Practice-based evidence in school-based counselling

Abstract

Aims: Counsellors are becoming commonplace within the support structures of secondary schools. To date, research findings from practice-based outcome studies suggest this is a positive move. There are, however, numerous limitations to this work, and this project aims to develop this existing body of literature. Method: Nine 13–15 year olds attending counselling in six school-based services participated in the project – one individual withdrew. A standardised self-report questionnaire (YP-CORE) was collected at four intervals: (1) the point of referral; (2) the onset of counselling; (3) the completion of counselling; and, (4) a two-month follow-up. The change indicated in each of these phases is examined and reported here. Additionally, YP-CORE was completed during each session. Findings: The YP-CORE indicates an improvement in the well-being of this small sample, while waiting for and attending therapy. Further examination of session-by-session data also highlights how pre- and post-outcome data should not necessarily be viewed as linear in nature. Discussion: This is a small-scale investigation and further work is needed in this area. It does, however, raise a number of issues regarding the complexity inherent in conducting outcome research that warrant further investigation.

Keywords:

• counselling in schools
• practice-based evaluation
• outcome research
• YP-CORE

Acknowledgements

This project was funded by the School of Education Research Support fund at the University of Manchester and Relate national. Particular thanks are expressed to the young people who took part in the project, the counsellors from Relate GMS involved and the secondary schools who very kindly supported the project.