Counselling Pupils in Schools: Skills and Strategies for Teachers

Counselling Pupils in Schools: Skills and Strategies for Teachers

Counselling Pupils in Schools: Skills and Strategies for Teachers

Counselling Pupils in Schools: Skills and Strategies for Teachers

Synopsis

How can teachers support children with emotional or social difficulties?Counselling Pupils in Schools is a comprehensive guide to the effective use of counselling in schools. It provides practical guidance for teachers and those responsible for pastoral care on how to develop counselling skills and intervention strategies. The book combines theory and research with practical classroom strategies designed to focus on the social and emotional development of students and their teachers.Topics covered include:* a model for counselling in school* skills and intervening strategies for teachers* cross-cultural and sensitive issues* peer counselling and support* empowering pupils and parents* classroom-based activitiesThe ethics of teacher-student relationships are also discussed and teachers are provided with ideas for collaboration and managing their own stress in order to be more effective in counselling and guidance.This book is relevant to all professionals who work with young people: Teachers, PSHE co-ordinators, SENCos, Education Welfare Officers and Educational Psychologists will find it particularly useful.

Excerpt

Garry Hornby

First toad was nursed by his friends. Then they encouraged him. Then they told him, quite sternly, to pull himself together. Finally, they spelled out the drab and dismal future facing him unless he 'got a grip of himself'… But none of this had any effect on Toad … . Finally, Badger could stand it no longer …'There is only one thing left. You must have counselling!'

(de Board, 1998, p. 3)

Various authors estimate that between 10 and 20 per cent of school-age children exhibit emotional and behavioural problems (Kottler and Kottler, 1993; Vernon, 1993; Mental Health Foundation, 1999; Thompson and Rudolph, 2000). This reinforces the importance of teachers being able to use basic counselling skills in order to help a substantial number of their students. In fact, Mosley (1993, p. 105) firmly believes that 'personal counselling is an essential activity which should be included in all schools'. In order to fulfil their pastoral duties and play their part in the teaching of personal and social education (PSE), all teachers need to have basic counselling skills, and at least one teacher in each school needs to have developed specialist expertise in counselling (McGuiness, 1998). The purpose of this book is to help classroom teachers, and those in schools responsible for pastoral care and PSE, to develop effective counselling skills and intervention strategies.

What is counselling?

Counselling is the skilled and principled use of a relationship to facilitate self-knowledge, emotional acceptance and growth, and the optimal development of personal resources. The overall aim is to provide an opportunity to work towards living more satisfyingly and resourcefully.

(British Association of Counselling, 1991, p. 1)

This definition is in accord with the way counselling is viewed in this book as being used in schools. The goals identified in the definition are ones which are encompassed by the overall aims of education. Schools aim to facilitate their students' self-knowledge and emotional acceptance. They also aim to promote personal growth and optimal development of each student's potential, the ultimate aim of education being to produce contented, productive and resourceful citizens. In schools, the relationship referred to in the definition is typically not one of counsellor to client but that of teacher to pupil. As suggested, this relationship needs to be based on certain theoretical principles and to involve the use of specific counselling skills.

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