
2017). PRACTICE

Furthermore, counseling practicum is essential for the The limited availability of qualified supervisors means
professional development of counseling students. It helps that counselors need to be more intentional about seeking
them develop professional competencies, including out supervision and feedback to ensure that they are
communication skills, cultural competence, ethical and legal providing effective counseling services. The limited
issues, and self-awareness (Whitson & Weatherspoon, opportunities for hands-on experience mean that counseling
2018). Additionally, counseling practicum plays a crucial programs need to prioritize providing opportunities for
role in the career development of counseling students since practical experience, such as simulated counseling sessions
it provides them with the opportunity to network with or partnerships with counseling centers and clinics.
experienced counselors, receive feedback on their Addressing personal issues: Counselors need to be aware
counseling skills, and develop their personal counseling that students may face personal challenges that may affect
style (Brott& Myers, 2019). their academic performance and provide mental health
support and counseling services when needed.
V. CONCLUSION AND RECOMMENDATIONS
Peer support groups can be a valuable resource for
In conclusion, counseling practicum can be a students pursuing postgraduate degree programs in
challenging experience for university students, as it requires counseling practicum. Counseling programs in UEW can
them to navigate complex ethical, personal, and professional incorporate peer support groups into their programs to
issues. To successfully complete counseling practicum, provide emotional and academic support. Counseling
students must develop effective coping strategies to manage programs can promote the importance of self-care and stress
these challenges and ensure the safety and well-being of management to help students balance academic demands
their clients. Counseling programs must provide adequate with other responsibilities such as work, family, and social
support and supervision to help students overcome these commitments.
challenges and develop the necessary skills to become
competent and ethical practitioners. SUGGESTIONS FOR FUTURE RESEARCH

In view of the findings, the study recommends The study was limited to only one public university in
that,theManagement Team of University of Education, Ghana. Future researchers who will study the phenomena
Winneba, should provide more of electronic-resources such should use more than one university.
as counsellinge-books, counseling materials, and facilities
that studentscan easily access to support their learning and ACKNOWLEDGEMENTS
practice. The Counselling Psychology Department should
provide more opportunities for students to gain hands-on I would like to acknowledge the immense help given
experience in counseling practicum. This can be achieved to me by students in the Department of Counselling
through partnerships with counseling centers and clinics, or Psychology, UEW used for this study.
through simulated counseling sessions. UEW management
 Funding: No funding source is reported for this study.
team should increase the number of senior members to guide
and provide feedback to students during counseling  Declaration of interest: No conflict of interest is
practicum. The Counselling Psychology Department should declared by author.
provide mental health support and counseling services to
help students cope with challenges that may affect their REFERENCES
practicum experiences negatively. The Department should
provide flexible scheduling options that allow students to [1.] Adomako, V. M., &Obiri-Yeboah, D. (2017).
balance their academic demands with other responsibilities Challenges facing counseling in Ghana: The way
such as work, family, and social commitments. Also, the forward. Journal of Education and Practice, 8(5), 52-
Counselling Psychology Department should facilitate peer 56. DOI: 10.7176/JEP/8-5-06
support groups among students to provide emotional and [2.] Baiden, P. (2019). An exploratory study of the
academic support. The Counselling Psychology Department challenges of counseling practicum in Ghana.
should continuously review and improve the postgraduate Journal of Educational and Social Research, 9(2),
degree programs in counseling practicum to ensure that they 175-181.
are relevant and meet the changing needs of the counseling [3.] Briggs, H. E. (2019). Graduate counseling students’
profession. experiences of practicum supervision: A grounded
theory study. Journal of Counseling & Development,
97(1), 70-81.
[4.] DOI:10.1002/jcad.12246
[5.] Boafo, I. M., & Nsiah, P. K. (2021). Counselor
trainees' perceptions of cultural competence in
Ghana. Journal of Multicultural Counseling and
Development, 49(1), 57-71.
[6.] DOI: 10.1002/jmcd.12235

IJISRT23MAY1965 www.ijisrt.com 2618

Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
[7.] Brott, P. E., & Myers, J. E. (2019). Supervision of perceived clinical competency and confidence. The
counseling students in practicum and internship: An Journal of Human Resource and Adult Learning,
integrative approach. Routledge. 12(2), 115-124. DOI:
[8.] Creswell, J. W. (2013). Qualitative inquiry and 10.6283/JOHRAL.2016.12.2.115
research design: Choosing among five approaches. [24.] Kleiner, A. D., & Ford, L. L. (2017). Supporting
Sage publications. clinical supervision for counseling practicum
[9.] Creswell, J. W. (2014). Research design: Qualitative, students. Journal of Counseling & Development,
quantitative, and mixed methods approaches. 95(4), 401-409.
Sage publications. [25.] Kolb, D. A. (1984). Experiential learning:
[10.] Creswell, J. W. (2018). Research design: Qualitative, Experience as the source of learning and
quantitative, and mixed methods approach (5th development. Prentice-Hall.
ed.). Los Angeles, CA: Sage. [26.] Kulakowska, M., & Mitchell, S. (2020). Counseling
[11.] Doraiswamy, S., & Goel, D. (2021). Tele-counseling students’ challenges during their practicum
during COVID-19 lockdown: Challenges, placements: A systematic literature review.
opportunities, and role of mental health professionals. Counseling and Psychotherapy Research, 20(3),
Indian Journal of Psychiatry, 63(4), 337-341. 368-379.
[12.] Doran, J. M. (2018). Applying counseling theory to [27.] Laney, T. (2020). Counselling psychology practicum
practice: Balancing the strengths perspective and experiences: A review of the literature. Canadian
postmodern approaches. Routledge. Psychology/Psychologiecanadienne, 61(4), 311-
[13.] Dorvlo, A. S. S. (2017). Counseling and S321.
psychotherapy in Ghana: History, current status, and [28.] Liu, X., Li, J., Li, Y., & Xu, Z. (2021). An
future prospects. The Journal of Psychology, 151(6), investigation of burnout and coping strategies among
603-615. DOI:10.1080/00223980.2017.1358222 Chinese counseling psychology students during
[14.] Doyle, L., Denny, A., &O’Mahony, N. (2021). practicum. Journal of Counseling Psychology,
“We’re here to help but not to do it for you”: An 68(3), 311-321.
exploration of the experiences of trainee counselling [29.] Lum, C. M. K., Li, W. W., Lee, T. Y., & Chan, K. Y.
psychologists during their clinical placements. K. (2020). Ethical issues and dilemmas encountered
Counseling Psychology Review, 36(1), 30-47. by counseling trainees in Hong Kong. Journal of
[15.] Eriksen, K., & McAuliffe, G. (2017). Reflection as a Counseling Psychology, 67(1), 23-34.
learning tool in practicum training: The experience of [30.] McLeod, J. (2013). An introduction to counselling
graduate counselling psychology students. Australian (5th ed.). Open University Press.
Journal of Psychology, 69(4), 278-286. Doi: [31.] Neill, J. T., Dias, J. K., & Jackson, D. L. (2019).
10.1111/ajpy.12150 Emotional labor and counseling practicum: An
[16.] Gazzola, N., Nadeau, J., & Levesque, M. (2020). exploratory study of student experiences. The
Promoting therapeutic alliance in counseling trainees: Clinical Supervisor, 38(1), 31-49.
A systematic review of intervention programs. [32.] Okech, J. E. (2018). Professional development in
Journal of Counseling Psychology, 67(4), 405-421. counselling: The role of supervision and training.
[17.] Gillam, J. E. (2013). The benefits of counseling Journal of Education and Practice, 9(7), 41-46.
practicum: A literature review. Journal of Counselor [33.] Osuji, U. L., &Ojeme, E. E. (2018). Challenges
Preparation and Supervision, 5(1), 1-14. DOI: encountered by counseling students during practicum:
10.7729/51.0002 Implications for counseling. Journal of Education
[18.] Gray, J. R., Grove, S. K., & Sutherland, S. (2017). and Practice, 9(9), 75-81.
Burns and Grove’s the practice of nursing research: [34.] Patton, M. Q. (2015). Qualitative research and
Appraisal, synthesis, and generation of evidence (8th evaluation methods: Integrating theory and practice.
ed.). Elsevier, Inc Sage publications.
[19.] Hanover, R. L., & Smith, L. J. (2020). The impact of [35.] Perry, A. (2018). Counseling students’ experiences of
clinical supervision on counselor development: vicarious trauma: A grounded theory. Counseling &
A review of empirical literature. Journal of Psychotherapy Research, 18(4), 383-390.
Counseling & Development, 98(1), 14-24. [36.] Rønnestad, M. H., &Skovholt, T. M. (2013). The
[20.] Hatchett, G. T. (2020). Counseling practicum journey of the counselor and therapist: Research
students’ experiences: A phenomenological study. findings and perspectives on professional
The Professional Counselor, 10(2), 190-204. development. Routledge.
[21.] Henriksen, C. A., Blow, A. J., & Chen, Y. (2020). [37.] Sharf, R. S. (2018). Applying career development
Reflective writing in counselor education: A theory to counseling. Cengage Learning.
qualitative study exploring students' experiences. [38.] Whitson, M. L., & Weatherspoon, D. (2018). The
Doi: 10.7729/34.1392 counseling practicum and internship manual: A
[22.] Herlihy, B., & Corey, G. (2021). ACA ethical resource for graduate counseling students. Springer
standards casebook (9th ed.). American Counseling Publishing Company.
Association. [39.] Wilson, M., &Binks, J. (2021). From theory to
[23.] Kim, H. J., & Kimm, S. Y. (2016). The impact of practice: Counseling student experiences of applying
practicum experience on counseling students'

IJISRT23MAY1965 www.ijisrt.com 2619

Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
theory in clinical settings.The Clinical Supervisor,
40(1), 18-34.
[40.] Yin, R. K. (2014). Case study research: Design and
methods. Sage publications.
[41.] Zhao, X., Zhang, Q., & Zhang, J. (2021). The
challenges of counseling practicum and the strategies
to improve practicum quality: The perspective of
Chinese counseling students. International Journal for
the Advancement of Counseling, 43(1), 19-32. DOI:
10.1007/s10447-020-09444-2.

IJISRT23MAY1965 www.ijisrt.com 2620