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Good practice guidance for counselling in schools

GOOD practice guidance FORCOUNSELLING in schools - 4TH EDITIONE dited by Susan McGinniswith Peter JenkinsGood practiceguidance for counselling in schools 4th editionPublished by the British Associationfor counselling andPsychotherapyCouns in schools English 6/1/06 3:23 PM Page 1 BACP 2006 GOOD practice guidance FORCOUNSELLING in schools - 4TH EDITIONGood practice guidance for counselling in schools , 2006, 4th edition, is publishedby the British Association for counselling and PsychotherapyBACP House, 35-37 Albert Street, Rugby, CV21 2 SGTel: 0870 443 5252 Fax: 0870 443 5160 Email: is a company limited by guarantee 2175320 in England and Wales, and a re g i s t e re dc h a r i t y, 298361.

counselling skills used by staff in schools and the process of counselling provided by counsellors. This document addresses the role of the professional counsellor as a specialist in schools. Counselling takes place when a counsellor sees a client in a private and confidential setting to

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Transcription of Good practice guidance for counselling in schools

1 GOOD practice guidance FORCOUNSELLING in schools - 4TH EDITIONE dited by Susan McGinniswith Peter JenkinsGood practiceguidance for counselling in schools 4th editionPublished by the British Associationfor counselling andPsychotherapyCouns in schools English 6/1/06 3:23 PM Page 1 BACP 2006 GOOD practice guidance FORCOUNSELLING in schools - 4TH EDITIONGood practice guidance for counselling in schools , 2006, 4th edition, is publishedby the British Association for counselling and PsychotherapyBACP House, 35-37 Albert Street, Rugby, CV21 2 SGTel: 0870 443 5252 Fax: 0870 443 5160 Email: is a company limited by guarantee 2175320 in England and Wales, and a re g i s t e re dc h a r i t y, 298361.

2 British Association for counselling and Psychotherapy 2006 First published 1996 Second edition 1998T h i rd edition 2001 Edited and updated by Janette Newton with consultation from Peter JenkinsF o u rth edition 2006 Edited and updated by Susan McGinnis with consultation from Peter Jenkins; additionalassistance from Mark Prever (former chair, CCYP), Alison Morris, Maggie NeucommOriginal re p o rt working part yMarilyn McGowan (chair)G e o ff CoxLynne CubbageWendy Hard ySam MakindePatricia We b s t e rNick We s t o nA c k n o w l e d g e m e n t sThe editor would like to acknowledge the work of the original re p o rt working party (MarilynMcGowan, Geoff Cox, Lynne Cubbage, Wendy Hard y, Sam Makinde, David Ogle, PatriciaWe b s t e r, Nick Weston) along with those who assisted them.

3 This edition was produced withthe valuable help of Peter Clarke, Childre n s Commissioner for Wales, and his staff. Fran Shall(BACP) has provided both editorial and technical support . Apart from fair dealing for the purposes of re s e a rch or private study, or criticism or re v i e w,as permitted under the UK Copyright, Designs and Patents Act 1988, no part of this publication may be re p roduced, stored or transmitted in any form or by any means withoutthe prior permission in writing of the Publisher, or in accordance with the terms of licencesissued by the Copyright Clearance Centre (CCC), the Copyright Licensing Agency (CLA), andother organisations authorised by the publisher to administer re p rographic re p ro d u c t i o nrights.

4 Individual and Organisational members of BACP only may make photocopies forteaching purposes free of charge provided such copies are not resold. ISBN: 1905114168 ISBN 13: 9781905114160 Price: 9 to BACP members and 11 to non-members, p&p free. Copies may be obtainedf rom the Book Orders Department at BACP in Rugby at the address/telephone numberabove, or can be ord e red on line from Cheques should be madepayable to in schools English 6/1/06 3:23 PM Page 2 GUIDELINES FOR counselling in schools BACP 2006 PrefaceThe counselling Children and Young People (CCYP) division of BACP and the BACPI n f o rmation Office receive many requests each week from practitioners, schools and localauthorities all enquiring about areas of practice re g a rding counselling in schools .

5 This 4thedition of Good practice guidance for counselling in schools is an attempt to capture theessence of a school counselling service, and to give colleagues accurate and up-to-datei n f o rmation about school counselling in an easily accessible form. The guidance should beread in conjunction with the BACP Ethical Framework for Good practice in counselling andP s y c h o t h e r a p in schools is a specialist activity and a rapidly growing phenomenon. As such allinvolved need to be aware of the need to ensure that services operate to high standards anda re accountable. school counselling services ought to be appropriately developed, monitore dand evaluated in order that the children and young people they serve have the best possibleexperience of document considers many of the practical considerations of a school counselling serv i c e :the roles and responsibilities of the counsellor, their relationship with others, re q u i re ds t a n d a rds of practice , and quality assurance.

6 It also reflects on confidentiality, ethical matters,child protection and the sharing of information; all set against the backdrop of curre n tlegislation and government go to all colleagues who have contributed in some way to the guidance , in part i c u l a rpast and current members of the CCYP Executive is hoped that it provides a clear framework for the development of professional counsellings e rvices in schools and contributes to the knowledge base of all involved in this a ren Cro m a rt yChair of CCYPGOOD practice guidance FORCOUNSELLING in schools - 4TH EDITIONC ouns in schools English 6/1/06 3:23 PM Page 3 BACP 2006 ContentsCounselling in education5 Definition of counselling5 counselling for children andyoung people6 The educational context6 National Curriculum Guidelines6O F S T E D7 The Education Act and the Special Educational Needs Code of Practice7A l t e rnative curriculum and n o n - m a i n s t ream school p ro v i s i o n8D rug misuse pre v e n t i o n8 Peer support pro j e c t s9 Child protection and family support9 The Children Act 19899 The Children Act 20041 0S a f e g u a rding Children in Education1 0 Employing a counsellor in school11 Personal qualities1 1Q u a l i f i c a t i o n s1 1 Criminal re c o rds checks1 2 Trainee counsellors1 2 Job

7 Description1 2R e c ruiting counsellors1 3E x p e rt advice and s u p e rvision 1 3A c c o u n t a b i l i t y1 3Te rms and conditions of serv i c e1 4I n s u r a n c e1 4 Setting up the service15 Types of counselling serv i c e1 5 GOOD practice guidance FORCOUNSELLING in schools - 4TH EDITIONI n f o rmation about thecounselling serv i c e1 5 Facilities for the counselling sessions1 6 Appointment system1 6R e f e rr a l s1 6P a rental re s p o n s i b i l i t y1 7 Contact time1 7 Dual roles within the same school1 7 Evaluation and feedbackto school management1 7 Complaints pro c e d u re1 8 Confidentiality18P a re n t s / c a rers, confidentiality and the Gillick principle1 8 Confidentiality in schools2 0 Duty of care2 0 Child protection incidents, confidentiality and counselling2 1 counselling and sharing inform a t i o n2 2 Child protection and sharing i n f o rm a t i o n2 3 Life saving treatment and suicide2 4 Crime and confidentiality2 5 counselling and case records25 Access by pupil or pare n t2 6 counselling process notes2 6 Child abuse investigations and pre-trial therapy2 7 Access to counselling re c o rds by the court s2 7 References28 Appendix30 Useful contacts31 Couns in schools English 6/1/06 3.

8 23 PM Page 4 BACP 2006 GOOD practice guidance FORCOUNSELLING in schools - 4TH EDITIONC ounselling in educationSchools, like universities and colleges, are now employing counsellors to help them address theemotional needs that children and young people can have in response to experiences such asfamily breakdown and reconfiguration, bereavement, loss, family and peer re l a t i o n s h i pd i fficulties, anxiety and bullying. counselling can be an effective source of support for thesepupils, enabling them to function better both in and outside of school , enhancing theirresilience and giving them re s o u rces to manage any future difficulties. counsellors provide counselling as part of the pastoral care within the school and re p resent animmediate, on-site response for those pupils who need the additional expertise that counsellingbrings to the overall pastoral support system.

9 counsellors working in schools can also pro v i d etraining, consultation and support for staff in the way they use counselling skills to support thepupils. The skills of listening and attending in a relationship of trust and respect contributeg reatly to good communication within the school community. counselling within schools is a fast growing, if still relatively under- re s o u rced, phenomenon,testament to its popularity with teachers, pupils and parents alike. However, there aresignificant diff e rences between the professional culture of teachers and that of counsellors andpsychotherapists; teachers will often need to have re g a rd for the needs of a class, or a cohortof pupils, or the school as a whole, while the therapist s immediate focus may well be more onthe distress being experienced by a single child or young person.

10 Teachers work within ap a rticular organisational and legal framework, with specific legal obligations set out by statuteand by circulars and guidance from national government. counsellors and psychotherapistsneed to be well informed about these obligations. While both teachers and therapists will wantto promote the overall wellbeing of the children and young people in their charge, therapistswork to a diff e rent set of ethical obligations that emphasise the complexity of balancingp rofessional duties, the rights of the child as client and wider social responsibilities. Definition of counselling The British Association for counselling and Psychotherapy makes a clear distinction betweencounselling skills used by staff in schools and the process of counselling provided by document addresses the role of the professional counsellor as a specialist in schools .


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