How do school counselling and therapy services undertake participation activities in a way that meets the ethical requirements of therapeutic practice?

Abstract

This study explores how organisations providing counselling and therapy services within schools undertake participation activities, and the ways in which ethical considerations might have affected the choice of methods. It primarily focuses on the participation of children and young people in improving the quality of services. The research aimed to gather potential models of involving children and young people in the development of services. Two semi-structured interviews and one focus group took place, gathering data from five services providing therapeutic services in schools in London or the South East. The research found that while participative practice is inherent in the day-to-day delivery of therapy and counselling, it is still in development at an organisational level. The need for standardisation of approach at an organisational level clashed with the therapist and counsellors’ need to consider an ethical approach and the individual needs of clients. Specific challenges related to collecting the views of young children were noted in the interviews.The study concludes that devising a prescriptive approach that is delivered identically in every case is not appropriate. Every method used must be differentiated for different ages and developmental stages, and a level of flexibility in its implementation must be allowed. This flexibility will allow the therapist or counsellor to adapt the approach in situations where its delivery may conflict with ethical principles