Ethical and Supervision Issues in the Use of Counselling and Other Helping Skills with Children and Young People in School

Lloyd, Gwynedd

doi:10.1111/1468-0122.00133

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…There seems, therefore, to be a need for clearer guidelines regarding minimum desirable qualifications of counselling staff in schools. Counselling vulnerable young people is, arguably, a specialist rather than a generic task, requiring appropriate training and qualifications, as part of a process which necessarily raises a range of complex professional, therapeutic and ethical issues (Lloyd, 1999).…”

Section: Qualifications For Counsellingmentioning

confidence: 99%

Provision of Counselling Services in Secondary Schools: A Survey of Local Education Authorities in England and Wales

Polat¹,

Jenkins²

2005

Pastoral Care in Education

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This paper explores the current state of counselling as provided by local education authorities (LEAs) to secondary schools in England and Wales. A questionnaire was sent to all 172 LEAs in England and Wales. The data suggest that the counselling provision is highly variable and somewhat fragmented in scope. The data also indicate that the perception of the role of school counselling services by educational professionals varies considerably, and that there were a number of issues concerning integrated versus decentralized forms of provision. The study has a number of implications for the main stakeholders, including schools, LEAs, pupils and parents, concerning future developments in this increasingly important policy area. These relate to minimum qualifications for counsellors, confidentiality, accessibility to pupils and funding.

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Section: Qualifications For Counsellingmentioning

confidence: 99%

Provision of Counselling Services in Secondary Schools: A Survey of Local Education Authorities in England and Wales

Polat¹,

Jenkins²

2005

Pastoral Care in Education

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“…Counselling Whilst all teachers cannot be expected to be trained counsellors, they can be trained to use counselling skills (Lane, 1996;Lloyd, 1999). A key aspect of counselling for classroom teachers is the use of active listening (Hornby, 1994) which, it has been suggested, is the single best way to help those with emotional difficulties (Weare, 2000).…”

Section: Personal and Social Educationmentioning

confidence: 99%

A Framework for Promoting Mental Health in School

Hornby

Atkinson

2003

Pastoral Care in Education

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Schools have an important role to play in the promotion of children's mental health, as well as in the identification and treatment of children with mental health problems. This article proposes a framework for a whole school approach to mental health. The framework focuses on four levels of involvement. The most general level is concerned with school ethos, which encompasses the values shared by all staff and pupils. The next level is whole‐school organization, which comprises a range of school policies. Then there is pastoral provision, which concerns procedures in place throughout the school. The final level is classroom practice, which involves the practical strategies used by teachers. A model is presented in order to illustrate visually the four levels in the framework for the promotion of mental health in schools. It is intended that the model will provide schools with a useful framework with which to review their provisions for children with mental health problems and consider the issue of mental health promotion.

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“…As suggested by Lloyd (1999), schools may develop their own statements or policies on ethical issues concerning school counselling and the use of counselling skills. This task is likely to bring together the stakeholders of the internal domain (school administrators) and systems domain (counselling bodies and/or funding authorities).…”

Section: Discussionmentioning

confidence: 99%

Considering the Challenges of Counselling Practice in Schools

Low

2009

Int J Adv Counselling

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School counselling is developing rapidly in many countries around the World. As with any practice in a secondary setting, challenges and special issues are often identified, discussed, and managed. These can be categorized into four distinct domains: 1) Internal challenges, which include issues related to clientele groups, teachers' attitudes towards counselling, and students' willingness to seek counseling; 2) External challenges, which refer to social-economic changes beyond the school. These include popular culture, globalization and societal trends of more families and students moving across borders; 3) Systems challenges, which are those within the guidance programmes implemented by ministries, schools or counselling bodies. These issues may reside in the guidelines for practice in schools, referral procedures, and resource planning; 4) Personal challenges, which relate to the needs as well as the skills of the counsellor. Some examples here are training, supervision, and attitudes towards school systems. The four domains and interactions among them are discussed in this paper.

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Ethical and Supervision Issues in the Use of Counselling and Other Helping Skills with Children and Young People in School

Cited by 5 publications

References 8 publications

Provision of Counselling Services in Secondary Schools: A Survey of Local Education Authorities in England and Wales

Provision of Counselling Services in Secondary Schools: A Survey of Local Education Authorities in England and Wales

A Framework for Promoting Mental Health in School

Considering the Challenges of Counselling Practice in Schools

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