Clare Lennie

The Role of Personal Development Groups in Counsellor Training: Understanding Factors Contributing to Self-Awareness in the Personal Development Group.

ABSTRACT Personal development groups (PD groups) are widely employed in counsellor training with the aim of developing the self-awareness of trainee counsellors, and the intention of this paper is to open a discussion forum of the use of these groups and understand their use more fully. A quantitative and qualitative approach was employed in this study, using focus groups with a cross section of 88 trainees of counselling, at different points in their training, to establish those factors that were felt to contribute to developing self-awareness in the group. A questionnaire was used to measure both trainees’ perceptions of their own self-awareness and the extent to which the contributory factors were felt to be both present and helpful in their current PD group (this is referred to as the ‘comfort fit’). Statistical findings, from the full cohort of 88 trainees, indicated that they were more comfortable in the PD group at the start of their training and less comfortable at the end, although there was no clear relationship between there being a better ‘comfort fit’ and increased self-awareness. These findings are discussed in relation to alternative methods of facilitating the self-awareness of trainees of counselling (such as mandatory personal therapy) alongside the associated complexities of undertaking research of this kind.

New Beginnings: evaluation of a short social–emotional intervention for primary‐aged children

We report on an effectiveness trial of ‘New Beginnings’, a short social–emotional intervention for primary‐aged children. The sample comprised 253 children (aged 6–11) attending 37 primary schools across England. Data on social and emotional competence and mental health difficulties were collected using child self‐report, and parent‐ and teacher‐informant report questionnaires in a pre‐test–post‐test control group design. One hundred and fifty‐nine children took part in the intervention, and 94 children acted as a comparison group. Children in the intervention group attended weekly 45‐minute small group sessions for seven weeks. Child self‐report data indicated that the intervention was successful in promoting social and emotional competence, and that improvements were sustained at seven‐week follow‐up. However, this finding was not replicated in either the teacher or parental data. We conclude that future iterations of the intervention may need to be more intensive and lengthy in order to produce changes in behaviour that are salient to teachers and parents.

Dilemmas in counselling psychology research

In this article, we reflect on some key dilemmas in counselling psychology research in the current context of proliferation of research agendas, stakeholders and other interested parties. Our focus is on the challenges faced by the novice researcher who is often expected to begin research with only a brief training. We offer a pragmatic approach to the often thorny issue of methodological choice, and encourage researchers and research supervisors to give due focus on the research process. Finally, we re-visit the question of the stance of the researcher.

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 ...

Introducing Counselling and Psychotherapy Research

Introduction The Research Underpinning Therapy What Is Research? Preparing for Undertaking Research The Impact of Undertaking Research on the Researcher Quantitative Research: Collecting and Making Sense of Numbers in Therapy Research Qualitative Research: Collecting and Making Sense of Talk, Thoughts and Feelings in Research Ethical Issues in Therapy Research Talking about Research and Dissemination Summary