A school-based feasibility study of method of levels: a novel form of client-led counselling

Couns and Psychother Res

Al‐Nufoury

et al. 2019

Self Cite

Mental health problems often arise in adolescence. Schools have been recognised as a potential hub for support; however, delivering targeted interventions in schools can be difficult due to impracticalities. Subsequently, students have little or no say in the support process. Given the importance of control in well-being, the current study explored how adolescents experienced Method of Levels, a therapy that allowed them to choose if and when to attend therapy. Interviews with 14 adolescents were conducted and then analysed using thematic analysis. Three main themes were identified; therapy style, therapy experience and exploring problems. An additional overarching theme was generated, regarding choice and control. Findings indicate that adolescents value having choice and control. This made the therapy style accessible, enhanced the therapeutic experience and ultimately facilitated the process of exploring problems.

Section: Methodsmentioning

confidence: 99%

A qualitative analysis of young people's experiences of receiving a novel, client‐led, psychological therapy in school

Couns and Psychother Res

Al‐Nufoury

et al. 2019

Self Cite

“…The reason for inviting participants to reflect on the extent to which they were able to talk and feel listened to, was due to previous research where this was reported as one of the most helpful therapeutic factors (Cooper, 2013). This was also recognised in the study exploring MOL's feasibility with young people (Churchman et al, 2019b).…”

Section: Stagementioning

confidence: 87%

“…The development of the parent-child activity involved extensive consultation with experts in the field of PCT. Additionally, 12 students who were familiar with the concept of goals due to accessing MOL therapy (Churchman et al, 2019b) were asked to provide feedback on the proposed outline of the activity. Their opinions were sought and considered as part of the developing process on completion of MOL's feasibility study.…”

Section: Stagementioning

confidence: 99%

“…When accessing MOL, individuals choose if/ when/how often to attend sessions, the topic of discussion as well as when to end treatment. The feasibility and acceptability of MOL with young people in a school setting has been demonstrated with positive results (Churchman et al, 2019b). A total of 16 participants were given access to MOL sessions over a period of 6 months.…”

Section: Introductionmentioning

confidence: 99%

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

Tai

2020

tCBT

Self Cite

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.

“…The two-fold intervention offered young people the opportunity to engage in a parent-child activity (Shared Goals) whilst also attending one to one support in the form of Method of Levels therapy (MOL). Although the two components have been offered separately with early indicators showing they are feasible and acceptable among youth (Churchman, Mansell, & Tai, 2019b, 2020b, the two components have not been delivered as part of an integral intervention before. As a result, a study exploring whether it is possible to recruit and retain participants that would engage in the two-component intervention with young people choosing the number of sessions to attend was conducted (Churchman et al, 2020c).…”

Section: Introductionmentioning

confidence: 99%

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

British Journal of Guidance & Counselling

Tai

2020

Self Cite

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.