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.

本文简要介绍了爱尔兰语境中的指导咨询。对当前决策环境和背景的分析表明，有必要培养学生负责任的决策技能，这反映在新的初级周期关键技能中。然后提出了一种以意义为中心的全校方法来制定负责任的决策。本文将自我控制、自我洞察力、建模和目标设定的特征确定为负责任决策的必要属性。从整个学校的角度来看，失败的意义、期望和感知愿景的重要性是根据学生和教职员工的动机来考虑的。以维克多·弗兰克 (Viktor Frankl) 的意义疗法的咨询框架为基础，并鉴于学校指导提供的变化，负责任决策 (TLF) 的 Logotherapeutic 框架是作为一种全校方法来实现教育和指导咨询目标的。本文讨论了 TLF 的特征如何促进我们的身心健康。研究了该方法的哲学和实证基础、潜在的课堂策略以及未来的研究建议。