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Counselling children and young people who attend a school for children with complex needs: a case study
- Authors:
- FLITTON Beverley, BUCKROYD Julia
- Journal article citation:
- Counselling and Psychotherapy Research, 5(2), June 2005, pp.131-137.
- Publisher:
- Wiley
This article reports on the findings of a case study exploring the views of the student, teacher, teaching assistant and counsellor who participated in a project to evaluate counselling with young people who attend a school for children with complex needs in the UK in a London Borough school. The student was offered twenty six weeks of humanistic counselling. The student, teacher and teaching assistant were interviewed pre and post counselling using a semi structured format. They were asked about the student's development in the seven areas of self concept which are named in the quantitative scale Piers Harris 2, which was used elsewhere in the project. Data was also gathered from the notes and transcripts of the counselling sessions. The case study describes an approach to the use of language and the counselling process with a student with complex needs. Staff were not able to report any significant changes in the student, yet the student reported a change in herself and an awareness of the process in the counselling relationship and the counsellor identified improvements in communication, self awareness and self confidence.
Exploring the effects of a 14 week person-centred counselling intervention with learning disabled children
- Authors:
- FLITTON Beverley, BUCKROYD Julia
- Journal article citation:
- Emotional and Behavioural Difficulties, 7(3), August 2002, pp.164-177.
- Publisher:
- Taylor and Francis
This article evaluates the effects of a person-centred counselling intervention on the learning disabled child's self-concept. The participants are children who attend a London borough school for moderate learning difficulties. The study is qualitative and incorporates two parts: practitioner research via a 14 week person-centred counselling intervention; and exploration of teachers' views of the child's self-concept via a pre- and post-intervention questionnaire. The study used person-centred art therapy as an adjunct to counselling. A projective technique was used to measure the child's self-concept. Three out of four child participants indicated an improved self-concept. However, only one out of four teachers' questionnaires indicated a positive movement within the child.