A meaning-centred, whole-school approach for responsible decision-making: The Logotherapeutic Framework

Abstract

This article briefly examines Guidance Counselling in the Irish context. An analysis of the current decision-making climate and context suggests that there is a need to develop responsible decision-making skills in students, as reflected in the new Junior Cycle Key Skills. A meaning-centred, whole-school approach to develop responsible decision-making is then proposed. The paper identifies the characteristics of self-control, self-insight, modelling, and goal setting as necessary attributes in responsible decision-making. Examined from a whole-school perspective, the significance of meaning, expectation, and perceived vision of failure is considered in terms of student and staff motivation. Building on the counselling framework of Viktor Frankl’s Logotherapy and in light of changes to the provision of school guidance, The Logotherapeutic Framework for responsible decision-making (TLF) is offered as a whole-school approach to achieve educational and guidance counselling objectives. The article discusses how the features of the TLF contribute to our mental and physical health. The philosophical and empirical bases for the approach, potential classroom strategies, along with future research recommendations are examined.

Keywords:

• decision-making
• responsibility
• guidance counselling
• meaning
• self-control

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Shane A. Hanna

Shane A. Hanna is a full time teacher and the International Baccalaureate Diploma Programme Coordinator in Villiers School, Limerick, Ireland. The Logotherapeutic Framework was developed during his Masters in Education in Trinity College, Dublin. Since then he has completed his training as a Logotherapist and is now an accredited member of the International Association of Logotherapy and Existential Analysis. He is a member of Philosophy Ireland and is currently a part-time PhD student at the University of Limerick with a research interest in reflective practice in teacher education.

Stephen James Minton

Dr Stephen James Minton is an Associate Professor in Applied and Clinical Psychology at the School of Psychology, University of Plymouth, UK (1.0 FTE), where he is the Director of Research for the D.Clin.Psy. programme. He is also holds a 0.2 FTE position as an Associate Professor in Education at the Institute for Pedagogy, University of South-East Norway. Over the past twenty years, his research and practice interests have focused on (i) addressing abuse, aggression, bullying, prejudice and violence against and between children and teenagers in educational, community, institutional and on-line settings; and, (ii) processes of inclusion, exclusion and marginalisation in education and society, especially regarding the experiences of Indigenous peoples, LGBTQ+ people, and members of alternative youth sub-cultures.