Counselling psychology is one the fastest growing profession in the world. The effect could be seen in different sectors (manufacturing and service) in Nigeria.
Counselling psychology, which is historically and currently at the intersection of psychology and professional counselling (Moore & Rae, 2009; Strawbridge & Woolfe, 2010), is well positioned to bridge gaps between and among allied professions. Moreover, the professions are strengthened and services to the public enhanced when counselling psychology and counselling, which provide a critically important alternative to dominant models in psychology and health care, work together to assure their shared philosophy and approaches remain vibrant.
Nonetheless, supporters of the movement to restrict counselor licensure and, by extension, employment to people who earned master’s degrees in counselling from programs accredited by CACREP and its international affiliates contend that psychology and counselling are distinct professions (Mascari & Webber, 2013; Urofsky, Bobby, & Ritchie, 2013). Some cite U.S. psychologists’ initial opposition to licensure for master’s level counselors and efforts to expand counselors’ scope of practice as the rationale for their position. Others neglect or minimize the shared history and philosophical roots of psychology and, in particular, counselling psychology and professional counselling. Still other CACREP-only advocates argue history doesn’t matter; that it’s more important to focus on the future of professional counselling, a future that in their view does not include psychology, including counselling psychology. However, there is much to be learned from a systematic review of history.
Despite this, the Chair of the American Psychological Association’s (APA) Society for the History of Psychology recently reported that few doctoral psychology programs in the U.S. offer coursework on the history of Psychology (J. T. Lamiell, personal communication, January 26, 2016). Although most U.S. professional psychology training programs, defined as clinical, counselling, and school psychology, and counselor education programs require instruction in the history of the specific discipline, few consider all three.
Similarly, although history is not included in training guidelines posted by the European Federation of Psychologists’ Associations (EFPA, 2015), it is recommended or required for training in some European jurisdictions. For example, the BPS (2015) accreditation standards for clinical psychology doctoral programs and the EAC (2015) training standards require study of the history of their specific discipline or profession. Similarly, yet somewhat distinct, BPS standards for the accreditation of counselling psychology doctoral programs list an expectation that graduates will “understand the spiritual and cultural traditions relevant to counselling psychology” (p. 19), which includes a pluralistic and interdisciplinary mindset.
On the other hand counselling psychology might also be important in entrepreneurship and education. Entrepreneurship is a combination of mindsets, knowledge and skills. As mindsets are formed at the early stages of life entrepreneurship should be fostered early in life. Entrepreneurship education is designed to equip trainees with the necessary skills, knowledge, ability, interest and motivation to become entrepreneurs (Azubuike, 2006). The sole motive is to enable them to become self-employed to impact positively on sustainable development and reduce poverty. Entrepreneurship refers to an individual’s ability to turn ideas into action. It includes creativity, innovation and risk taking as well as the ability to plan and manage projects in order to achieve objectives. Counselling psychology as an agent of entrepreneurship education has been canvassed as an effective means of entrepreneurial learning. It has become an obvious complement to venture capital and incubators as tools to propelling economic advancement (McMullan, Chrisman & Vesper, 2003).

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