ROLE OF THE COUNSELLOR

2.4 The overarching objective of counselling at JESS is to provide a safe, supportive environment accessible to the whole school community where individuals or groups can explore personal problems without judgement to aid self-awareness and reflection. Therapeutic methods used may vary according to the age and needs of the students but the overarching values and philosophy remain.

2.5 The service is both preventative and responsive. Early detection and assessment is crucial in preventing more severe long-term mental health problems. However, counsellors can only work with students who have either been referred or sought the service. When emotional or mental crises emerge, these are prioritised.

2.6 The aims of counselling are specific to the individual, but may include:

2.6.1 Assisting the young person to develop greater understanding of themselves, their relationships with others and their environment to support social and emotional development;

2.6.2 Developing confidence and resilience by creating a better awareness and utilisation of their personal resources;

2.6.3 Helping students reflect on their own thoughts and feelings whilst fostering positive behaviours to help strengthen mental wellbeing;

2.6.4 Providing emotional support and assistance with transitions such as bereavement, parental separation or re-location;

2.6.5 Supporting problem solving and the pursuit of meaningful goals;

2.6.6 Helping young people and their families find specialist support from external organisations to match their needs.

2.7 In addition, counsellors work to educate parents, children and staff on mental health topics with the aim of lessening stigma and broadening understanding.

3.1 The counsellor offers young people a safe and supportive environment to work through difficult issues. The counsellor will listen to a young person’s views, experiences and feelings without judgement in an atmosphere of respect and empathy based on a secure and trusting working relationship.

3.2 Counsellors assist individuals in finding their own solutions rather than providing advice, often utilising tools such as motivational interviewing. Through counselling, students gain a better understanding of how their thoughts, feelings and behaviour affect oneanother and gain skills in coping with difficult thoughts and feelings more effectively.

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3.3 Within the limits of confidentiality (see below), the counselling service seeks to be collaborative. Working with parents, teachers and other key individuals that are important to the child can help support growth and positive change.

3.4 According to the BACP4 the role of the school counsellor includes the following:

3.5 In addition, the JESS counsellors seek to:

3.5.1 Collaborate with pastoral care teams, Teachers and the Inclusion Department, OASIS, to identify children of concern and support emotional growth and development.

3.5.2 Help the wellbeing teams develop school-wide initiatives based around positive psychology principles.

3.5.3 Work with the safeguarding leads to support the early identification of at-risk young people and assist the child protection process.

 “Provide a counselling service to young people who are registered with the school as current pupils;

 Communicate and liaise with school staff, in the best interest of the young person, whilst within the limits of client confidentiality;

 Encourage the engagement of the young person’s family when appropriate and beneficial;

 Liaise with staff in taking and making referrals to and from other agencies;

 Act as a resource to school staff by offering an insight into counselling and promoting the service where possible;

 Maintain accurate counselling session records and to write reports as and when required;

 Practise counselling in accordance with the Ethical Framework for

Good Practice in Counselling & Psychotherapy, published by

BACP”.

4 Good practice guidance for counselling in schools 4th edition, British Association for Counselling and Psychotherapy (BACP). 5 | P a g e