Eric Hall

Counselling pupils in schools : skills and strategies for teachers

1. Teachers and Counselling 2. A Model for Counselling in Schools 3. Exploration of Concerns and Feelings 4. Strategies for Intervention 5. Empowering Children and Young People 6. The Emotional Development Curriculum 7. Peer Counselling and Support 8. Empowering Parents and Families 9. Cultural Issues in Counselling 10. Coping with Loss and Trauma 11. Counselling for Sensitive Issues 12. Counselling and Guidance of Parents 13. Learning to Collaborate: Working Across the Divide 14. Coping with Stress and Avoiding Burnout 15. Ethical Issues in Counselling for Teachers

An evaluation of the long-term outcomes of small-group work for counsellor development

Abstract A questionnaire was designed which enquired into the long-term professional applications and outcomes of Rogerian small-group and Tavistock Group Dynamics training. The 92 respondents were graduates of either a Masters degree or a Diploma in Human Relations or Counselling Studies in a university course where a ‘small-group’ module was a compulsory element of the taught course. Respondents were drawn from graduates of these one-year full-time or two-year part-time courses over a 21-year period. All respondents were involved either directly in professional or voluntary counselling, in the application of counselling skills in their work, or in training in counselling and counselling skills at work. The respondents reported no loss of learning gains over time: ascribed the application of many specific counselling skills to the small-group training process; reported on the affective component of the learning process; and provided only minimal evidence of forms of psychological damage which could be d...

Item Analysis of the "My Use of Interpersonal Skills Inventory.".

Abstract A 32-item inventory was designed to provide data concerning the extent to which training in interpersonal and counselling skills was applied by educators in their professional and personal lives. An item analysis of the responses of 82 experienced educators was carried out on three testings completed before, soon after and one year following a training skills course. The item analysis revealed a high level of internal coherence for the inventory, indicating that improvement on any skill was related to improvement in the others. Correlations between the three applications of the inventory indicate an acceptable level of test-retest reliability. Apart from a clear face validity, data are reported confirming that interpersonal and counselling skills reported in the inventory are being applied in terms of reports of specific incidents.

Drawings of Trees and the Expression of Feelings in Early Adolescence

Abstract The writing of young adolescents was examined for the difference in the quality and quantity of emotional statements contained in (a) a standard essay and (b) writing based on fantasy and artwork. The differences were dramatic. Their implications are discussed in relation to counselling and education.

Human relations training in a comprehensive school

Abstract A series of weekly double periods were used to try out aspects of human relations training with a group of mixed-ability, fourth-year students in a comprehensive school. A variety of structures and exercises were attempted. Emphasis was placed on looking at situations as they occurred, inviting the students to examine their feelings and thoughts during the experiences. The success of the programme, the problems encountered, and the implications for relationships in schools, are discussed.

In-Service Courses in Human Relations: One Teacher's Learning

Abstract Human relations training includes counselling as an important ingredient. This case-study reports the learning of one primary deputy headteacher during a six-day course, and her continuing efforts to use and extend that learning during the following year. She reported an improvement in classroom discipline, and less stressful and more effective relationships with colleagues and pupils, linking these gains with insights and skills developed on the course. The value to course designers of goal-setting structures is illustrated by the study. Such structures provide an opportunity to take part in, and study, counselling interventions which have real problems as their focus.