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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.
Delivering therapy services for students with high support needs: perceptions of roles, priorities and best practice
- Authors:
- DULE Kim, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 24(3), September 1999, pp.243-263.
- Publisher:
- Taylor and Francis
Presents the results of a survey of therapists providing services to students with high support needs in New South Wales. The survey examined therapists perceptions of their roles, criteria used to set priorities for therapy services, decision making authority and agreement with best practice related to the collaborative team approach and implementation of those practices. Practices associated with a collaborative team approach received both a higher level of agreement and reported implementation than practices not associated with the approach.