Phey Ling Kit

Quit Now! A Psychoeducational Expressive Therapy Group Work Approach for At-Risk and Delinquent Adolescent Smokers in Singapore

In this article, we review the risk and protective factors for adolescent smoking, as well as current research on evidence-based practices. The relevance of structured expressive therapy in meeting the maturational and emotional needs of at-risk and delinquent adolescents, and the multicultural context of adolescents in Singapores Asian society are also explored. We present a framework for an evidence-based psychoeducational structured expressive therapy group work model which was pioneered in Singapore residential rehabilitation programs and high schools under the auspices of CARE Singapore.

Exploratory Findings on Novice Group Counselors’ Initial Co-facilitating Experiences in In-Class Support Groups With Adjunct Online Support Groups

This study focused on 16 Asian novice group counselors’ initial co-facilitation experiences in in-class and online support groups. A qualitative analysis using Grounded Theory produced 16 themes in 5 categories. Participants’ Expectations (Causal Condition) and Readiness (Intervening Condition) to co-facilitate, informed their strategic actions/interactions in navigating Challenges, encountered during support group sessions. The consequences were Growth and formation of Views of Online Group Counseling. The majority of participants reported greater awareness of themselves and co-facilitation issues, as well as a preference for the face-to-face counseling platform, over the online counseling platform.

Singaporean Counsellors’ Online Counselling Experiences with Children: An Exploratory Qualitative Study

This study focused on the online counselling experiences of six Singaporean trainee counselling psychologists (TCPs) working with elementary school children in Singapore. A qualitative analysis using Strauss and Corbin’s grounded theory produced 16 themes and 17 sub-themes in 4 categories. Participants’ Counselling Experiences and Interests (causal condition) and Expectations and Reality (intervening condition) informed their Planned and Actual Counselling Actions (strategic actions and interactions) during online counselling sessions. Consequently, they engaged in Analysis and Reflection of their key learning points and professional development needs. Findings revealed that the lack of non-verbal cues enhanced children’s psychological safety and willingness to self-disclose online. TCPs also found it helpful to use a solution-focused approach to work with children and to adapt their face-to-face counselling techniques to online counselling through the use of SITCOMS.

The Language of Resistance in a Counselling Group: Dynamics of Authority and Power

This study presents a qualitative exploration and analysis of the experiences of eight trainee group counsellors from Singapore, Malaysia, China and Japan, in an in-class face-to-face and on-line support group. The study sought to understand how participants co-constructed their experiences of the critical incident of resistance, which they had identified as significant in their post-group reflection papers. Conversation Analysis was used to analyse all session transcripts During the analytical process, it was found that two co-facilitators and one member had used interactional features such as the turn allocation process, conversational practices, declarations and prescriptions, to create and implement their authority and power in influencing the other group members in ways which were considered judgemental, disempowering and offensive by one member, who in turn became increasingly resistant.

Singapore children’s online counselling experiences on a live chat portal

ABSTRACT There was no literature on online counselling with Asian primary school children, and the aim of this exploratory qualitative study was to contribute to the literature by providing information on the online Live Chat counselling experiences of 23 primary school children in Singapore. Eight themes and three sub-themes themes in four categories emerged from the data. The children were motivated to seek help for their problems, and they enjoyed good therapeutic alliances with their counsellors, whom they described as trustworthy and supportive of their emotional and practical needs. They found the online counselling experience helpful because they were able to obtain solutions to their problems. We are able to conclude that online counselling with primary school children has utility in the Singapore context.

Strengthening support for children and youth in Singapore: a personal therapy approach to training paraprofessional counsellors

ABSTRACT Although personal therapy was advocated as a route to personal and professional growth of therapists, it was rarely used in the training of non-professional counsellors, such as teachers and youth workers. This qualitative study explored the experiences of 15 undergraduate preservice teachers and youth workers from a university in Singapore who attended mandatory individual and group personal development sessions as part of para-counsellor training. Twelve subcategories in four categories were identified using Strauss’ and Corbin’s grounded theory methodology. Participants perceived that personal therapy influenced their personal and professional growth, and changed their perception of counselling from negative to positive. Their beliefs in the efficacy of counselling were validated, and they were more willing to seek help through counselling in future.

Changing Conceptualization of the Role of Educational Psychologists in Singapore.

Psychology is a young discipline in Singapore. Hence, perceptions of the roles and responsibilities of an educational psychologist (EP) are still constantly being negotiated and redefined. This qualitative study examined how role negotiations and redefinitions could be actively facilitated through an experiential and intensive two-day Basic Counseling Skills training course. This course was attended by eight trainee EPs enrolled in the only masters-level educational psychology training program in Singapore. A grounded analysis of their pre- and posttraining qualitative questionnaires and focus group discussion revealed the groups evolving conceptualizations about the role of an EP from that of a mere test administrator to a recognition of the need for a more systemic approach in providing intervention. The EPs also recognized their lack of capacity to respond to emotionally distressed parents with compassion and sensitivity, and acknowledged the value of basic counseling skills training. Implications for training and future research are discussed.