A process-focused case series of a school-based intervention aimed at giving young people choice and control over their attendance and their goals in therapy

Churchman, Anamaria; Mansell, Warren; Tai, Sara

doi:10.1080/03069885.2020.1815650

Cited by 4 publications

(6 citation statements)

References 35 publications

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“…Eighteen studies reported evaluations in secondary schools (Beecham et al, 2019; Churchman et al, 2020, 2021; Churchman, Mansell, Al‐Nufoury, & Tai, 2019; Churchman, Mansell, & Tai, 2019; Cooper et al, 2010, 2014, 2019; Cooper, Duncan, et al, 2021; Cooper, Pybis, et al, 2013; Fox & Butler, 2007, 2009; Hanley et al, 2011; McArthur et al, 2013; McElearney et al, 2013; Pearce et al, 2017; Pybis et al, 2015; Stafford et al, 2018). One of the most robust evaluations to date is the ETHOS trial, which assessed the impact of a 10‐week school‐based humanistic counselling programme on psychological distress (Cooper, Duncan, et al, 2021; Stafford et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Eighteen studies reported evaluations in secondary schools (Beecham et al, 2019;Churchman et al, 2020Churchman et al, , 2021Churchman, Mansell, Al-Nufoury, & Tai, 2019;Cooper et al, 2010Cooper et al, , 2014Cooper et al, , 2019 F I G U R E 1 PRISMA 2020 flow diagram for new systematic reviews that included searches of databases, registers and other sources.…”

Section: Effectiveness Of School-and Community-based Counselling Serv...mentioning

confidence: 99%

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School‐ and community‐based counselling services for children and young people aged 7–18 in the UK: A rapid review of effectiveness, implementation and acceptability

Copeland,

Willis,

Hewitt

et al. 2023

Couns and Psychother Res

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IntroductionProvision of school‐ and community‐based counselling services differs in terms of funding, implementation and eligibility criteria across the UK. The existing evidence of the effectiveness of counselling services is mixed, with little consideration of service context, implementation or acceptability. This rapid review seeks to address the gaps in the extant evidence syntheses by exploring the effectiveness, implementation and acceptability of school‐ and community‐based counselling services in the UK.MethodsA systematic literature search was conducted in five electronic databases. Grey literature searches were conducted in 23 national government and third‐sector organisational websites. The searches focussed on studies examining counselling interventions aimed at children aged 7–18 years that examined either effectiveness, implementation, acceptability or context.ResultsFifty‐four studies were included in the review. The few RCT studies suggest that there is no clear evidence of effectiveness of the therapeutic approach, due to mixed findings. There is some tentative evidence for weaker study designs that counselling may have positive impacts across different settings. The service is highly valued by learners, teachers and parents and is believed to improve well‐being; however, it is often seen as a discrete service that is not well‐embedded within the education system.ConclusionsThere is mixed evidence for the effectiveness of school‐ and community‐based counselling. However, this needs to be understood in the context of acceptability and implementation. Future work is needed to improve the implementation of services by considering the wider complexity of the systems in which these services are embedded.

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Section: Resultsmentioning

confidence: 99%

Section: Effectiveness Of School-and Community-based Counselling Serv...mentioning

confidence: 99%

School‐ and community‐based counselling services for children and young people aged 7–18 in the UK: A rapid review of effectiveness, implementation and acceptability

Copeland,

Willis,

Hewitt

et al. 2023

Couns and Psychother Res

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“…The conversations about important goals were facilitated by offering participants choice over the topics discussed during the activity. Having choice and control have previously been reported as important aspects in exploring problems and gaining new insights (Churchman et al , 2019a, 2019c).…”

Section: Discussionmentioning

confidence: 99%

“…Although young people identified a variety of problems when they started MOL therapy, as their sessions progressed, all young people discussed family difficulties as contributing to their distress (Churchman et al , 2019c). Previous research into school-based counselling reported similar findings (Cooper, 2013; DfE, 2016).…”

Section: Introductionmentioning

confidence: 99%

The development of a parent–child activity based on the principles of perceptual control theory

Churchman

Mansell

Tai

2020

tCBT

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Abstract Problems most frequently reported by young people in school counselling relate to family difficulties. During adolescence, conflict between parents and young people increases as young people move towards independence whilst still being reliant on parents. The quality of communication during this period has implications for young people’s well-being. The current study explored how the principles of perceptual control theory (PCT) could be used to develop a structured activity aimed at helping young people to talk to their parents about their goals and goal conflicts. PCT proposes that individuals function well when they are able to control things that are important to them. Every individual has numerous goals/wants and if two or more are incompatible, conflict arises. The current study focused on supporting young people to explore conflict that might arise due to incompatible goals held by them and their parent. Six families (child and parent/carer) were recruited to try a goal-setting and monitoring activity. The activity was facilitated by a Method of Levels researcher over a 10-week period. There were two follow-up appointments at 2 and 4 months. Two families were retained for the entire study. On completion, four families provided qualitative feedback. On the basis of participants’ feedback, the activity was modified to incorporate discussions on incompatible goals. Two families piloted the modified activity and provided feedback. Both families completed the study. Results suggest that a parent–child activity using the principles of PCT is feasible and acceptable among parents and young people. Key learning aims (1) To understand how the principles of PCT can be used to support young people in communicating with their parents. (2) To understand how talking about important goals/wants impacts young people and their parents. (3) To understand how the principles of PCT can be used to resolve parent–child conflict.

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“…Young people described interpersonal conflict involving guardians as a source for their distress (Churchman et al, 2020a). Exploring the interpersonal conflict was difficult as adolescents were only able to present one side of the conflict.…”

Section: Introductionmentioning

confidence: 99%

Experiences of adolescents and their guardians with a school-based combined individual and dyadic intervention

Churchman

Mansell

Tai

2020

British Journal of Guidance & Counselling

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The quality of parent-child relationships during adolescence has the potential to impact adolescents' mental health. The current study explored how seven young people (11-15 years old) might experience a two-component intervention (Method of Levels therapy-MOL and a parent-child activity). Young people chose how often to engage in the intervention during a four-month period. On completion, six participants were interviewed. Interviews were audio recorded, transcribed verbatim and analysed using thematic analysis. Three main themes were generated: 1) Shared Goals and MOL (subthemes relevant to both Shared Goals and MOL); 2) Shared Goals (elements relevant to the Shared Goals activity only); and 3) MOL-(one subtheme representative of MOL only). The most helpful aspect of the two-component intervention both for young people and their parents was the opportunity to talk. The intervention facilitated helpful conversations that increased participants awareness and broadened their perspective on the topics discussed. This process helped participants find solutions to their problems. Young people and parents reported that through the use of the Shared Goals activity their communication and relationships improved. Young people stated that MOL offered them the opportunity to figure things out for themselves.

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A process-focused case series of a school-based intervention aimed at giving young people choice and control over their attendance and their goals in therapy

Cited by 4 publications

References 35 publications

School‐ and community‐based counselling services for children and young people aged 7–18 in the UK: A rapid review of effectiveness, implementation and acceptability

School‐ and community‐based counselling services for children and young people aged 7–18 in the UK: A rapid review of effectiveness, implementation and acceptability

The development of a parent–child activity based on the principles of perceptual control theory

Experiences of adolescents and their guardians with a school-based combined individual and dyadic intervention

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