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

Abstract

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.

Relationship in context: Processes in school‐based counselling in Hong Kong

“…Trust building was particularly important. Previous studies have emphasised the importance of developing trust in the formation of a counselling relationship (Lavik et al, ; Prior, ; Westergaard, ), and the present study’s findings suggest that developing trust is a significant precursor of relationship building with the counsellor and that the importance of trust is heightened by the Hong Kong sociocultural context.…”

School‐ and community‐based counselling services for children and young people aged 7–18 in the UK: A rapid review of effectiveness, implementation and acceptability

“…Pattison (2010) reported results from an evaluation of the inclusivity of school counselling services for learners who have learning disabilities. Several counselling approaches were considered to be inclusive, including integrative, humanistic, person‐centred or psychodynamic (Pattison, 2010; Westergaard, 2012, 2013). In terms of mode of delivery, counsellors reported that engaging a range of modalities could be beneficial (Hennigan & Goss, 2016).…”

“…Several counselling approaches were considered to be inclusive, including integrative, humanistic, person-centred or psychodynamic (Pattison, 2010;Westergaard, 2012Westergaard, , 2013. In terms of mode of delivery, counsellors reported that engaging a range of modalities could be beneficial (Hennigan & Goss, 2016).…”

“…Establishing a trusting and empathetic relationship with the counsellor was also a key aspect (Verasammy & Cooper, 2021;Westergaard, 2012Westergaard, , 2013, and learners expressed that knowing the counsellor was independent from the school facilitated this (McArthur et al, 2016;Prior, 2012b). They also identified that having a choice of counsellor was important to accommodate any preferences they may have (i.e., gender or ethnicity; Fox & Butler, 2007).…”

Supervision in the helping professions: Making the case for support and supervision for career counsellors

“…Often career counsellors, learning mentors, teachers, paramedics, community workers and other professionals practicing in the broad remit of the helping professions do not experience or recognize supervision as an activity that is central to their professional role. Yet like their therapeutic counselling and social work colleagues, these practitioners build helping and trusting relationships with their clients and use counselling skills in order to work towards positive change (Hawkins & Shohet, 2006;Westergaard, 2012b).…”