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The employee counsellor has one of the most difficult counselling jobs, and has a thin line to tread between the organization and the individual. The “organizational” counsellor is, in addition, trainer, consultant, organizational agent of change, counselling manager, informant, advocate, advice‐giver and diplomat. Maintaining all these roles with clear demarcation lines, acceptable boundaries, and supportive relationships, calls for maturity and training.

Draws distinction between the use of counselling skills, being a professional counsellor, and using professional counselling as one role among others, as a way of isolating the counselling content of outplacement consultancy. A matrix connecting five teaching strategies with five client needs is offered to clarify the role of counselling in outplacement work and as a possible training model for outplacement counsellors. Counselling is viewed as an essential component of good practice within outplacement agencies and can be utilized to help clients to work through their personal reactions to a number of areas connected to job‐loss.

Second part of a two‐part article. This part presents a three‐stage model of business counselling: (1) exploring and understanding; (2) challenge and focus; (3) resourcing and action. Emphasizes interpersonal and communication skills and analytical and problem‐solving skills. Provides a checklist for the business counsellor.

Discusses the ethical and legal complexities of confidentiality in counselling where, often, there is uncertainty about what the optimum practice should be, and when there may also be problems in implementing ethical practice. Reports on the codes of practice, published by the British Association of Counsellors, which are intended to clarify this situation. Discusses confidentiality and the law, and a counsellor′s conflicting obligations to client and employer.

In this chapter, we trace the emergence of a particular type of teacher subject, the subject-area counsellor, who became a key player during different phases of the recent curriculum reform in the Republic of Cyprus (2004–2017).The understanding of teachers as subjects is theoretically informed by the Foucauldian notion of discursive power that helps understand how individuals are constituted (subjectivated) and governed (subjected) through language in power relations that permeate social institutions. This type of teacher was constitutedas a hybrid expert-subject by embodying academic expertise and teaching/practical experience in classrooms. We utilize data from individual, semi-structured interviews conductedwith subject-area counsellors and elementary schoolpractising teachers during the introduction and implementation of new curricula (2011-2014), to argue that this particular type of teacher subject emerged as a meaningful and dynamic meso-level. As counsellors moved in between the Ministry of Education and Culture/Pedagogical Institute (macro-level) and schools/teachers (micro-level), it was possible to observe that multiple curriculum makings were taking place, given that subject-area counsellors sometimes opened up spaces and further possibilities of curriculum-making with teachers; but, at others, those spaces were rendered impossible when teachers expected to receive teaching materials from them, thus reinstating pyramidal traditional hierarchical-administrative roles for both.

There has been an enormous growth in assistance to small firms over the past three or four years, albeit from a very small initial base. Much of this assistance has been geared to “software”, namely the provision of advice, counselling, consulting and training/education services. The Small Firms Information Centre Service has expanded its capability substantially as has the associated Department of Industry Counselling Service. The latter, for example, has not only increased numerically (with over 200 counsellors throughout the UK) but has begun to differentiate its service in favour of particular groups, for example, in offering a technical counselling service. In addition, as local interest in small firms has developed, a wide range of other sources of assistance have emerged including: large companies providing secondees to “counsel” small business; local authorities providing their own counselling and advice centres; semi‐autonomous “voluntary” organisations such as the Citizens Advice Bureau; other representatives of local authorities, including community services organisations and industrial development officers; the banks and some accountants, and more recently the Enterprise Agencies themselves. In addition many colleges and polytechnics have established counselling/consultancy services often linked with small business training and education programmes.

Outlines the organizational and personal issues that white employee counsellors may face when counselling black employees in the workplace. Discusses training issues and explores counsellor awareness, openness and attitudes.

Addresses the deficit of the generic and social psychological components in the way Business Counselling has hitherto been considered. Utilising models developed by Egan and Reddy a model of counselling applicable to Business Counselling is developed. Practical suggestions are made for the implementation of the model.

The phenomenon of “youth enterprise” arose in the 1980s in response to a particular combination of socio‐economic and political factors. Since then, increasing numbers of young people have set up their own businesses with the assistance of organisations such as the Prince’s Youth Business Trust, Livewire and the Prince’s Scottish Youth Business Trust (PSYBT). This study draws on the experiences and views of a number of recipients of support from PSYBT, who are currently in business, to assess the value of the support provided, identify possible improvements, and, in general, develop greater insights into how young people can be assisted to develop their businesses. The results of the survey indicated a generally high level of satisfaction with the support provided by PSYBT and with the aftercare counsellor. There were, however, expressions of dissatisfaction from some respondents and a number of potential areas for improvement were identified. These primarily related to the skills, knowledge and attitude (ie “competence”) of the aftercare counsellor which could be addressed through enhanced recruitment, induction, supervision and continuing training and development processes. These results have implications for the way that support is delivered to young people in business and, in particular, the training and development of business counsellors playing an “aftercare” role to support the survival and development of the business over time.

Describes the way in which one UK organization has responded to the problem of stress at work through the establishment of an in‐house counselling service available without charge to all employees. Describes the structure and mode of operation of the service, including the monitoring and evaluation process. Presents broad outcomes of the monitoring and evaluation and draws out some implications for good practice.