counselling young people: counsellors' perspectives on ‘what works’ – an exploratory...
TRANSCRIPT
This article was downloaded by: [University of Kent]On: 16 December 2014, At: 11:17Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,37-41 Mortimer Street, London W1T 3JH, UK
Counselling and Psychotherapy Research: Linkingresearch with practicePublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/rcpr20
Counselling young people: Counsellors' perspectives on‘what works’ – An exploratory studyJane Westergaard aa Canterbury Christ Church University, Faculty of Education, Salomons Centre ,Southborough , UKPublished online: 02 Oct 2012.
To cite this article: Jane Westergaard (2013) Counselling young people: Counsellors' perspectives on ‘what works’– An exploratory study, Counselling and Psychotherapy Research: Linking research with practice, 13:2, 98-105, DOI:10.1080/14733145.2012.730541
To link to this article: http://dx.doi.org/10.1080/14733145.2012.730541
PLEASE SCROLL DOWN FOR ARTICLE
Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) containedin the publications on our platform. However, Taylor & Francis, our agents, and our licensors make norepresentations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of theContent. Any opinions and views expressed in this publication are the opinions and views of the authors, andare not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon andshould be independently verified with primary sources of information. Taylor and Francis shall not be liable forany losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoeveror howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use ofthe Content.
This article may be used for research, teaching, and private study purposes. Any substantial or systematicreproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in anyform to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions
RESEARCH ARTICLE
Counselling young people: Counsellors’ perspectives on
‘what works’ � An exploratory study
JANE WESTERGAARD*
Canterbury Christ Church University, Faculty of Education, Salomons Centre, Southborough, UK
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.
Keywords: counselling; young people; narrative research; counsellor perception
Introduction
Many young people in the UK are facing parti-
cularly challenging times. The difficulties inherent
in navigating a safe course through the turbulence
of adolescence (Boyd & Bee, 2009; Geldard &
Geldard, 2010, Westergaard, 2011), and making
sense of their own physical, emotional, social and
psychological development (Abraham & Llewellyn-
Jones, 2001; Oliver & Candappa, 2003; Sunderland,
2004), are exacerbated in an environment where
the landscape appears to be increasingly bleak. Work
with young people is a growth area in the counselling
profession; the membership of Counselling Children
and Young People (CCYP � a division of the British
Association for Counselling and Psychotherapy),
continues to rise. Furthermore, significant numbers
of schools in the UK are now engaging counsellors
to work with pupils, recognising the stresses and
strains that young people are encountering (Harris,
2008, Larson & Lochman, 2011; Luxmoore, 2011;
Pattison, 2005), whilst the Child and Adolescent
Mental Health Service is continuing to develop its
services for young people (French, Reardon, &
Smith, 2003).
The work is rarely unproblematic. Binder,
Holgersen, and Nielsen (2008) explain that adoles-
cents frequently ‘change their mind’ about engaging
with therapy. Kazdin (1996) confirms that the drop-
out rate with young people is often high. Geldard
and Geldard (2010) detail the complexities inherent
in working with young clients, whilst Prever (2010)
argues that counselling young people is different to
work with adult clients in that it is concerned with
‘potential, with futures, with transition, with growth
and becoming’ (p. 11). Claringbull (2011) concurs,
sounding a note of caution against labelling young
people ‘mini-adults’.
The research evidence to date appears to focus
on two key areas: the issues young people bring to
counselling and the broad agenda of school-based
*Email: [email protected]
Counselling and Psychotherapy Research, 2013
Vol. 13, No. 2, 98�105, http://dx.doi.org/10.1080/14733145.2012.730541
# 2013 British Association for Counselling and Psychotherapy
Dow
nloa
ded
by [
Uni
vers
ity o
f K
ent]
at 1
1:17
16
Dec
embe
r 20
14
counselling. The first appears dominated by the
application of CBT approaches in work with young
clients (Creed, Reisweber & Beck, 2011; Robinson,
1999; Squires, 2001), focusing on issues including
anger management, eating disorders etc. The second
examines the role and efficacy of school counselling;
frequently highlighting the tensions inherent in
undertaking therapeutic interventions in a school
environment where pedagogy is the dominant dis-
course and schools are focused on targets relating to
academic achievement (Bor, 2002; French & Klein,
2012; Lines, 2011; McGinnis & Jenkins, 2006;
Whiteford & Owens-Palmer, 2011). Recent studies
into the experience of counselling in secondary
schools (Cooper, 2009; Lynass et al., 2012; Pattison,
Rowland et al., 2007; Quinn & Chan, 2009) provide
an invaluable indication of young people’s responses
and reflections on the process. However there is little
research focusing on the perceptions of counsellors
working with young people, in particular counsellors
who are based outside the school system.
The research project detailed in this paper
examines counselling with young people from the
counsellor’s perspective. It asks participants who
work in a voluntary youth counselling agency
to reflect on ‘what works?’ in their counselling
practice � a deliberately selected wide-ranging ques-
tion, the meaning of which was open to individual
interpretation.
Method
This qualitative study concentrates on the in-depth
responses of five counsellors working with young
people. The criteria for selection were straightfor-
ward: participants should be fully qualified, experi-
enced in counselling young people and currently in
practice. The five participants were drawn from a
voluntary youth counselling agency based in South
East London. The agency offers counselling con-
tracts with young people aged 11 to 25, for up to
52 sessions. Counselling takes place in the agency
premises and in local schools where some counsel-
lors are based. The geographical location of the
agency represents a diverse cultural mix. Child
poverty is above the national average (Her Majesty’s
Revenue and Customs [HMRC], 2008) and the area
was badly affected by the ‘riots’ in August 2011, with
significant damage to buildings in the local town
centre. I have lived in this part of London all my life
and I am familiar with the work done by this
counselling agency as I volunteered as a counsellor
here some years ago.
Participants
The agency was approached initially to seek approval
for the project. A detailed e-mail was circulated
which introduced the researcher and outlined the
rationale for the project; subsequently five partici-
pants confirmed their interest. Of the five respon-
dents, four were women, two white British, two
Asian British, and a white British man. All counsel-
lors were aged between 35 and 50 and the sample
was not representative of any particular group or
specific counselling orientation. The participants’
initial training approaches included: two person-
centred, two integrative and one psychodynamic.
Aim
The aim of the project was to encourage reflection
on what participants believed to work in their
counselling practice. A narrative method for the
research was chosen, using case studies (Yin, 2009)
to reflect meaning that would emerge from the
participants’ stories, voices and language, leading
to a greater depth of shared understanding. Squire
(2008) explains how stories become part of con-
sciousness and through narrative interpretation
and analysis these stories can lead to increased
insight and knowledge. Merrill and West (2009) go
further, suggesting that to analyse narrative data ‘is
a deeply intuitive, subtle, inter-subjective as well as
a challenging process’ (p. 144).
Participant interviews
Participants were asked to talk about their work
with young people in a 50 minute audio-recorded,
semi-structured interview. There was no pre-set,
ordered, systematic questioning or ‘agenda,’ which
might constrain, dictate or influence the partici-
pants’ responses. Rather counsellors were invited to
describe what had brought them into counselling
young people, identify their training and theoretical
orientation and explore the approaches they use in
practice within a flexible interview framework.
Ethical considerations
Participants were reassured that their contributions
would be confidential and they would view their
Counselling young people 99
Dow
nloa
ded
by [
Uni
vers
ity o
f K
ent]
at 1
1:17
16
Dec
embe
r 20
14
transcripts and have the opportunity to modify
their responses or request that they were not used
in the study. Participants agreed to their words being
used and pseudonyms are applied throughout this
paper. It was also made clear that the participating
counselling organisation would remain anonymous.
A University Research Ethics panel gave approval for
the project.
Analysis
Each interview was transcribed fully and key themes
and similarities in response as well as differences in
view and approach were noted. The responses were
analysed using a biographical method, whereby the
participants’ words were cut and pasted into separate
documents for further scrutiny. Merrill and West
(2009) explain that biographical research focuses on
the ‘dynamic interplay of individuals and history,
inner and outer worlds, self and other’ (p. 1). As the
focus of the study was on the counsellor’s own stories
and experiences, it was this that would offer the rich
data for analysis (Gibbs, 2007).
Reflexivity
This project was undertaken in my capacity as
a researcher in a Higher Education institution.
Furthermore, although I did not work at the
participants’ organisation at the time of the study,
I have volunteered as a counsellor there previously.
I was open with the participants about this and I am
aware that my own position, history and ‘voice’
in relation to the research, cannot be ignored
(Etherington, 2004). My personal reflections on
the research question ‘what works?’ were not
explicitly shared with participants. However, I
know that my own theoretical orientation as an
integrative counsellor and my thoughts and feelings,
conscious or unconscious will have been received,
interpreted, processed and responded to by each
participant in a particular way. A range of factors
may have influenced these responses, most outside
the control of the researcher or the participants.
Nevertheless, it is this ‘dynamic interplay’ that is at
the heart of research using a biographical approach.
Thus the resulting data provides an opportunity
to make meaning of, and offer insight into, the
participants’ practice.
Throughout the research process I sought the
expertise of a ‘critical friend’ within the University as
a means of support and guidance for the project.
The ‘parallel’ between this process and the research
outcomes are significant. My critical friend, like the
counsellors in the study working with young people,
offered me a ‘safe space’ in a relationship of trust,
responded to me flexibly and helped me to think
creatively about my work.
Findings
Four key shared themes relating to the question
‘what works’ emerged. They were: the need for safety
for clients in counselling, the quality of the client-
counsellor relationship, flexibility in theoretical orienta-
tion and the use of creative methods. All participants,
when reflecting on ‘what works’ when counselling
young people, placed particular emphasis on these
features.
Safety
Participants in this study referred to the environment
and the importance of providing a warm, comfor-
table, confidential and private space to clients. Two
of the counsellors worked in a school and both
described their attempts to make the area welcoming
and safe for pupils to visit. The counselling room
was comfortable and although linked to the school
premises the space had a very different ‘feel’ to
the other school buildings. Sue, one of the school
counsellors, explained ‘it’s a safe place; a safe place
where they can come and sit or kick their heels or
punch a bean bag, mould a lump of clay or just sit
and tell me what’s going on.’
The premises of the voluntary counselling agency
where three of the counsellors were based were
bright, clean and calm. Posters aimed at ‘youth’
were notable by their absence, replaced by original
artwork created by local young people. Classical
music played softly in the waiting area. The partici-
pants based in the agency referred to the welcoming,
serene, respectful surroundings, emphasising the
positive impact the environment appeared to have
on young clients.
Participants explained that safety did not refer
only to the physical surroundings. Each emphasised
the need to establish the ‘rules’ early on in the
counselling relationship with young people, in order
to develop and maintain the boundaries of the
relationship, thus offering a different kind of safety
to young people. They cited this as being central to
‘what works?’ For example, Jim explained, ‘I’m
seeing someone who wouldn’t know a boundary.
100 J. Westergaard
Dow
nloa
ded
by [
Uni
vers
ity o
f K
ent]
at 1
1:17
16
Dec
embe
r 20
14
So my boundary with him was ‘‘don’t throw things
out of the window’’. So up he jumped, he ran to the
window, but he wouldn’t throw anything out ‘cause
I asked him not to. But in his life there is no-one he’ll
listen to who is going to put those boundaries down.
Mother can’t put them down. School can’t put them
down.’
The two school-based counsellors highlighted a
potential tension with regards to safety prompted
by the need to adhere to the school policy on
confidentiality in their counselling role. Furthermore
Sue described her frustration with ‘a bit of a conflict
because we want what the young person wants
and yet we are paid to keep the young person in
school.’ Each counsellor explained the importance
of maintaining boundaries as a way of ‘containing’
clients psychologically as well as physically; not
simply as a means to manage the practical elements
of the counselling relationship, but to offer a safe
psychological place for clients to express feelings
which may be painful or overwhelming. Jim sum-
marised the counsellors views on the significance
of providing a safe space to young people, saying,
‘what I’m working towards with young people
is just a space; just a place where they can be. Just
to be.’
The therapeutic relationship
All participants in the study stressed the need to
build a trusting, respectful relationship with young
people. Without this, they explained, young people
would be less likely to engage in the counselling
process. One of the counsellors, Harbinder said, ‘but
you know, even if it’s just been a few sessions, that
relationship has developed on some level . . .and
I know it’s had some impact on them.’ Jenny went
further, ‘so for me, it’s all about the relationship. It’s
really about what happens in this room between two
people.’
Furthermore, each participant, regardless of the-
oretical orientation, cited the core conditions of a
person-centred approach as central to building an
effective therapeutic relationship. Jas described a
moment when ‘I can say ‘‘yes!’’ I accept you as you
are. I offer the core conditions. At a particular point
it happens. It naturally happens.’ Jim explained,
‘I believe I build a space where my engagement
with young people can happen . . .being heard. Being
heard is the most important key.’ Harbinder agreed,
‘giving up your time . . . like . . .being there . . .un-
conditionally . . . for that person . . .however painful
it is, you know, making sure that they know it’s a
journey they don’t need to do alone in their lives, a
journey that I’ll be going through with them.’
The participants felt that the demonstration of
empathy, understanding, respect, acceptance and
warmth was paramount in their work. Sue con-
cluded, ‘The relationship is all. And nothing they
say is going to shock me or make me jump out
of my skin. And sometimes they tell me lies.
Enormous lies. But I go along with it because I’m
not in the business of disbelieving and I think that
if they believe I can cope with an enormous
horrendous lie, maybe they’ll trust me enough to
tell me the truth.’
Flexibility
One of the most interesting and, perhaps conten-
tious findings from the research was the openness
each counsellor expressed to being flexible in
their therapeutic approach. Although none of the
participants in this study adhered to a specific
integrative model in their work, they all cited the
use of techniques drawing from a range of theore-
tical orientations. Harbinder, a psychodynamically
trained counsellor, reflected on the use of the
core conditions in her work with young people
even though she had not been trained as a person-
centred counsellor. She explained that, ‘the person-
centred approach found me rather than I found it.’
Harbinder went on to emphasise the value of
demonstrating empathy, congruence and uncondi-
tional positive regard with young people who may
not experience those conditions in other aspects of
their lives.
Participants described integrating alternative
theoretical approaches, techniques and strategies in
their work when they felt it was appropriate to do so.
Sue explained, ‘I was trained as an integrative
counsellor, but being person-centred is my founda-
tion.’ Jenny agreed, and went further, ‘I don’t shy
away from using CBTeither. Again, that’s something
I integrate in my work.’ Jas concurred, ‘I try some-
thing new, different things that I think may work for
a particular client.’
Although only two of the counsellors were trained
as integrative practitioners, all five were clearly
open to accessing a range of counselling approaches
based on assessment of their clients’ needs. Jim
summarised what all the counsellors expressed;
‘If it’s not going anywhere, it’s not going anywhere.
We might play around with something, but if the
Counselling young people 101
Dow
nloa
ded
by [
Uni
vers
ity o
f K
ent]
at 1
1:17
16
Dec
embe
r 20
14
client’s not feeling it, not grabbing it, it’s like, ‘‘well,
OK, back off.’’ It’s not about me, it’s about them.
Once upon a time I might have thought something
and kept on forcing it to get it in there. Now, I’ll
let it go. I’ll check it out, but it’s OK if it’s not
working. I think that this makes me a more human
counsellor.’
Creativity
All the counselling rooms, where participants were
interviewed for this study, contained an array of
creative resources: sand trays, art tools, small figures
or dolls, bowls of buttons and stones, clay and so on.
Although I did not specifically question their use,
each participant stressed the importance of accessing
creative methods when appropriate in their work
with young people.
The participants also made the link between
working flexibly and working creatively with young
people in counselling. Jas explained how she might
begin to establish the relationship with clients, often
boys, by asking them to ‘teach me their computer
games. And by going into their world, I’ll find a
way in. We’ll do this for a long while and slowly,
slowly I’ll negotiate and say ‘‘why don’t we play for
15 minutes and then why don’t we do something
I want to do.’’’
Participants were, however, careful to point out
that the use of creative approaches was not some-
thing that should be imposed. Jim talked about
‘offering,’ ‘suggesting,’ or ‘inviting,’ young people
to use different creative methods. Harbinder re-
flected that she usually explained ‘at the beginning
that this stuff is there for them . . .anytime they are
feeling a bit stuck.’ Sue agreed, describing how she
encourages clients to ‘play’ with the various tools
and creative methods that are in the counselling
room, when she sees that something has caught their
attention. Jenny stressed that young people should
not be forced into trying out creative methods, but
she felt that gentle encouragement to work more
creatively often helped to unlock difficult or painful
feelings.
Sue summed up her approach to using creativity
in counselling, ‘I came to the conclusion that maybe
we do need to make suggestions sometimes with
young people. And I’m like . . .ah . . . ‘‘What would
you prefer to use? Would you prefer to use the pens?
The sand? Or maybe the clay . . . ?’’ And their eyes
will light up and they’ll pick on something.’
Discussion
The need to offer a safe space
The significance of safety in the counselling relation-
ship is well documented (Bion, 1970; Green, 2010;
Spurling, 2004; Winnicott, 1971). And the provision
of a ‘safe space’ implies paying attention to two
elements: the physical environment and the counsel-
ling process.
The focus on offering a respectful and nurturing
environment in which clients can feel secure is,
perhaps, particularly important for young people,
many of whom do not feel safe in their surroundings:
as homes, classrooms, clubs, the streets, can all
pose threats. The counselling room too, may be
approached with trepidation, anxiety or even fear
(Quinn & Chan, 2009). Pope (2002) makes the case
for ‘youth friendly’ counselling services, recognising
the specific needs of this client group and the
challenges they may face in accessing support.
The physical space alone does not provide the
‘safety’ alluded to by participants in this study. The
concept of safety in the process of counselling refers
to the boundaries of the relationship, containment
and the adherence to a code of ethics and the law,
which includes recognition of the limits of confiden-
tiality in the relationship (Daniels & Jenkins, 2010).
The safety implicit in a confidential space has been
examined in relation to school counselling services
(Cooper, 2006; Fox & Butler, 2003; Luxmoore,
2000;). Geldard and Geldard (2008) explain that
confidentiality is necessary in order that young
people feel able to engage in the process. Without
explicit boundaries in place � behavioural, ethical
and legal; the safety that is crucial to building a
meaningful relationship may be compromised. In
a recent study (Lynass et al., 2012) young people
spoke about valuing the confidential and private
nature of the counselling process. There appears to
be agreement here between what counsellors think
works and what young people themselves identify as
helpful.
The significance of the therapeutic relationship
The concept of the relationship or therapeutic
alliance in counselling is both revered and contested.
There are research findings that support the cen-
trality of the therapeutic alliance (Green, 2010;
Hubble, Duncan, & Miller, 1999; Yalom, 2000),
and there are those that question its significance
(Beutler et al., 2004; Cooper, 2010; Feltham, 2010).
102 J. Westergaard
Dow
nloa
ded
by [
Uni
vers
ity o
f K
ent]
at 1
1:17
16
Dec
embe
r 20
14
For many young people, relationships of trust
with adults in their lives may be in short supply.
Times where they can simply ‘be’ with an
adult without having to meet expectations, risk
feeling judged, criticised, or ignored may be rare.
Taransaud (2011) identifies key negative labels that
are attached to young people through the media,
such as ‘feral,’ ‘monsters’ or ‘evil.’ Thus young
people can feel ostracised or even demonised. The
result of this might be that often adults appear to
respond to young people from a position which, at
best, lacks understanding and at worst is borne out
of fear.
In order for young people to talk to adults openly
and honestly, a relationship based on trust would
need to have been established. Everall and Paulson
(2002) make clear the significance of the therapeutic
alliance in youth counselling while Hanley (2012)
explores this further in relation to on-line counsel-
ling with young people. Lynass et al. (2012) found
that young people valued the opportunity to talk or
‘get things out,’ in particular they cited feeling
listened to and understood by the counsellor as
important. That is not to suggest that creating a
positive counselling relationship with young people
is straightforward. Shirk and Karver (2003) suggest
that the working alliance may develop slowly and
with some difficulty when working with adolescent
clients. This view is supported by counsellors in
the study who each stressed the importance of taking
time to build the relationship, welcoming the oppor-
tunity offered by their counselling agency to work
with clients for up to 52 sessions. Again, there
appears to be consensus about what works from
both counsellor and client perspective.
The importance of flexibility in approach
Whether ‘flexibility in approach’ is termed integra-
tion, eclecticism or pluralism is open to debate.
Feltham (2010) argues that the apparent assumption
of integration as an elegant synthesis of one or two
theoretical models as opposed to the ‘mish-mash’ of
eclecticism simply misses the point. He explains that
discussions on the topic with counsellors and super-
visors show that it is the uniqueness of the client
and therefore the uniqueness of the response that is
central to counselling practice. This resonates with
recent research undertaken with trainee integrative
therapists (Lowndes & Hanley, 2010), which con-
cluded that those questioned, although cognisant of
a ‘model’ for integration (Clarkson, 2003; Culley &
Bond, 2004; Egan, 2007; Evans & Gilbert, 2005;
Geldard & Geldard, 2010) generally developed their
own integrative approaches in practice.
The evidence that counsellors draw from a range
of approaches does of course raise questions about
professionalism and continuing professional devel-
opment. There may be a concern that counsellors
appear to be adopting ‘pick and mix’ approaches to
the work, ‘mining’ from a rich seam rather than
adhering to the orientation in which they were
trained. There is little evidence to suggest that young
people identify particular counselling approaches as
more or less helpful, although Lynass et al. found
that some young people would prefer a ‘more active
advice-and guidance-giving style of counselling’
(2012, p.61). This perspective is endorsed by
Mumby (2011), who argues for a wider integra-
tion of coaching approaches in counselling young
people.
The use of creativity in the work
Geldard and Geldard (2009) make the link between
flexibility and creativity in counselling, explaining
that young people may become restless or bored with
the counselling process and that the counsellor
should be able to respond spontaneously where this
is the case.
The use of creative methods is not widely explored
in counselling training and therefore it relies on
each counsellor’s willingness to engage with creative
activities and learn more about their applicability.
Lowenstein (2011) discusses the place that creativity
can play in clinical assessments of children and
young people, whilst sounding a warning that under-
pinning knowledge, understanding and experience in
clinical practice is paramount before ‘diving into’
activities.
The use of creativity in counselling also raises the
issue of resources. The participants in the study had
excellent resources to draw on, but at a time of
financial restrictions to public and voluntary sector
budgets, there may be less inclination to invest in
creative activities for counsellors to use. Lopez-
Bradley (2012) argues that resources do not need
to be costly and can be drawn from a range of
sources.
There appears to be no significant research that
examines the use of creative counselling methods
from the perspective of the young client. This would
be an interesting project for the future.
Counselling young people 103
Dow
nloa
ded
by [
Uni
vers
ity o
f K
ent]
at 1
1:17
16
Dec
embe
r 20
14
Limitations of the study
There are several limitations to the study. This was
a small scale, in-depth, qualitative study using
illustrative case studies. All counsellors involved
worked for the same counselling agency, in a
particular geographic area of London with its own
social, cultural and economic landscape. A sample of
five participants does not offer a broad, comprehen-
sive investigation, and this was not the intention of
the project from the outset. The focus was always
on the quality of the data and the depth of each
individual response. However, in the sample of five
counsellors, a range of counselling orientations were
represented and the participants included counsel-
lors from both genders and different ethnic groups.
This project focused on the thoughts, feelings
and perspectives of counsellors, not young people.
As such it could be argued that there is little evidence
to support the link between what counsellors see as
effective and the client experience. That said, the
role of the counsellor in any therapeutic encounter
is worthy of investigation and there is very little
research in relation to counsellors’ experiences of
working with young people.
Conclusion
There is a growing body of literature that focuses
on counselling young people, but there appears to be
little written which examines the practice from the
counsellors’ perspective. This study, albeit not based
on a large sample, provides some in-depth, illumi-
native reflections from counsellors on four key
aspects of what they feel ‘works’ in their practice.
First participants stressed the need for young people
to feel safe, both physically and emotionally in the
counselling process. Second, the significance of
the relationship between the counsellor and young
person, underpinned by the core conditions of a
person-centred approach was emphasised. Third,
participants suggested that flexibility in counselling
approach is crucial; whereby knowledge of a range
of theoretical orientations can be integrated into
practice as appropriate. Finally each counsellor
stressed the perceived benefits of using creative
methods in their counselling with young people.
Acknowledgements
I would like to thank the five counsellors who
participated so willingly in the study. I would also
like to thank the counselling agency in South East
London which, sadly, no longer exists due to funding
cuts. Finally, special thanks to Dr Hazel Reid, my
‘critical friend’ who supported me through the
research process.
References
Abraham, S., & Llewellyn-Jones, D. (2001). Eating disorders:
The facts, 5th edn. New York: Oxford University Press.
Beutler, L.E., Malik, M., Alimohamed, S., Harwood, M.T.,
Talebi, H., & Noble, S. (2004). Therapist variables. In
M.J. Lambert (Ed.). Bergin and Garfield’s handbook of psy-
chotherapy and behaviour change, (pp. 227�306), 5th edn.
Chicago, IL: John Wiley and Sons.
Binder, P.E., Holgersen, H., & Nielsen, G.H. (2008). Re-
establishing contact: A qualitative exploration of how therapists
work with alliance ruptures in adolescent psychotherapy.
Counselling and Psychotherapy Research, 8 (4), 239�245.
Bion, W.R. (1970). Attention and interpretation. London: Tavistock.
Bor, R. (2002). Counselling in schools. London: Sage.
Boyd, D., & Bee, H. (2009). Lifespan development, 5th edn.
Boston: Pearson.
Claringbull, N. (2011). Series, editor’s preface. In H.L. Reid &
J. Westergaard (Eds.), Effective counselling with young people.
Exeter: Learning Matters.
Clarkson, P. (2003). The therapeutic relationship, 2nd edn.
London: Whurr.
Cooper, M. (2006). Counselling in Schools Project Phase II:
Evaluation report. Glasgow: Counselling Unit, University of
Strathclyde.
Cooper, M. (2009). Counselling in UK secondary schools:
A comprehensive review of audit and evaluation literature.
Counselling and Psychotherapy Research, 9 (3), 137�150.
Cooper, M. (2010). The challenge of counselling and psychother-
apy research. Counselling and Psychotherapy Research, 10 (3),
183�191.
Creed, T.A., Reisweber, J., & Beck, A.T. (2011). Cognitive therapy
for adolescents in school settings. New York: Guilford Press.
Culley, S., & Bond, T. (2004). Integrative counselling skills in action.
London: Sage.
Daniels, D., & Jenkins, P. (2010). Therapy with children: Children’s
rights, confidentiality and the law, 2nd edn. London: Sage.
Egan, G. (2007). The skilled helper: A problem-management and
opportunity-development approach to helping, 8th edn. Pacific
Grove, CA: Brooks/Cole.
Etherington, K. (2004). Becoming a reflexive researcher: Using our
selves in research. London: Jessica Kingsley.
Evans, K., & Gilbert, M. (2005). Introduction to integrative
psychotherapy. Basingstoke: Palgrave Macmillan.
Everall, R., & Paulson, B. (2002). The therapeutic alliance:
Adolescent perspectives. Counselling and Psychotherapy
Research, 2 (2), 78�87.
Feltham, C. (2010). Critical thinking in counselling and
psychotherapy. London: Sage.
Fox, C., & Butler, I. (2003). Evaluation of the NSPCC Schools
Teams Glasgow. Keele: Keele University.
French, L., & Klein, R. (Eds.) (2012). Therapeutic practice in
schools: Working with the child within: A clinical workbook for
counsellors, psychotherapists and art therapists. London: Routledge.
104 J. Westergaard
Dow
nloa
ded
by [
Uni
vers
ity o
f K
ent]
at 1
1:17
16
Dec
embe
r 20
14
French, R., Reardon, M., & Smith, P. (2003). Engaging with a
mental health service: Perspectives of at-risk youth. Child and
Adolescent Social Work Journal, 20 (6), 529�548.
Geldard, K., & Geldard, D. (2008). Counselling children:
A practical introduction, 3rd edn. London: Sage.
Geldard, K., & Geldard, D. (2009). Relationship counselling for
children young people and families. London: Sage.
Geldard, K., & Geldard, D. (2010). Counselling adolescents: The
proactive approach, 3rd edn. London: Sage.
Gibbs, G. (2007). Analyzing qualitative data. London: Sage.
Green, J. (2010). Creating the therapeutic relationship in counselling
and psychotherapy. Exeter: Learning Matters.
Hanley, T. (2012). Understanding the on-line therapeutic alliance
through the eyes of adolescent service users. Counselling and
Psychotherapy Research, 12 (1), 35�43.
Harris, B. (2008). Befriending the two-headed monster: Personal,
social and emotional development in schools in challenging
times. British Journal of Guidance and Counselling, 36 (4), 367�383.
Her Majesty’s Revenue and Customs (2008). The Revised Child
Poverty Measure. Retrieved November 22, 2011, from http://
www.hmrc.gov.uk/stats/personal-tax-credits/child_poverty.htm
Hubble, M., Duncan, B.L., & Miller, S.D. (1999). The heart and
soul of change: What works in therapy. Washington, DC:
American Psychological Association.
Kazdin, A.E. (1996). Dropping out of child psychotherapy: Issues
for research and implications for practice. Clinical Child
Psychology and Psychiatry, 1, 133�156.
Larson, J., & Lochman, J.E. (2011). Helping schoolchildren
cope with anger: A cognitive-behavioural intervention, 2nd edn.
New York: Guilford Press.
Lines, D. (2011). Brief counselling in schools, 3rd edn. London: Sage.
Lopez-Bradley, S. (2012). Box of resources. Counselling Children
and Young People (pp. 32�37). Lutterworth: BACP.
Lowenstein, L. (2011). Assessing children and families creatively. Coun-
selling Children and Young People (pp. 27�30). Leicester: BACP.
Lowndes, L., & Hanley, T. (2010). The challenge of becoming an
integrative counsellor: The trainee’s perspective. Counselling
and Psychotherapy Research, 10 (3), 163�72.
Luxmoore, N. (2000). Listening to young people in school, youth
work and counselling. London: Jessica Kingsley.
Luxmoore, N. (2011). The myth of anger management. Counsel-
ling Children and Young People (pp. 11�13). Leicester: BACP.
Lynass, R., Pykhtina, O., & Cooper, M. (2012). A thematic
analysis of young people’s experience of counselling in five
secondary schools in the UK. Counselling and Psychotherapy
Research, 12 (1), 53�62.
McGinnis, S., & Jenkins, P. (2006). Good practice guidance for
counselling in schools, 4th edn. Lutterworth: BACP.
Merrill, B., & West, L. (2009). Using biographical methods in social
research. London: Sage.
Mumby, C. (2011). Working at the boundary. Counselling Children
and Young People (pp. 14�19). Lutterworth: BACP.
Oliver, C., & Candappa, M. (2003). Brothers and sisters:
A source of support for children in school? Journal of Education,
34 (1), 3�13.
Pattison, S. (2005). Making a difference for young people with
learning disabilities: A model for inclusive counselling practice.
Counselling and Psychotherapy Research Journal, 5 (2), 120�130.
Pattison, S., Rowland, N., Cromarty, K., Jenkins, P., Cooper, M.,
Polat, F., & Couchman, A. (2007). Counselling in schools: A
research study into services for children and young people commissioned
by the Welsh Assembly Government. Lutterworth: BACP.
Pope, P. (2002). Youth-friendly counselling. Counselling and
Psychotherapy Research, 2 (1), 18�19.
Prever, M. (2010). Counselling and supporting children and young
people: A person-centred approach. London: Sage.
Quinn, P., & Chan, S. (2009). Secondary school students’
preferences for location, format of counselling and gender of
counsellor: A replication study based in Northern Ireland.
Counselling and Psychotherapy Research, 9 (3), 204�209.
Robinson, T.R. (1999). Cognitive behaviour modification of
hyperactivity-impulsivity and aggression: A meta-analysis of
school-based studies. Journal of Educational Psychology, 91 (2),
195�203.
Shirk, R.S., & Karver, M. (2003). Prediction of treatment
outcome from relationship variables in child and adolescent
therapy: A meta-analytic review. Journal of Consulting and
Clinical Psychology, 71, 452�464.
Spurling, L. (2004). An introduction to psychodynamic counselling.
Basingstoke: Palgrave Macmillan.
Squire, C. (2008). Experience-centred and culturally-oriented
approaches to narrative. In M. Andrews, C. Squire &
M. Tamboukou (Eds.), Doing narrative research. London: Sage.
Squires, G. (2001). Using cognitive behavioural psychology with
groups to improve self control of behaviour. Educational
Psychology in Practice, 17 (4), 318�335.
Sunderland, M. (2004). Why love matters: How attention shapes
your baby’s brain. London: Brunner-Routledge.
Taransaud, D. (2011). You think I’m evil. London: Worth
Publishing.
Westergaard, J. (2011). Understanding adolescent development.
In H.L. Reid & J. Westergaard (Eds.), Effective counselling with
young people. Exeter: Learning Matters.
Whiteford, J., & Owens-Palmer, K. (2011). Trying it on for size.
Counselling Children and Young People (pp. 33�36). Lutterworth:
BACP.
Winnicott, D. (1971). Playing and reality. London: Routledge.
Yalom, I. (2000). The gift of therapy: Reflections on being a therapist.
London: Piatkus.
Yin, R. (2009). Case study research: Design and methods, 4th edn.
London: Sage.
Biography
Jane Westergaard is a senior lecturer at
Canterbury Christ Church University. She teaches
on a range of programmes specifically designed for
students who plan to engage in youth support work.
Jane is interested in the practice of engaging with
young people, both one-to-one and in the group
context. She has recently published a book called
Effective Counselling with Young People with colleague,
Hazel Reid. Jane has spoken on the subject at a
number of national and international conferences.
Jane is a qualified and practising UKRC registered
counsellor, working with young people and adult
clients.
Counselling young people 105
Dow
nloa
ded
by [
Uni
vers
ity o
f K
ent]
at 1
1:17
16
Dec
embe
r 20
14