Research shows that early intervention is key to improving mental health in young people.  CAMHS and NHS Emotional Wellbeing Hub waiting lists can be long, causing delays in treatment and escalation of symptoms.  By providing counselling support in primary settings, schools can give their students access to effective professional support much earlier, encouraging better outcomes in emotional wellbeing that lead on to improved education participation. 

Counselling Services in Secondary School and Higher Education

 

The counsellor will provide the following for each client:

  • Minimum number of counselling sessions (12-20 recommended)
  • The counsellor will provide creative equipment to use in ways that will explore mental health and well being with the client.

 

When working therapeutically with children, it is important for the counsellor to take the time to set the client at ease and build connection.  The first sessions often focus on this before moving into deeper work.  It is recommended that each adolescent client has 12 - 20 sessions with a counsellor in order to maintain a consistent routine and work through any issues.  The number of sessions will be agreed prior to work starting, but held under review, as one child may need longer, whilst another may need less. 

 

What the school will provide:

Working with young people is a collaborative process.  In order for the service to be effective, schools will need to have the following available:

 

  • A safe and secure room that is a confidential space, consistently available each week.
    • The counselling process requires consistency and predictability in order to create a trusted and safe space - for this reason the space used for counselling must be the same each week.  We appreciate that situations may arise where a space is temporarily unavailable, these should be infrequent and avoided as much as possible. 
    • The counsellor can transport their equipment each week, but it may be helpful to store some equipment in school if there is adequate space to do so. There can be further discussion around this when we meet to discuss your requirements.
    • As work is creative, paints and glues may be used.  The counsellor will need access to a sink in order to clean equipment.

 

  • Designated staff member(s), (typically a Pastoral Manager or Designated Safeguarding Lead), onsite at same time as counsellor.
    • At least one school staff member will be required to liaise with the counsellor and act as representative for the counselling process.  This is typically a DSL or Pastoral manager.  They will be required to collate referrals and approach parents/carers, introducing the service and collecting referral information and consent, prior to work beginning.  Forms will be provided for this.
    • A staff member(s) will need to be available to discuss any safeguarding concerns that may arise, and take these forward using school's own policies and procedures. 
    • The staff member will be required to coordinate client sessions and communicate the times to the students prior to their sessions.  In secondary school it may be preferable to alternate session times so that young people do not miss the same lessons each week, this will be the responsibility of the staff member.  
    • If a client does not turn up for the session, a staff member may need to chase up the client to remind them to attend.  It is preferable that the location of the sessions is close to the staff member so that attendance to sessions can be monitored and staff can be notified quickly in order to reduce absences. 

 

 

All of these, and any further points, can be discussed fully upon meeting. 

Please contact me to arrange a meeting and discuss your requirements further.

A day in the life of a school counsellor:

 

  • On the scheduled day, the counsellor will arrive at school at least 30 minutes prior to first session.  They will generally take this time to speak to staff and see if there is any information they need to know about their clients this week, (e.g. are they absent, has there been any incidents it would be beneficial to know about). 
  • The counsellor will also use this time to set up the room.
  • The counsellor will expect the client to have been notified of schedule time during form/tutor time in the morning.  
  • At the scheduled time the counsellor will be waiting in the room for the client's arrival and begin the session.  Due to the short time between sessions there will not be scope for sessions to overrun if someone is running late. 
  • Counselling sessions run for a period of 50 minutes and will be structured around your school's timetable. 
  • There will be a minimum of 10 minutes between sessions to allow for clean up and preparation for next client. 
  • As socialisation and break time is so important to students, counsellors aim to avoid scheduling counselling sessions across break and lunch times.
  • Secondary school students are typically given varied times for their sessions so they do not miss the same lessons each week.
  • Some children may find returning from a counselling session, straight into a quiet, working classroom, unsettling.  We can discuss ways to support a child that may experience this.
  • Once all sessions have been completed, the counsellor will tidy away their equipment and leave the room as they found it.  
  • They will then check in with the designated staff member at the end of the day.  if no concerns and staff are busy, they may do this via email.
  • If there have been any safeguarding concerns these will be raised in a timely fashion and dealt with through relevant procedures.
  • The counsellor will keep their own minimal notes, recording which clients have been seen - these are confidential and stored in accordance with GDPR.