Counselling Young People in School

Counselling Young People in School

Counselling Young People in School

Counselling Young People in School

Synopsis

"Gudrun Sederhom discusses methods that she has found to be effective in dealing with the concerns that students bring to school counsellors, such as exam choices, managing homework, school leaving and choosing a career, or emotional issues such as family communication difficulties, eating disorders, depression, sexuality, pregnancy, long-term illness and drug use. She also gives guidance for professionals on studying, training and supervision, and on how to build relationships with teachers and parents." Title Summary field provided by Blackwell North America, Inc. All Rights Reserved

Excerpt

The aim of this handbook is to present the procedures I have applied in my work as a social worker and student counsellor in schools, both at the compulsory-schooling level and in high school, over a period of more than a decade. The purpose of this is, among other things, to provide useful information both to those who are beginning their careers as counsellors to young people, and to those who already have experience in the field. The handbook was written for practitioners who have been trained in counselling, such as social workers, student counsellors and psychologists, whose training is firmly based on scholarly and ethical standards.

The idea for the handbook arose partly from my teaching at the University of Iceland since 1993; I have taught procedures in school counselling, as well as supervising a number of students of social work and student counselling in work-training at the Sund High School. I have worked on development projects in student counselling for the Ministry of Education, have received many enquiries on procedure from working counsellors, and I have always felt a need to work systematically.

The procedures described here are mainly based on the so-called holistic approach, whereby the counsellor learns as much as possible about the client's circumstances in order better to understand the nature of the problem and the client's response to it. In addition, various theories of school . . .

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