What's the problem? Who can help? The perspectives of children and young people on their well-being and on helping professionals

Abstract

This article reviews research evidence concerning the views of children and young people about the main problems and worries they experience and about the kinds of help they access and would like. The centrality of family and peers in both the generation and alleviation of dif® culties comes across strongly. Loss, bullying and family or peer con¯ict are among the main issues identi® ed by children. They appear to be much less concerned about matters that preoccupy many adults, such as drugs or abduction. Many young people are suspicious of specialist professionals who are strangers to them. Children also want to be treated as whole human beings, not simply in relation to onè problem' or`disorder'. Among the implications for professionals are that effective direct work requires the opportunity to establish trust over time. In many circumstances, it may be more productive to work with the people in a child or young person's social network whom they already have con® dence in.

‘If you don't want to tell anyone else you can tell her’: young people's views on school counselling

“…The top four responses were: bullying, home issues, school issues and risky behaviour. Similar findings were reported by Hill (1999) from research with both primary and secondary school children on factors that would evoke negative feelings in them and affect their well-being. It was found that family and peer relationship problems were the main causes of distress reported by the children and young people.…”

A desistance paradigm for offender management

“…However, workers and working relationships are neither the only nor the most important resources in promoting desistance. Related studies of young people in trouble suggest that their own resources and social networks are often better at resolving their difficulties than professional staff (Hill, 1999). The potential of social networks is highlighted by 'resilience perspectives', which, in contrast with approaches that dwell on risks and/or needs, consider the 'protective factors and processes' involved in positive adaptation in spite of adversity.…”

Young offenders with mental health problems in transition

“…Here too, continuity and time are important (Shattall et al, 2007;Littauer et al, 2005;Hill, 1999). Positive outcomes have been shown to be associated with good client-helper relationships in a number of research studies and literature reviews (Lambert and Barly 2001;Horvath et al, 2011;Karver et al, 2006;Shirk and Carver, 2011).…”

“…Informality and friendliness are widely seen as being helpful (O'Brien, 1999;Philp et al, 2004;NECF, 2006;Shiner et al, 2004). Both adults and children want to feel heard and respected (Bedi, 2006;Ackerman and Hilsenworth, 2003;Horberg et al, 2004;de Winter and Noon, 2003;Hill, 1999;NECF, 2006). Young people with mental health problems share these values (Garcia et al, 2007).…”