This autoethnographic chapter examines transformative workplace counselling education for South African Industrial/Organisational Psychology students. Drawing on ten years of teaching, the author traces evolution from skills-based training to an approach prioritizing authentic professional presence alongside technical competence. Grounded in transformative learning theory and Rogers' person-centered principles, the approach addresses part-time students' unique challenges through values clarification, supervised practice, and ethic of care pedagogies.
This page summarises published work. The authoritative version sits with the publisher.
DOI: 10.4018/979-8-3373-5987-8.ch005
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