COLLABORATION

“Consider safety and well-being: base your information sharing decisions on considerations of the safety and well-being of the individual and others who may be affected by their actions.” 6

9.8 In some instances, the student may hold the view that their parents will not understand the situation and telling their parents will make it worse. It is not for the counsellor to decide whether the child’s perception of the situation is correct, but respect that these are the student’s feelings and work with them to help overcome the obstacle, whether imagined or real.

9.9 As counselling occurs during the school day, teachers can be aware that a student is receiving counselling. In addition, the registration administrator may have knowledge that a student is with the counsellor. This is to avoid any safety concerns that would arise if the whereabouts of a child was unknown.

10.1 Where students are willing, it is helpful to have a collaborative approach with parents. Teachers and parents are highly influential in a child’s development and well placed to help the child practise the skills gained in therapy in a daily routine. Whilst it would not be appropriate to share all information from the counselling setting, working with the key adults is useful to help the child integrate new strategies into their everyday lives.

10.2 Following permission from the student, action plans in the form of an email or face to face meeting may be shared. Action plans might include strategies and techniques that teachers and/or parents can implement to support the student. This is particularly relevant for Primary students. In Secondary, a plan may include behavioural activation techniques designed to support mood.

10.3 Collaboration will also be sought with teachers (including OASIS) or nurses to support student needs in class or to highlight issues that may be affecting the student. This is in order to better support their needs and increase understanding of behaviours or emotional vulnerabilities.

10.4 As an integral part of the pastoral system within JESS Secondary, the Head of Pastoral Care is aware of Secondary students accessing the service, but they are not party to the information discussed within the sessions. Heads of Key Stage and Heads of Year may receive information pertinent to ensuring the safety and development of students under their care where relevant, without knowledge of session content.

6 Information sharing, advice for practitioners providing safeguarding services to children, young people, parents and carers, 2018.

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