Secondary school students' preferences for location, format of counselling and gender of counsellor: A replication study based in Northern Ireland

Quinn, Philip L.; Chan, Stephanie W. Y.

doi:10.1080/14733140903031119

Cited by 9 publications

(9 citation statements)

References 9 publications

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“…The second examines the role and efficacy of school counselling; frequently highlighting the tensions inherent in undertaking therapeutic interventions in a school environment where pedagogy is the dominant discourse and schools are focused on targets relating to academic achievement (Bor, ; French & Klein, ; Lines, ; McGinnis & Jenkins, ; Whiteford & Owens‐Palmer, ). Recent studies into the experience of counselling in secondary schools (Cooper, ; Lynass et al, ; Pattison, Rowland et al, ; Quinn & Chan, ) provide an invaluable indication of young people's responses and reflections on the process. However there is little research focusing on the perceptions of counsellors working with young people, in particular counsellors who are based outside the school system.…”

Section: Introductionmentioning

confidence: 99%

Counselling young people: Counsellors' perspectives on ‘what works’ – An exploratory study

Westergaard

2013

Couns and Psychother Res

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Aim: Counsellors who work with young people in a range of contexts know that they are not engaging with ‘mini‐adults’. The issues young people bring to counselling are often complex, challenging and wide‐ranging, as adolescents are experiencing times of turbulence and change in their physical, emotional, social and psychological development. This paper focuses on a research project undertaken with five counsellors who work with young people, and asks the question: ‘What works?’ Method: The research project is an in‐depth qualitative study into the counsellor's experience of counselling young people, using a narrative approach. Findings: Four key shared themes emerged: the significance of ‘safety’ in the relationship; building the therapeutic alliance; flexibility and integration relating to theoretical orientation; and the use of creativity. Outcomes: This paper offers counsellors the opportunity to reflect on ‘what works’ and consider the professional knowledge, which underpins their own counselling practice with young people.

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Section: Introductionmentioning

confidence: 99%

Counselling young people: Counsellors' perspectives on ‘what works’ – An exploratory study

Westergaard

2013

Couns and Psychother Res

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“…Many studies have examined students', school counsellors', teachers' and education administrators' perceptions of school counselling services (Alghamdi & Riddick, 2011;Bunce & Willower, 2001;Clark & Amatea, 2004;Fox & Butler, 2007;Maluwa-Banda, 1998;Paisley & McMahon, 2001;Polat & Jenkins, 2005;Quinn & Chan, 2009;Tatar, 1995). Unfortunately, there has been little research on community counsellors' perception of school counselling services and none at all in Singapore or Asia more generally.…”

Section: Community Counsellors' Perceptionsmentioning

confidence: 95%

Looking in from the outside: community counsellors’ opinions and attitudes to school counselling in Singapore

Low¹

2014

Pastoral Care in Education

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Over the last decade, the movement towards the permanent presence of counsellors within schools has gathered pace in Singapore. As counsellors were introduced into more schools, there were opportunities for their community-based counterparts such as social workers, youth workers and other counselling practitioners to work with them. Through semi-structured interviews, this study explored the experiences and perceptions of counselling practitioners in community-based agencies, specifically Family Service Centres, on school counselling. Community counsellors were found to be supportive of the initiative but concerned about how the service was implemented, especially in relation to professional and ethical standards and maintenance of confidentiality standards. Community counsellors felt that their counterparts in schools lacked knowledge about community resources and that family work seemed beyond their capability, they also thought that former teachers or principals perhaps needed more help with the transition to a counselling role. These findings are discussed and it is recommended that community counsellors could be more involved in developing the new school counselling services.The influence of sociocultural factors on child development was established in the classic studies of Bronfenbrenner (1979), andSuper andHarkness (1986). Evidence for the importance of the relationship between psychological and sociocultural factors is accumulating, and further research is needed to improve our understanding of human development in different sociocultural contexts (Hwang, 2005). Hendrick's (1997) study of how changes in the UK's education system influenced child development in that country showed how investigating changes in school environments and their effects on stakeholders can help to improve our understanding of child development. This paper describes qualitative research on community counsellors' attitudes and opinions of counselling practice in Singapore schools.Many Asian countries-including the southeast Asian country of Singapore-are already investing or face calls to invest more, in the psychosocial care of children and young adults in the school system (

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“…A number of projects have looked at individuals’ perceptions or experiences of counselling (e.g. Chan & Quinn, ; Cooper, ; Pattison, Rowland et al, ; Quinn & Chan, ). However, these have predominantly focused upon input variables (e.g.…”

Section: Introductionmentioning

confidence: 99%

Practice‐based evidence in school‐based counselling

Hanley

Sefi

Lennie

2011

Couns and Psychother Res

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Aims: Counsellors are becoming commonplace within the support structures of secondary schools. To date, research findings from practice-based outcome studies suggest this is a positive move. There are, however, numerous limitations to this work, and this project aims to develop this existing body of literature. Method: Nine 13Á15 year olds attending counselling in six school-based services participated in the project Á one individual withdrew. A standardised self-report questionnaire (YP-CORE) was collected at four intervals: (1) the point of referral; (2) the onset of counselling; (3) the completion of counselling; and, (4) a two-month follow-up. The change indicated in each of these phases is examined and reported here. Additionally, YP-CORE was completed during each session. Findings: The YP-CORE indicates an improvement in the well-being of this small sample, while waiting for and attending therapy. Further examination of sessionby-session data also highlights how pre-and post-outcome data should not necessarily be viewed as linear in nature. Discussion: This is a small-scale investigation and further work is needed in this area. It does, however, raise a number of issues regarding the complexity inherent in conducting outcome research that warrant further investigation.

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Secondary school students' preferences for location, format of counselling and gender of counsellor: A replication study based in Northern Ireland

Cited by 9 publications

References 9 publications

Counselling young people: Counsellors' perspectives on ‘what works’ – An exploratory study

Counselling young people: Counsellors' perspectives on ‘what works’ – An exploratory study

Looking in from the outside: community counsellors’ opinions and attitudes to school counselling in Singapore

Practice‐based evidence in school‐based counselling

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