Research into Demand for Counselling/Therapeutic Provision in a Group of Secondary Schools

The role and future directions of the educational psychology services are being reexamined and there is a drive to build a more integrated system of services for children and young people that incorporates education, health and social care. This qualitative study examines teacher's perspectives on their professional involvement with educational psychology services. The results indicate that while it was clear that educational psychologists are highly valued by teachers, there are a number of issues that teachers believe constrain service provision. We suggest that greater cross-system consultation is needed in order to more closely examine how the roles of professionals working in education, health and social care services impact on each other.

Section: 'Hands Off' Approachmentioning

confidence: 95%

Recognising and managing pupils with mental health difficulties: teachers' views and experiences on working with educational psychologists in schools

Rothi

Leavey

Best

2008

“…A study of 50 schools in the southeast of England found that they identified, on average, more than three pupils in every hundred as requiring more support, and in particular counselling support, than was currently available in school. The kind of reasons given included being very withdrawn, severe anxiety, bereavement, serious illness, repeated behavioural difficulties, and serious emotional problems (Moore, Decker, Greenwood and Kirby, 1996).…”

Section: The School Contextmentioning

confidence: 99%

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

Lloyd

1999

This paper explores the use of counselling and other helping skills with young people in schools, focusing on how teachers, who may not be formally trained, work in this area. The author argues that counselling in schools may not be common but that teachers’ use of counselling skills and the involvement in intensive case work is much more so. The ethical issues in this work are identified. It is argued that schools should draw up their own ethical position statements and that staff who are involved in intensive support work with pupils should receive supervision.

“…In this paper the role of guidance counsellors in schools in the USA is examined and comparisons drawn between initial training for counsellors in education in the USA and current developments in Britain. Recent articles in Pastoral Care in Education (Bishop, 1990;Cross, 1995;Moore, Decker, Greenwood and Kirby, 1996) have examined the role of personal counselling in schools and argued the case for and against a new approach to specialist counselling. Based on our past and present experience in guidance and counselling, teaching and advisory work, training in counselling skills and personal and social education both in the UK and the USA, the following dialogue outlines a model of counselling and skilled personal support for young people in schools and in the post-compulsory sector which draws on that past experience and from our current work in counselling in further education (FE) colleges.…”

Section: Introductionmentioning

confidence: 99%

Counselling in Educational Settings: Past Experience, Current Practice and Future Implications

Beynon

Wright

1997

In this paper, Jean Wright and Ann Beynon discuss their past and present experience of counselling in schools and colleges. They reflect on the way counselling in schools has declined whilst at the same time growing significantly in sixth forms and colleges of further education. Drawing on these experiences and one of the writers' recent experience of the approach to counselling in the USA, they argue that a reconsideration is needed of the value of counselling approaches in schools.