Counselling in secondary schools: What the research tells us, what we need to find out
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Transcript of Counselling in secondary schools: What the research tells us, what we need to find out
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Counselling in secondary schools:
What the research tells us, what we need to
find out
Mick CooperProfessor of Counselling
A celebration of school-based counselling in Wales: From policy to practice
Llandrindod Wells, 1st October 2009
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Context
• Significant revival in provision of therapeutic counselling in British secondary schools
• Roll-out of services in Wales… and Northern Ireland, and Scotland
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• But is their evidence to support the expansion of school-based counselling? – Increasingly important question
• Recent years seen production of numerous, very positive evaluations
• But separate, independent findings – and are they representative?
Evaluation
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Aims of talk
• Present comprehensive review of audit/evaluation studies of secondary school-based counselling in UK: – Outcomes
• Also…– Services– Clients– Clients’ perspectives on change– Therapists’ perspectives on change– Impact on education
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Published in BACP’s: Counselling and Psychotherapy Research
Special issue: Counselling in Schools (Sept. 2009)
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Criteria for inclusion in review
• Conducted in last ten years (post-1998)
• UK-based• School-based• Secondary school• Therapeutic counselling • Primarily one-to-one • Some collection of quantitative data
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The services/datasets
• 30 eligible studies, from 19 projects
= Approx 10,000 clients• 13 Scotland / 6 NI / 11 England• 10 Person-centred / 20
humanistic• Sessions: generally one school
period (40-60 minutes)
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CLIENTS
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How are young people referred in to counselling?
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Sources of referral
• Pastoral/guidance staff most common: involved in about 2/3rds of all referrals
• (Wholly) self- and parental-referrals relatively rare
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Referral source by dataset(Max. N = 18 datasets)
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How many sessions do clients attend for?
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Attendance
• Mean = 6.35 sessions• But around 50% attend for 4
sessions or less
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Number of sessions attended by clients
(From Glasgow III dataset)
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Who attends most, males or females?
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Gender
• 87% of studies: more females than males
• Mean percentage males across study = 43.69%
MalesFemales
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How old are clients?
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Age
• Mean age = 13.86 • Year 9 most common
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What problems do clients bring to counselling, and discuss?
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Presenting issues by dataset(Max. N = 23 datasets)
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How severe are clients’ problems?
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Severity
0
5
10
15
20
SD
Q T
ota
l Diff
icu
ltie
s S
core
Specialist CAMHS
School counselling
General population
• 57.58% of clients have had problem lasting six months or more
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Outcomes
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Is counselling associated with improvements in wellbeing?
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Yes• Every evaluation dataset (N =
16) shows significant improvements from pre- to post-counselling
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5
10
15
20
25
Pre-counselling Post-counselling
Out
com
e m
easu
re s
core
(hig
her s
core
s m
ean
mor
e di
stre
ss)
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How much change does counselling bring about?
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Effectiveness
• Overall ‘effect size’ = 0.81(0.2 = small effect, 0.5 = medium effect, 0.8 = large
effect)
• Core-YP gives double effect size of Strengths and Difficulties Questionnaire (SDQ)
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CLIENTS’
PERSPECTIVES
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Do clients think they improved?
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Self-rated improvement(N = 5 studies)
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Do clients think counselling has helped?
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Self-rated helpfulness(N = 10 studies)
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Qualitative responses
• Generally match quantitative responses:
‘Service is brilliant. I am glad I
accepted the counselling. It has been a great help.’
‘It really helped me. It’s, it’s really the best thing I’ve ever done’
‘It was really good, really helpful. I was loads better’
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What was it about the counselling that was helpful?
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Helpful factors: Open-ended responses
(Max. N = 7 datasets)
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What could be improved?
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Areas for improvement
• Availability: The counsellor should be more around for longer/more available
• More active: The counsellor should give more advice and input/do more than just listen
• Promotion: The counselling service should be better publicised in the school
• Maintain privacy: Confidentiality should not be broken
• Difficult process: It was too painful to open up
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TEACHERS’
PERSPECTIVES
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Do teachers think counselling is helpful for clients?
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‘Extremelyunhelpful
’
‘Extremely
helpful’
‘Neither helpful or unhelpful’
Helpfulness: Teachers’ ratings(N = 125 pastoral care teachers)
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Teachers’ open-ended responses
• In general, very positive about the helpfulness of counselling:
‘I was sceptical to begin with…but it’s been great, excellent, superb’
‘This is an excellent service which has been of huge benefit to pupils on a short/long
term basis’
‘Excellent resource which pupils find very valuable’
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Why do teachers think counselling is helpful?
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Helpful factors – teachers
1. Independence: the neutrality of the counsellor – someone other than teachers or parents that a young person could talk to
2. Expertise: The counsellor’s specialised training in counselling (over and above that of pastoral care staff)
3. Confidentiality: the private nature of the counselling service
4. Accessibility: that young people could be referred to the counselling service easily, and without long delays before being seen by the counsellor
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How do teachers think counselling could be improved?
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Areas for improvement/challenges
1. Greater availability: counselling service should be extended, with more counsellors/more hours per week
2. Greater promotion: profile in school should be raised
3. Better communication: counsellors should communicate more openly/effectively with pastoral care staff
4. Greater range of activities: other therapeutic activities, like anger management groups/ counselling for parents
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IMPACT ON
EDUCATION
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Does counselling help clients study and learn better?
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Educational impact
• Self- and teacher-rated impact on: Motivation to attend / Ability to concentrate / Motivation to study / Willingness to participate in class
• Clients: – Improved: 60-70%– Same: 25-35%– Worse: 5-10%
• Teachers– Improved: 75-90%– Same: 5-20%– Worse: 2-3%
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Principle change pathway Client interviews, Glasgow II
Interpersonal/emotional problems
Ruminating on problems in class
Impaired capacity to study and
learnCounselli
ng
reduces
Poorer concentration and focus in class
Opportunity to think through problems and get things off
chest
Ruminating on problems in class
Poorer concentration and focus in class
Impaired capacity to study and
learn
reduces
Interpersonal/emotional problems
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What we know:
Summary
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The ‘typical’ client….• Around 14 years old• Referred through pastoral care • Attends for three to eight sessions• Slightly more likely to be female • Likely to present with, and discuss, family and
relationship issues (and, if male, anger)• Difficulties present for six months or more, at
relatively severe level
• Likely to feel significantly better after counselling
• Likely to attribute improvement mainly to counselling: – because it gave them a chance to talk through
problems with an independent person• May also feel more able to engage with
learning
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What do we need
to find out?
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Does the evidence of helpfulness stand up to
critical scrutiny?
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Is it just completers who do well?
• Post-counselling questionnaires not completed by those who dropped out
• What is the experience of non-completers?
• Some indications that may not be that different:– Mid-therapy responses similar to end of
therapy– Generally high response rates: 60-80%– Teachers also rate positively
• But, need more complete data >> more frequent data-points (e.g., YP-CORE every week)
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Can we trust self-completion forms?
• Are respondents just trying to be nice?
• Do people really know what is helpful?
• Pre- to post-changes give more reliable assessment, but…
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Change ≠ Efficacy
• Are improvements from pre- to post-counselling caused by counselling, or simply due to changes over time?
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0
5
10
15
20
25
Pre- Post-
YP-C
OR
E:
More
psy
cholo
gic
al dis
tress
Counselling
Without counselling?
Without counselling?
Without counselling?
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Need for controlled research
• Randomised controlled trials: comparing counselling against waitlist for similar sample
• Multiple baseline designs: examines change prior to counselling (e.g., assessment to first session)
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Other research areas
• Cost-effectiveness?• What is it that is helpful in
counselling in schools? – More qualitative interview studies– In-depth case-studies
• Who is it most suitable for?• How do we identify appropriate
clients?<< Improve effectiveness