Students in the course vary widely in their beliefs and knowledge regarding feminism. Some have little or no connection to the women's movement. Others have the beginnings of feminist consciousness and still others are committed feminists representing a wide range of philosophical positions. This range of opinion provides valuable experience in dealing with difference. Those with little feminist background find the new concepts challenging but the overall effect of such diverse starting points is, I believe, positive.

Although all of the students have worked with women, there is also much diversity in their training and experience. Many work in areas such as sexual abuse or battering. Others are in fields of education, social work, or health care. Some are not directly involved in counselling. The program features courses which accommodate different experiences among students, and teaching methods provide a balance between the two defined learning areas: feminism and counselling.

The classroom environment is interactive, validating women's lived experience and knowledge. The instructional format is a blend of lecture, discussion, group work, and skill practice. The requirement for each course is at least one major paper and possibly other written assignments. Small group practice allows students to progress at their own rate and to learn from one another.

The course instructors all have graduate degrees, and several are practicing feminist counsellors. Some teach in Alberta universities and others are completing doctorates or working in other fields. All have strong connections to the feminist community. Half a dozen of these instructors, along with ten or twelve other women, worked with the director of the Women's Program over a two year period to develop the C.W.C.P.

In keeping with feminist theory, these women are more than instructors. They are role models for their students - as women, and as feminist counsellors. There is much common ground between the role of effective feminist instructor and that of feminist counsellor. As I learned more about the latter's defining characteristics, I realized how often they were displayed by these women, and how that affected the learning and teaching processes.

Until last year, classes were held in the Women's Program building, of the Faculty of Extension.

Because of the conviction that the feminist counsellor, as an involved and present person, must be a vital ingredient in the process, there is considerable focus on her individual qualities. She must exhibit warmth, empathy, and relevant knowledge including knowledge about women and women's issues. She must have feminist values and live in a manner congruent with these values, in which case she may be involved in some feminist social action. Positive relationships with other women are an important part of her life-style. The counsellor is, then, a positive role model for her clients as the instructor is for her students. This function is central to feminist counselling, and is, in fact, of more significance than any particular counseling mode or technique.

The quality of the relationship between the client and counsellor is also an essential feature of feminist counselling. Trust, emotional connection, and equality should be paramount, and these are created in part as the counsellor shares a certain amount of her own life experience with her client. Appropriate disclosure from the counsellor can play a role in validating the client's perceptions and building her self trust, and facilitates a shared ownership of the counselling situation. Ideally, the two women regard each other as co-workers with differing areas of expertise, and this can also be true of the relationship between instructor and students. The counsellor/instructor asks for, and is receptive to, feedback regarding the counselling/learning process as it unfolds. Both the counsellor and instructor must take care not to abuse the power inherent in their roles.