An investigation into the experiences of school counsellors working with adolescents

Author(s):  
Cathy G. Bettman ◽  
Alexander Digiacomo

Abstract Currently, Australia’s school counsellors are increasingly being called upon to respond to adolescent mental health needs. Through semistructured interviews with seven school counsellors working with adolescents, this qualitative study aimed to capture the lived experiences of this group of practitioners. By adopting a phenomenological approach and using thematic analysis, this study provides insight into their profession: the current ambiguity surrounding their role; the opportunities and obstacles they face; as well as the often-present tension between stakeholders including parents, other school staff and external agencies. The findings of this study indicate that school counsellors are challenged by the need to be advocates not only for their students but also for themselves and their roles within the school context.

2018 ◽  
Vol 33 (4) ◽  
pp. 663-685
Author(s):  
Karen Holt

This study sought to gain insight into the attitudes, beliefs, and values that shape bondage/discipline/sadomasochism (BDSM) activities and to explore the degree and consequences of unintended or non-negotiated harms, including physical, emotional, and sexual violence. A qualitative approach, consisting of 22 semistructured interviews and over 150 hours of observations of BDSM events and activities, was used to develop an in-depth exploration of the lived experiences of participants. Thematic analysis was employed to elucidate the ways in which participants define and in some cases experience harm. Findings suggest that individuals construct rational identities that emphasize safe practices and managing harm; however; there are instances where “boundary slippage” occurs. Implications for understanding the dynamics as well as the potential dangers of “consensual” violence are discussed.


Author(s):  
Aashna Sadana ◽  
Aneesh Kumar

Abstract Previous studies have shown that collaboration between school counsellors and other stakeholders such as teachers and administrators leads to improved outcomes for students and a better school climate. The current qualitative study explored the experiences and perceptions of novice school counsellors in India regarding collaboration with teachers and administrators. The sample included 11 novice school counsellors working in five different cities who were recruited using purposive sampling. The thematic analysis of the data collected via semistructured interviews revealed six main themes: ‘Counsellors’ perceptions about collaboration’, ‘Collaboration with teachers’, ‘Collaboration with administrators’, ‘Challenges faced during collaboration’, ‘Strategies helpful in collaboration’ and ‘Impact of training’. Implications discussed include the need for school counsellors to advocate for their role, the need for training programs to prepare stakeholders for collaboration, and the need for policies to integrate the role of a school counsellor into schools.


Author(s):  
Luigina Mortari ◽  
Roberta Silva

An intensive care unit (ICU) is a demanding environment, defined by significant complexity, in which physicians must make decisions in situations characterized by high levels of uncertainty. This study used a phenomenological approach to investigate the decision-making (DM) processes among ICU physicians’ team with the aim of understanding what happens when ICU physicians must reach a decision about the infectious status of a patient. The focus was put on the identification of how the discursive practices influence physicians’ DM processes and on how different ICU environments make different discursive profiles emerge, particularly when a key issue is at the center of the physicians’ discussion. A naturalistic approach used in this study is particularly suitable for investigating health care practices because it can best illuminate the essential meaning of the “lived experiences” of the participants. The findings revealed a common framework of elements that provide insight into DM processes in ICUs and how these are affected by discursive practices.


2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
Somaya H. Malkawi ◽  
Nisrin S. Alqatarneh ◽  
Elaine K. Fehringer

Background. Occupational therapy’s origins draw from Western culture, values, and beliefs which may impact the application of traditional occupational therapy practice in non-Western cultures. Purpose. This study explored how occupational therapists in Jordan facilitate occupational therapy practice within Islamic Eastern culture. Method. A phenomenological approach was used in this study. Semistructured interviews were conducted with eleven occupational therapists that work in Jordan and have at least two years of experience. Data were analyzed using thematic analysis methods. Results. Three central themes emerged: impact of Jordanian culture and Islamic beliefs about independence and disability on occupational therapy practice, the therapists’ notions of ideal occupational therapy practice vs. daily reality, and challenges posed by workspace and the availability of equipment. Conclusion. This study highlights the growing need to translate and expand the core values of occupational therapy to align with cultures in non-Western countries and cultures.


Author(s):  
Karthikeyan Pandiyambakkam Rajendran ◽  
Srinivas Govindarajulu ◽  
Joseph Maria Adaikalam ◽  
Valarmathi Srinivasan ◽  
Sudha Seshayyan ◽  
...  

2021 ◽  
Vol 103 (2) ◽  
pp. 62-63
Author(s):  
Maria Ferguson

In response to the COVID-19 pandemic, the U.S. Congress has allocated just under $190 billion to support K-12 education. As Maria Ferguson explains, these much-needed funds will require states and districts to make plans for how best to use them, and the planning process is complicated in districts that are already stretched and facing unpredictable circumstances. The plans that have been submitted so far vary in their level of detail, but common themes include the effects of the pandemic on student achievement and the mental health needs of both students and school staff.


Author(s):  
Ben Te Maro ◽  
Sasha Cuthbert ◽  
Mia Sofo ◽  
Kahn Tasker ◽  
Linda Bowden ◽  
...  

Self-harm rates are increasing globally and demand for supporting, treating and managing young people who engage in self-harm often falls to schools. Yet the approach taken by schools varies. This study aimed to explore the experience of school staff managing self-harm, and to obtain their views on the use of guidelines in their work. Twenty-six pastoral care staff from New Zealand were interviewed. Interviews were analyzed and coded using thematic analysis. Three themes emerged: The burden of the role; discrepancies in expectations, training, and experience; and the need for guidelines to support their work. This research, therefore, demonstrated a need for guidelines to support school staff to provide support around decision making and response to self-harm in the school environment.


2021 ◽  
Author(s):  
◽  
Alice Jackways

<p>This exegesis explores the relationship between music therapy goals, health goals and education goals in a transition school for adolescents with mental health needs. Secondary analysis of data uncovered language and goals from the schools Individual Education Plans and Individual Therapeutic Plans. The language and goals from each plan were compared and set against language and goals derived from student music therapist’s music therapy goals. The research showed that although goals set by teachers and therapists in the school addressed different areas of education and health, they were in fact linked. The team worked collaboratively to support students to reach health and education goals. Music therapy supported both health and education goals in the school context. This study presents a community perspective on education and health goals in a school context. Adolescents may need support from teachers and therapists to reach education and health goals in New Zealand schools.</p>


2020 ◽  
Author(s):  
Piper Vornholt ◽  
Munmun De Choudhury

BACKGROUND Mental illness is a growing concern within many college campuses. Limited access to therapy resources, along with the fear of stigma, often prevents students from seeking help. Introducing supportive interventions, coping strategies, and mitigation programs might decrease the negative effects of mental illness among college students. OBJECTIVE Many college students find social support for a variety of needs through social media platforms. With the pervasive adoption of social media sites in college populations, in this study, we examine whether and how these platforms may help meet college students’ mental health needs. METHODS We first conducted a survey among 101 students, followed by semistructured interviews (n=11), of a large public university in the southeast region of the United States to understand whether, to what extent, and how students appropriate social media platforms to suit their struggle with mental health concerns. The interviews were intended to provide comprehensive information on students’ attitudes and their perceived benefits and limitations of social media as platforms for mental health support. RESULTS Our survey revealed that a large number of participating students (71/101, 70.3%) had recently experienced some form of stress, anxiety, or other mental health challenges related to college life. Half of them (52/101, 51.5%) also reported having appropriated some social media platforms for self-disclosure or help, indicating the pervasiveness of this practice. Through our interviews, we obtained deeper insights into these initial observations. We identified specific academic, personal, and social life stressors; motivations behind social media use for mental health needs; and specific platform affordances that helped or hindered this use. CONCLUSIONS Students recognized the benefits of social media in helping connect with peers on campus and promoting informal and candid disclosures. However, they argued against complete anonymity in platforms for mental health help and advocated the need for privacy and boundary regulation mechanisms in social media platforms supporting this use. Our findings bear implications for informing campus counseling efforts and in designing social media–based mental health support tools for college students.


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