In 2005 the British Association for Counselling and Psychotherapy (BACP) commissioned a systematic review of the research evidence related to the impact of supervision on counsellors and psychotherapists, their practice and their clients. This paper reports on some of the findings of this review, specifically from articles published in this area since 1980. Detailed inclusion and exclusion criteria were agreed. EPPI‐Reviewer software was used to organise and analyse the articles that met the inclusion criteria. This article reviews 18 individual published studies. The quality of evidence is variable, but supervision is consistently demonstrated to have some positive impacts on the supervisee.
AimsThe purpose of this study was to test the feasibility of a randomised controlled trial comparing six weeks of humanistic school-based counselling versus waiting list in the reduction of emotional distress in young people, and to obtain initial indications of efficacy.MethodsFollowing a screening procedure, young people (13 - 15 years old) who experienced emotional distress were randomised to either humanistic counselling or waiting list in this multi-site study. Outcomes were assessed using a range of self-report mental health measures, with the emotional symptoms subscale of the Strengths and Difficulties Questionnaire (SDQ) acting as the primary outcome indicator.ResultsRecruitment procedures were successful, with 32 young people consenting to participate in the trial and 27 completing endpoint measures. Trial procedures were acceptable to all involved in the research. No significant differences were found between the counselling and waiting list groups in reductions in levels of emotional symptoms (Hedges' g = 0.03), but clients allocated to counselling showed significantly greater improvement in prosocial behaviour (g = 0.89) with an average effect size (g) across the nine outcome measures of 0.25. Participants with higher levels of depressive symptoms showed significantly greater change.ConclusionThis study suggested that a randomised controlled trial of counselling in schools is acceptable and feasible, although initial indications of efficacy are mixed.Trial registrationCurrent Controlled Trials ISRCTN68290510.
Counselling services based in secondary schools across the UK are becoming common place. Indeed, several of the home nations have national strategies and targets to introduce universal counselling into schools to address the mental health needs of young people more effectively. This study explores how secondary school counsellors work with other professionals within and outside schools in the delivery of services.Sixteen school counsellors from across the UK were interviewed, in four different focus groups -2 in England (n=8) and 2 in Scotland (n=8). The findings indicate that the professional relationships counsellors have with other colleagues have a direct influence upon the quality of the service they feel able to offer. Time spent with colleagues when setting up services was viewed as highly beneficial, as was time spent building relationships and connections with colleagues within the school and from external agencies and organisations, as well as having a senior member of staff to liaise with.It is apparent that attending to relationships outside of the counselling room may influence the positive outcomes for the counselling service and its clients generally. Implications of these findings may influence the time counsellors are employed by commissioners, and how counsellors use their time allocation in schools to ensure that effective services are both achieved and maintained. The research also points to the need for future research into the processes and practices in the delivery of school counselling across the UK.
Natural play occurs when children explore and enjoy the natural environment through their freely chosen play (Natural England 2014. Natural England: Childhood and nature: A survey on changing relationships with nature across generations). This chapter will discuss natural play as an approach to outdoor learning and examine its role in children's cognitive, physical, social, and emotional development using examples from research. The chapter will acknowledge the current decline in natural play opportunities for children in the UK, compared with that of previous generations, and describe how promoting natural play through Forest Schools has been shown as a promising strategy to resolve this issue. Forest Schools offer "all ages regular opportunities to achieve and develop confidence through hands-on learning in a woodland environment" (Murray and O'Brien 2005. Such enthusiasm -a joy to see: An evaluation of Forest School in England, p. 11. http://www.forestresearch.gov. uk/website/forestresearch.nsf/ByUnique/INFD-6HKEMHS. Accessed 27 July 2014). The ethos, implementation, and outcomes of Forest Schools in the UK are outlined with supporting evidence. Finally, future directions will be described for natural play within Forest Schools as an approach for facilitating children's engagement with the natural environment. Reflections on recent programs and recommendations for future delivery strategies and implications for research will be also discussed.
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