Effectiveness of school‐based humanistic counselling for psychological distress in young people: Pilot randomized controlled trial with follow‐up in an ethnically diverse sample

Pearce, P.; Sewell, Ros; Cooper, Mick; Osman, Sarah; Fugard, Andrew J. B.; Pybis, Joanne

doi:10.1111/papt.12102

Cited by 18 publications

(26 citation statements)

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“…Much of this literature draws from samples of young participants accessing therapy in more traditional mental health settings (Binder et al., ; Bury et al., ; Ness et al., ; Palmstierna & Werbart, ; Sagen, Hummelsund, & Binder, ). However, a growing body of research focuses specifically on young people who seek counselling within school‐based services (Hanley et al., ; Pearce et al., ). This research highlights the potential benefits of school counselling for mental health and academic achievement (McArthur, Cooper, & Berdondini, ; Rupani, Haughey, & Cooper, ).…”

Section: Introductionmentioning

confidence: 99%

“…This research highlights the potential benefits of school counselling for mental health and academic achievement (McArthur, Cooper, & Berdondini, ; Rupani, Haughey, & Cooper, ). Research also indicates that this is recognised as a valuable resource by young service users (Cooper, , ; Pearce et al., ; ). In exploring what aspects of counselling young people found helpful or unhelpful, the relationship with the counsellor has emerged as an issue of particular significance for young people (Griffiths, ; Lynass, Pykhtina, & Cooper, ).…”

Section: Introductionmentioning

confidence: 99%

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“It's like a refuge”: Young people's relationships with school counsellors

Knight

Gibson

Cartwright

2018

Couns and Psychother Res

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Aim The counselling relationship is important for engaging young people, but more understanding about how young people experience this in the context of school counselling is necessary. This study explored young people's understanding of the counselling relationship in two New Zealand schools. Method Twenty‐two participants between the ages of 16 and 18 took part in unstructured narrative interviews on their experience of school counselling. The data were analysed to identify themes related specifically to participants’ experience of the counselling relationship. Findings Five themes highlighting positive aspects of the relationship with the school counsellor were identified; young people's experiences of a genuine connection with a counsellor, the experience of being listened to, availability and accessibility of the counsellor on site at school, the counsellor's belief in the young person and the counsellor's potential to be an advocate for the young person in the school context. Negative experiences of the counselling relationship were described in the absence of these features. Conclusions and implications for practice The “School counsellor” has the potential to be experienced as a “refuge” for young people in the context of a hierarchical and evaluative school environment, within which they can feel accepted, understood and safe. Accessibility and the counsellor's ability to serve as an advocate in the school context means school counselling can be an important primary care intervention for young people in distress.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“It's like a refuge”: Young people's relationships with school counsellors

Knight

Gibson

Cartwright

2018

Couns and Psychother Res

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“…Four pilot studies of manualised SBHC against Pastoral Care As Usual (PCAU) (with the offer of counselling once they had completed participation in the trial), for young people experiencing moderate to severe levels of emotional distress have been conducted [ 24 , 31 – 33 ]. The first pilot study assessed the feasibility of conducting a trial of this nature, including likely recruitment and follow-up rates, and trial procedures [ 24 ].…”

Section: Introductionmentioning

confidence: 99%

“…The first pilot study assessed the feasibility of conducting a trial of this nature, including likely recruitment and follow-up rates, and trial procedures [ 24 ]. The studies that followed aimed to contribute further data estimating the effectiveness of SBHC, and improve trial procedures including extending the intervention period, adding a 6-month follow-up, post-intervention time point, and aiming to include a more ethnically diverse sample [ 31 – 33 ]. In three of these studies recruitment was through pastoral care referral, that is to say, via an already established team of professionals within the school tasked with supporting the emotional health and well-being of the school’s pupils [ 31 – 33 ].…”

Section: Introductionmentioning

confidence: 99%

“…In addition, the preliminary findings of Pearce et al [ 33 ] suggest that in the short-term, counselling compared to school-based pastoral care, primary and hospital care, and community-based services, had the greatest impact on within-school costs, reducing the amount of time/costs form teachers and pastoral care staff spent with these pupils. These initial results indicate that counselling may be a more appropriate and more effective resource.…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness and cost-effectiveness of humanistic counselling in schools for young people with emotional distress (ETHOS): study protocol for a randomised controlled trial

Stafford

Cooper

Barkham

et al. 2018

Trials

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BackgroundOne in ten children in Britain have been identified as experiencing a diagnosable mental health disorder. School-based humanistic counselling (SBHC) may help young people identify, address, and overcome psychological distress. Data from four pilot trials suggest that SBHC may be clinically effective. However, a fully powered randomised controlled trial (RCT) is needed to provide a robust test of its effectiveness, to assess its cost-effectiveness, and to determine the process of change.Methods/designThe Effectiveness and Cost-effectiveness Trial of Humanistic Counselling in Schools (ETHOS) is a two-arm, parallel-group RCT comparing the clinical and cost-effectiveness of SBHC with Pastoral Care as Usual (PCAU) in school settings. Eligibility criteria for young people include being between 13 and 16 years of age and experiencing moderate to severe levels of emotional distress. Participants are randomised to receive either SBHC or PCAU. SBHC is delivered in up to 10 weekly, individual sessions in their school with a qualified, experienced counsellor who has also received training using a clinical practice manual. Adherence to the SBHC model is assessed by a sub-team of auditors and in clinical supervision. PCAU consists of the schools’ pre-existing systems for supporting the emotional health and well-being of students. The primary outcomes are psychological distress measured using the Young Person’s Clinical Outcomes in Routine Evaluation (YP-CORE) and costs evaluated using the Client Service Receipt Inventory (CSRI). Secondary outcomes include psychological difficulties, levels of depression, anxiety and self-esteem, well-being, school engagement, educational outcomes and achievement of personal goals. Qualitative interviews with participants, parents and school staff will look to identify the mechanisms of change in SBHC. Researchers administering the measures are blind to allocation. The trial requires n = 306 participants (n = 153 in each group), with 90% power to detect a standardised mean difference (SMD) of 0.5. An intention-to-treat analysis will be undertaken.DiscussionThis RCT is powered to detect clinically meaningful differences, and will make a major contribution to the evidence base for mental health provision for adolescents. It will have implications for all stakeholders, including policy-makers, statutory advisory bodies for child welfare, head teachers, children and young people practitioners, child welfare and parenting organisations, and young people.Trial registrationControlled Trials International Standard Randomised Controlled Trial Number (ISRCTN) Registry, ID: ISRCTN10460622. Registered on 11 May 2016.Electronic supplementary materialThe online version of this article (10.1186/s13063-018-2538-2) contains supplementary material, which is available to authorized users.

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Exploring counselling outcomes in New Zealand schools

Manthei

Tuck

Crocket

et al. 2020

Couns and Psychother Res

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Background: School counsellors with tertiary-level qualifications have been appointed to permanent positions in secondary schools in New Zealand for nearly 50 years. Despite their perceived importance to their schools and communities, there have been no systematic studies examining the impact of their roles on students. Nevertheless, counsellors' roles have expanded over the years to include a wide range of mental health-related services for students. Aim: The purpose of this study was to explore the outcomes for the well-being of students counselled in New Zealand secondary schools. Method: Thirty school counsellors working in 14 secondary schools across the country during the 2019 school year provided scores on the Outcome Rating Scale (ORS Duncan & Miller, 2000); The heroic client: Client directed, outcome informed therapy. San Francisco, CA: Jossey-Bass, 2000) for the first and final counselling sessions of 490 students. Results: Seventy per cent of the counselled students were females, 64% were Pākehā (European), 14% were Māori, and 22% represented other ethnicities. Their counselling tended to be brief with 69% of students having fewer than five sessions. The average ORS score for the counselled students changed positively and significantly over time. The effect size of this change (Cohen's d = 0.87) was 'large'. Although boys had significantly higher first and last session ORS scores than girls, the average gain score for each group was similar. The average ORS scores for all of the ethnic groups changed positively over time, and their average gains were similar. Discussion: The observed changes over time associated with counselling were not unlike those observed overseas. The findings are notable given that in every participating school the ratio of counsellors to students (1:668

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Effectiveness of school‐based humanistic counselling for psychological distress in young people: Pilot randomized controlled trial with follow‐up in an ethnically diverse sample

Cited by 18 publications

References 46 publications

“It's like a refuge”: Young people's relationships with school counsellors

“It's like a refuge”: Young people's relationships with school counsellors

Effectiveness and cost-effectiveness of humanistic counselling in schools for young people with emotional distress (ETHOS): study protocol for a randomised controlled trial

Exploring counselling outcomes in New Zealand schools

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