In this study we undertook to look at leadership issues specifically in relation to social inclusion, through a series of six case studies in three districts showing high levels of disadvantage. Findings indicated that schools' views on social inclusion could be typified as leaning towards three main orientations: (1) improving achievement and qualifications for all; (2) overcoming barriers to learning existing within particular groups; (3) enhancing other capacities and skills of children from disadvantaged groups. These views are strongly shaped by the vision and biography of school heads, interacting with different pressures and contexts.
Aims: Counsellors are becoming commonplace within the support structures of secondary schools. To date, research findings from practice-based outcome studies suggest this is a positive move. There are, however, numerous limitations to this work, and this project aims to develop this existing body of literature. Method: Nine 13Á15 year olds attending counselling in six school-based services participated in the project Á one individual withdrew. A standardised self-report questionnaire (YP-CORE) was collected at four intervals: (1) the point of referral; (2) the onset of counselling; (3) the completion of counselling; and, (4) a two-month follow-up. The change indicated in each of these phases is examined and reported here. Additionally, YP-CORE was completed during each session. Findings: The YP-CORE indicates an improvement in the well-being of this small sample, while waiting for and attending therapy. Further examination of sessionby-session data also highlights how pre-and post-outcome data should not necessarily be viewed as linear in nature. Discussion: This is a small-scale investigation and further work is needed in this area. It does, however, raise a number of issues regarding the complexity inherent in conducting outcome research that warrant further investigation.
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