Therapeutic Interventions


Counselling as a Therapeutic Medium

In One Education's Emotional and Trauma Support service, Counselling has been an important modality throughout.

Counselling in school

On occasions, the model of one hour a week for a particular child has helped the young person to articulate their feelings verbally, leading to a release of pent-up feelings, and the beginning of problem-solving.

Counseling has been used both prior to, and after other therapeutic interventions. For instance, a young person with complex needs received counselling sessions and reached a point where a non-verbal medium was appropriate. He then engaged in horticulture therapy which helped him in a different way. His situation improved and he no longer needed the support. A year later when another difficult period started in his life, he requested support from the counsellor again.

Complex Cases

In other cases, the counsellor has taken a lead role in helping shift systemic difficulties, by engaging with the child and family, then proactively involving other agencies, both in the voluntary and statutory sectors. This can be a powerful way of effecting change, where all else seems to be failing and the situation for the child could have easily deteriorated. Emotional Trauma Support works with all others involved already, for instance through the CAF or CAMHS.

Rogers - the Three Core Conditions

The following are key elements of Counselling as articulated by Carl Rogers, the founder of client-centred counseling;

  • Genuineness and authenticity:
    • that is, the capacity to be real, to be themselves as distinct from adopting a role or defensive posture with the client.
  • Non-possessive warmth:
    • an attitude of caring and engaged and friendly concern, without becoming overly emotionally involved or offering help for self-serving reasons. (This is similar to Rogers’s unconditional positive regard, with the amendment of ‘non-possessive’ to draw attention to the need for a measure of detachment on the part of the counsellor.)
  • Accurate empathy:
    • the ability to feel with those who are seeking help, and articulate these feelings, so that the client feels understood, and is helped in turn to a greater understanding of these feelings. 

Roger’s  “Three Core Conditions”  - p23  Wilson, K.  and Ryan, V. (2005)  Play Therapy: A Non-directive Approach for Children and Adolescents     Chapter 1. 

For more information about how we can offer Counselling to students in your school, contact us online or call Deirdre McConnell on 0844 967 1111.

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