Therapy with Children and Young People: Integrative Counselling in Schools and other Settings
Publication Year: 2014
Subject: Children & Young People
Counselling with Children and Young People provides a distinctive focus on child therapy in school settings, addressing in a unique level of detail. The authors adopt a broad ecosystematic, integrative approach that takes into account the factors of family, school and wider community, placing emphasis on significant development and attachment issues.
- Front Matter
- Back Matter
- Subject Index
Part 1: Setting the Context
Part 2: Understanding and Working with the Developmental Tasks of Childhood and Adolescence
- Chapter 2: Infancy: The Foundations of Learning and Relating
- Chapter 3: PreSchool and the Early Years
- Chapter 4: The Primary School Years
- Chapter 5: Working With the Developmental Tasks of Adolescence During the Secondary School Years
Part 3: Working Therapeutically with Children and Adolescents in Schools
- Chapter 6: The Therapeutic Relationship: Building a Working Alliance with Children and Adolescents
- Chapter 7: The Therapeutic Relationship: Conditions and Processes
- Chapter 8: Working with Thinking, Feeling and the Importance of the Body
- Chapter 9: Creative Therapeutic Interventions
- Chapter 10: Intervening to Work with Other Relationships
Part 4: Professional Issues in Counselling with Children and Adolescents
- Chapter 11: Professional and Ethical Issues in the Beginning and Ongoing Phases of Therapy in Schools
- Chapter 12: ‘Just because we can't talk about the sessions, doesn't mean we can't talk’: Professional and Ethical Issues in the Ongoing and Ending Phases of Therapy
- Chapter 13: Psychotherapeutic Counselling in a Multidisciplinary, Multi-Agency Environment
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Introduction and Chapter 1 © Colleen McLaughlin 2014
Chapters 6, 7, 8 and 9 © Carol Holliday 2014
Chapter 2 © Julia Buckroyd 2014
Chapters 3, 10 and 13 © Fiona Peacock 2014
Chapter 4 © Clair Lewoski 2014
Chapters 5 and 11 © Tracey Fuller
Chapter 12 © Eileen Armstrong
First published 2014
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
Library of Congress Control Number: 2013940611
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
ISBN 978-1-4462-0832-8 (pbk)
Editor: Kate Wharton
Editorial assistant: Laura Walmsley
Production editor: Rachel Burrows
Copyeditor: Audrey Scriven
Proofreader: Derek Markham
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Marketing manager: Tamara Navaratnam
Cover design: Lisa Harper
Typeset by: C&M Digitals (P) Ltd, Chennai, India
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About the Editors and Contributors[Page vii]
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 [Page viii]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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Legal References(Admin) Gillick v West Norfolk Area Health Authority  3 A11 ER 402.(on the application of) v Secretary of State and Anor  EWHC 39.
Useful Resources and WebsitesAgenda for Change: www.nhsemployers.org/PayAndContracts/AgendaForChange/NationalJobProfiles/Documents/Clinical_Psychologists-Counsellors.pdfOOCAMHS: www.oocamhs.com/Goodman's SDQ: www.sdqinfo.com/CYPIAPT: www.iapt.nhs.uk/cyp-iapt/ www.iapt.nhs.uk/silo/files/a-practical-guide-to-using-service-user-feedback-outcome-tools-.pdfChildren's NSF can be downloaded at: www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4089099