Reliability and validity of an auditing tool for person‐centred psychotherapy and counselling for young people: The PCEPS‐YP

Ryan, Gemma; Bhatti, Kiran; Duncan, Charlie; McGinnis, Susan; Elliott, Robert; Cooper, Mick

doi:10.1002/capr.12505

Cited by 5 publications

(2 citation statements)

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“…Independent auditors randomly reviewed a selection of 20‐min session recording segments for all counsellors, using the Person‐Centred and Experiential Psychotherapy Scale‐Young Person (PCEPS‐YP). This measures counsellor adherence and competence to the person‐centred model (Ryan et al., 2021). The lowest PCEPS score for ETHOS counsellors was 3.85, the average was 4.6, and the highest was 5.09.…”

Section: Methodsmentioning

confidence: 99%

Dissatisfied dropout from school‐based humanistic counselling: A theory‐building case series

Pattison,

Cooper

2024

Couns and Psychother Res

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IntroductionDissatisfied dropout costs services financially and impacts client well‐being. Research is limited on reasons for dissatisfied dropout in adolescents. Preliminary research suggests it may be due to feeling uncomfortable with silences, not knowing what to talk about, or unresolved ruptures. This study aimed to understand and refine the theory about the reasons for adolescent dissatisfied dropout from school‐based humanistic counselling (SBHC).MethodA theory‐building series of case studies was conducted with three dissatisfied dropout adolescent cases who received SBHC during a randomised controlled trial. Gaps in the theory were established by exploring the themes in one case. Testing and developing the theory with additional cases involved comparing themes and theory statements to case data. The final theory integrated data across the three cases.ResultsTherapeutic relationship difficulties and client factors were the principal, overlapping reasons for dissatisfied dropout. Relationship difficulties included a poor therapeutic alliance, the counsellor persisting with their own agenda, repetitive client/counsellor interactions with silences, the client not feeling able to trust the counsellor with a risk issue and a lack of knowledge about humanistic counselling. Client factors included the client's hesitancy and ambivalence to talk about their feelings in the counselling.ConclusionThe results fitted with, but elaborated on and extended, the theory that a poor alliance, silences and misconceptions about counselling may lead to dissatisfied dropout. Emerging findings suggest the client's negative perception about disclosing their feelings and a lack of metacommunication about any difficulties in the therapeutic relationship may lead to dissatisfied dropout from SBHC.

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Section: Methodsmentioning

confidence: 99%

Dissatisfied dropout from school‐based humanistic counselling: A theory‐building case series

Pattison,

Cooper

2024

Couns and Psychother Res

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“…The counselors received, at minimum, 4 days of group training in SBHC, and were subsequently supervised by an experienced clinician throughout the trial. Adherence to SBHC was assessed by two independent auditors using a young person’s adapted version of the Person Centred and Experiential Psychotherapy Rating Scale (PCEPS-YP) ( Freire et al, 2014 ; Ryan et al, 2023 ). All counselors exceeded the pre-defined adherence cut-point.…”

Section: Methodsmentioning

confidence: 99%

How do we know whether treatment has failed? Paradoxical outcomes in counseling with young people

McLeod,

Stänicke,

Oddli

et al. 2024

Front. Psychol.

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BackgroundIn both routine practice contexts and research studies, evidence from standardized self-report symptom measures, administered pre- and post-treatment, is predominantly used to determine whether psychotherapy has been successful. Understanding the nature of unsuccessful psychotherapy requires an ability to evaluate the credibility of outcome data generated by such techniques. An important body of research has identified discrepancies between outcomes assessed through symptom measures and those obtained from other sources. However, not enough is known about the extent to which such paradoxical outcomes exist.ObjectiveThis study analyzes the relationship between outcomes, as assessed by a standardized self-report measure, and as assessed by ratings of young people’s descriptions of change at post-counseling interviews.MethodsParticipants were 50 young people (13–16 years old) who had taken part in a trial of up to 10 weeks of school-based humanistic counseling. Our primary standardized measure was the Young Person’s CORE (YP-CORE). To assess young people’s experiences of counseling change, three independent raters scrutinized transcripts of post-counseling interviews, and scored levels of helpfulness on a 1 (Not at all helpful) to 10 (Extremely helpful) scale. Inter-rater reliabilities were 0.94 (Cronbach’s Alpha) and 0.96 (McDonald’s Omega). Sensitivity analyses were conducted to explore relationships between helpfulness ratings and other outcome measures, i.e., satisfaction with counseling (ESQ) and the Goal-Based-Outcome Tool (GBO), and process measures, i.e., the Working Alliance Inventory (WAI-S) and the Barret Lennard Relationship Inventory (BLRI).ResultsMultilevel analysis indicated that helpfulness ratings were not significantly associated with changes in YP-CORE scores. Analyzed categorically, 38% of those showing reliable improvement on the standardized measure were below the median for self-described helpfulness, and 47% of those not showing reliable change were at or above the median for self-described helpfulness. Sensitivity analyses demonstrated closer correlations between helpfulness ratings and other outcome measures (ESQ and GBO), and between helpfulness ratings and process measures (WAI-S and BLRI).DiscussionOur results raise questions about reliance on symptom change outcome measures for defining treatment success and failure, given their disparity with clients’ own descriptions of the helpfulness of therapy. Implications for practice and research are discussed.

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School staff perceptions of the impact of school counselling on young people, the school and integration into the school system

O'Donnell,

Sumner,

Smith

et al. 2024

Couns and Psychother Res

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IntroductionThis research explored the views of staff in secondary schools on school counselling for young people. Data were drawn from the Effectiveness and Cost Effectiveness Trial of Humanistic Counselling in Schools (ETHOS) study, an RCT of school counselling across 18 state‐funded secondary schools in London.MethodsQualitative semi‐structured interviews were held with school staff (n = 16) from a sub‐sample of 10 participating schools from the RCT. The interviews explored the perceived impact of school counselling on the school and students. Thematic analysis was conducted using the NVivo qualitative data analysis software.ResultsThree key themes were identified: (1) school context: rising mental health need and varying provision for mental health; (2) school staff perspectives on the impact of counselling: increased openness and improvements in mood, dedicated space to open up, putting skills into practice, one size does not fit all, and role of personal connection; and (3) long‐term impact of counselling in schools: integration as central to success and counselling as a stepping stone for further support.ConclusionThis research provides insights into school staff views of secondary school counselling in the context of delivery through a research trial. Effective ways of integrating counselling services into schools are identified.

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Reliability and validity of an auditing tool for person‐centred psychotherapy and counselling for young people: The PCEPS‐YP

Abstract: M. (2021). Reliability and validity of an auditing tool for person-centred psychotherapy and counselling for young people:The PCEPS-YP.

Cited by 5 publications

References 34 publications

Dissatisfied dropout from school‐based humanistic counselling: A theory‐building case series

Dissatisfied dropout from school‐based humanistic counselling: A theory‐building case series

How do we know whether treatment has failed? Paradoxical outcomes in counseling with young people

School staff perceptions of the impact of school counselling on young people, the school and integration into the school system

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