COUNSELLING IN SCHOOLS 3-MINUTE READ GUIDANCE ON COUNSELLING IN SCHOOLS Last updated: 4 March 2016

What is it and what does it mean for you? The DfE has produced a non-statutory advisory document for school leaders, governing bodies and counsellors entitled ‘Counselling in schools: a blueprint for the future’. This document, which was published in February 2016, outlines the main aspects schools should consider surrounding the implementation of an in-school counselling service and highlights the importance of providing such a service. Other pieces of departmental advice relevant to counselling include: ‘Mental health and behaviour in schools 2015’ ‘Keeping children safe in education 2015’ ‘The Carter review of initial teacher training 2015’ ‘Future in mind: promoting, protecting and improving our children and young people’s mental health and wellbeing 2015’

What is school-based counselling? School-based counselling is “a professional activity delivered by qualified practitioners in schools. Counsellors offer troubled and/or distressed children and young people an opportunity to talk about their difficulties, within a relationship of agreed confidentiality.” The service is one of the most prevalent forms of psychological therapy. Data from a nationally representative survey of teachers suggests that 62 percent of schools offer counselling services to their pupils. Schools can employ their own counsellors, draw on staff members’ own experience or use LA/voluntary sector services. However, evidence suggests there has been a significant move away from school staff doing counselling training as an add-on to their role. Counselling services can be delivered in a variety of ways, such as the following: - Drop-in sessions - One-to-one appointments - Play and art based activities - Family and group work

Benefits of counselling for children Improves mental health, wellbeing and resilience of pupils. Helps children to engage with studying and learning. Improves concentration, attainment and attendance levels. Increases motivation for school and schoolwork. Reduces psychological distress and difficulties, such as experiencing bereavement. Reduces behavioural problems. Makes for happier, more confident and resilient pupils. Encourages openness by developing pupils’ ability to address problems and pursue personal goals. Aids pupils’ holistic development. Develops pupils’ greater understanding of themselves and their relationship to the world. Supports pupils who are having difficulties within relationships. Offers support for pupils who are having difficulty managing their emotions. Helps to identify pupils who may need SEND support in place.

How counselling is used There are five main ways in which counselling may be used in schools: As a preventative intervention – to address emerging signs of behavioural changes. For assessment purposes – to identify appropriate measures and the next steps, including making goals or a further referral. As an early intervention measure – a referral to help a child address their problems and reduce psychological distress. As parallel support alongside specialist services – to support a child in-between specialist mental health appointments. A tapering or step down of intervention – once a specialist intervention is completed, school counselling can be used to consolidate the work of the specialist. Drop-in sessions are used to help increase pupils’ awareness of mental health issues and make them aware of the services available to them.

Implementing a counselling service When deciding whether to adopt a counselling service, it is important to consider: The prevalence of mental health issues among the pupils. How mental health issues are impacting pupils’ academic progress. The experience of existing staff and the strength of the pastoral system. The availability of support through external agencies, such as the LA. All the views of pupils, parents/carers and school staff. The pupils' expectations and understanding of a counselling service. How an in-school counselling service would be funded. A referral system must be implemented. Different systems include the following: Self-referral by staff and pupils Enabling referrals by parents/carers and peers Having a designated lead for mental health Continuous communication with an external mental health service Using appointment slips, messages on the school register or text reminders

What schools can do A whole-school approach to mental health is most effective. This can be achieved through: Using personal, social and health education (PSHE) lessons to raise awareness about mental health issues by creating an open and non-judgemental dialogue. Enrichment activities focussing on different themes and around mental health awareness to reduce the stigma surrounding mental health. The teaching of mindfulness techniques; this is particularly useful around exam periods. Activities to build character and provide emotional fulfilment such as encouraging team work and healthy living. Promoting staff health and wellbeing by enhancing staff understanding of mental health issues.

Features of a successful counselling service All pupils and parents/carers are aware that a counselling service is available. Counselling is seen as a whole-school approach to emotional health and wellbeing. The service is independent as well as integrated into the school. The counselling room is a welcoming environment by being private, secure, and safe. The counsellor is suitably qualified, working within an ethical framework, has knowledge of mental disorders and the skills for effective treatments. A member of staff is appointed to act as a liaison and appropriate clinical supervision is arranged. All child protection and safeguarding procedures are followed. Pupils have been involved in the development and evaluation of the service. There are clear referral procedures in place which pupils are aware of. Pupils understand the aims of the service and the confidential aspect of the service. CPD opportunities are available. Effective cooperation with other agencies and external services. Staff should be sensitive to identifying and supporting vulnerable children.

Reviewing the counselling service It is important to review the system in place. This can be done by: The designated lead or headteacher overseeing the work and having appropriate clinical supervision. Agreeing and monitoring objectives for the delivery of the service. Ensuring compliance with wider school policies and making pupils aware of these. Supporting the counsellor as part of the school community. Routinely collecting outcome data – assessing the impact and the effectiveness. Ensuring counsellors are appropriately qualified and regulated. Designating a line manager when the counselling service is first implementing and using this person as the main channel of communication for issues and concerns. Using CPD in order to continuously develop staff understanding of mental health and improve the counselling service.

Improvements and aspirations A greater use of outcome monitoring to assess how counselling services can be developed further to provide pupils with the best possible service. Increasing pupils’ involvement with the development of counselling services. Integrating and cooperating more with other mental health and wellbeing services. Continuously improving the assessment and referral systems. Ensuring equity of access so that all pupils are represented equally. Raising awareness of the counselling services available and how to access support. Reducing the stigma surrounding the subject of mental health. Increasing the use of evidence-based treatments, with counselling services focussed on the effectiveness of outcomes. Improving communications, referrals and access to support through named points of contact in specialist mental health services and schools. Every area to offer a ‘one-stop-shop’ service, which provides mental health support and advice to children and parents/carers in the community. Integrating mental health specialists directly into schools and GP practices.

What’s next? For more information about pupils’ emotional and mental health, visit the Pupil Wellbeing topic on TheSchoolBus. There are several useful contacts and tools which schools can access, including: Time to change Place2Be ChildLine MindEd British Association for Counselling and Psychotherapy