Therapy with Children and Young People: Integrative Counselling in Schools and other Settings


Colleen McLaughlin & Carol Holliday

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    About the Editors and Contributors

    Colleen McLaughlin is a Professor of Education at the University of Sussex, School of Education and Social Work. For over twenty-five years she worked at the University of Cambridge, Faculty of Education, where she directed a child and adolescent psychotherapeutic programme. She has written, researched and spoken on child and adolescent care and wellbeing, which is her passion, and is also concerned with promoting the wider role of schools and teachers. She has taught in schools and worked as a counsellor. Colleen is also a Fellow of the BACP.

    Carol Holliday is an Affiliated Lecturer at the University of Cambridge, Faculty of Education, where she now leads the programme for child and adolescent psychotherapeutic counselling. She is a United Kingdom Council for Psychotherapy-registered Arts Psychotherapist who works therapeutically with children, adolescents and adults, and has twenty years' experience of clinical practice and also working as a clinical supervisor. Carol has particular interests in the relationships between children and adults, and in working with images: in therapy, education, and research. Her doctoral research explored the contributions of psycho therapy to the teacher/child relationship, and she is an award-winning author of publications helping teachers to understand and work with children's feelings.

    Eileen Armstrong worked for twenty years as a teacher and manager within special schools, further education and an international school before retraining as a counsellor and working in agency settings. She completed an MEd in Child and Adolescent Psychotherapeutic Counselling through the University of Cambridge, and has been working for the past few years as a peripatetic school counsellor through a counselling service. Eileen is an accredited and registered member of the BACP.

    Julia Buckroyd will shortly celebrate thirty years as a counsellor and psychotherapist. In that time she has developed into an integrative practitioner with a particular interest in attachment theory. Most of her career has been spent in academic settings, so she is particularly interested in how we come to be able to learn and how our early experience affects that capacity.

    Tracey Fuller is a UKCP-registered Child and Adolescent Psychotherapeutic Counsellor. She teaches on the BACP-accredited Child and Adolescent Counselling Programme at the University of Cambridge, Faculty of Education. She has many years' experience of working therapeutically with children, including with a Looked After Children's Service, with the NSPCC, and as a Schools Counsellor in numerous primary and secondary schools. She has a particular interest in developing creative approaches to forming therapeutic alliances with adolescents and extending school-based counselling. She has a particular interest in developing creative approaches to forming therapeutic alliances with adolescents and ethical issues in school-based counselling.

    Clair Lewoski is an Integrative Child Psychotherapist (UKCP), Arts Therapist (HCPC) and teacher (PGCE Cantab), with Masters from Cambridge University, the Tavistock Clinic and The Institute for Arts in Therapy and Education. She set up a therapy service across 10 primary schools, integrating mindfulness practices into her work with children, teachers and parents. She has also worked in the NHS and now works in private practice, as well as teaching at Cambridge University. She has a particular interest in utilising mind–body practices in psychotherapy with children and young people.

    Fiona Peacock is a BACP Senior Accredited Counsellor, as well as one of the few Certified Theraplay® Therapists currently in the UK. For over twenty years she has worked as a counsellor in various settings: colleges, schools, Child and Adolescent Mental Health Services. Currently she teaches and also runs a private practice providing therapy to children, particularly Looked After or Adopted, as well as supervision, consultation and training.

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