• Login
• Admin

MacDonald, Shelley and Winship, Gary (2016) The primary school as a therapeutic community. Therapeutic Communities: The International Journal of Therapeutic Communities, 37 (1). pp. 18-26. ISSN 0964-1866

Full text not available from this repository.

Abstract

Purpose – The purpose of this paper is to consider the changes underway in the delivery of services to children and young people in schools, not least that OFTSED will soon be routinely carrying out an assessment of mental health provision in schools. This paper considers the policy context to these changes and the recent initiatives that are informing the evolution of initial teacher training. Alongside the changes in Child and Adolescent Mental Health Services there are an increasing number of schools developing counselling and psychotherapy services. How can the School counsellor look to develop a who school as therapeutic community.

Design/methodology/approach – A case narrative is presented of a seven-year-old child who was referred to the school counselling service. The narrative draws attention to the array of dynamic interactions, from peers to teachers to parents which the school counselling manager encountered.

Findings – It is argued that it is necessary for the school counsellor to have a framework for understanding how all parts of the school work together and it is proposed that we might usefully consider the primary school as a therapeutic community.

Originality/value – There are a raft of policy changes and practices in recent years that have altered the landscape of early intervention and the mental health agenda in primary schools. This paper captures this debates and consider how therapeutic community ideology is positioned as an opportunity to think more expansively about mental health in primary schools

Item Type:	Article
RIS ID:	https://nottingham-repository.worktribe.com/output/980190
Keywords:	Therapeutic communities, Teachers, Psychotherapy, Early intervention, Primary schools, School counselling
Schools/Departments:	University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number:	10.1108/TC-01-2016-0001
Depositing User:	Eprints, Support
Date Deposited:	06 Apr 2016 13:53
Last Modified:	04 May 2020 20:05
URI:	https://eprints.nottingham.ac.uk/id/eprint/32676

Actions (Archive Staff Only)

Edit View