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This paper examines the question of how counselling psychology might move forward into the future. It argues that, for many counselling psychologists, the defining feature of our profession lies in a humanistic value-base; and that, to move forward, we need to look at how that could be more fully actualised. The paper argues that this value-base is most succinctly expressed in Levinas's concept of 'Welcoming the Other,' and it proposes five ways in which this ethic might be taken forward: developing our capacity to see beyond diagnoses, enhancing our responsiveness, focusing more fully on our client's intelligibility, taking a lead in giving psychology away, and developing our evidence base. The paper concludes by suggesting that the key issue is not the survival of counselling psychology as a profession; but the survival, development and proliferation of this value-base. [ABSTRACT FROM AUTHOR]

Content & Focus: This paper aims to explore a number of key challenges raised by existential theory to the dominant assumptions, aims and practices within contemporary counselling psychology. It argues that the existential focus on relatedness significantly alters counselling psychology's understanding of, and ways of perceiving individuals as well as the concerns that are brought to the therapeutic encounter. [ABSTRACT FROM AUTHOR]

It is widely accepted that Counselling Psychology is underpinned by both Humanist and Post-Modern epistemologies, and that it holds the practitioner's 'use of self' in the service of the therapeutic relationship to be paramount in the therapeutic encounter. Although Humanism and Post-Modernism can both provide theoretical pretexts for the use of self, these stances to knowledge can be experienced as in conflict with each other, and so generate ambiguity and conflict for trainees. The academic (University) contexts of training courses can feed into aspects of these epistemological conflicts in that they uphold individualist-objectivist stances to knowledge/evidence and styles of communication. In this paper psychological literature is drawn upon to explore how trainees are positioned by the discourses of 'self and 'development' that are available to them, with particular reference to the discourse of 'reflective-practice'. The concept of a plural and dialogical self is used to suggest augmenting the manner in which personal and professional development is conducted and assessed. [ABSTRACT FROM AUTHOR]

This is a polemical paper rather than a 'scientific' paper. It focusses on how systemic changes to public services are impacting on children, families and communities. It is argued that the implementation of neoliberal ideology is rolling back the welfare state, undermining the social justice principles on which it was founded, having profound effects on the fabric of society and potentially making public services less effective in meeting the needs of vulnerable people. Psychologists have skills in working systemically and with individuals to alleviate suffering and improve life chances. It is argued that current policy of shrinking the welfare state and privatising public services is creating conditions which will increase social exclusion and have detrimental impacts on the health and well-being of many people. Economic and political policy has not been the usual territory of psychologists and there may be nervousness about straying out of our 'neutral' positions. However, it is proposed that psychology, in fostering universal psychology initiatives for the benefit of all, cannot afford to be apolitical as the values underlying our work are now under attack. It is suggested that we now need to act as a profession to challenge social injustice and lobby for social change. It is possible to do this without aligning to one political party, but from a values-based position. However, it is acknowledged that this is a complex position to maintain, given that some political movements are more aligned to neoliberal ideology than others. [ABSTRACT FROM AUTHOR]

Corker (2003) describes counselling as a potentially oppressive process. Given the recent launch of the largescale voluntary sector-led Moving People Programme (MPP) which aims to reduce stigmatisation experienced by people with mental health difficulties (Mind, 2007), as well as the fact that the cost of stigmatisation is estimated to be vast (Mason et al., 2001), it seems timely to consider how mental health professionals might be contributing to the process of discrimination. In an attempt to address the marginalisation of people with a diagnosis of personality disorder, the Department of Health issued two specific documents in 2003: 'Personality disorder: No longer a diagnosis of exclusion', and 'The personality disorder capabilities framework - Breaking the cycle of rejection'. The former has meant increased numbers of people with personality disorder being seen within mental health services while the latter acknowledges that better understanding of personality disorder is required in order to interrupt the cycle of rejection often experienced by people with personality disorders due to negative attitudes and practices within agencies. My experience of working in the NHS is that the single most vilified population of service users are those with a diagnosis of Borderline Personality Disorder (BPD). This paper aims to consider how and why discrimination towards people with a diagnosis of BPD is so endemic and argues for the importance of the central humanist orientation of counselling psychology in ameliorating stigmatisation in practice. The paper concludes with some research implications and suggestions for potential ways forward. [ABSTRACT FROM AUTHOR]

This paper discusses the development of a systemic family clinic in a Paediatric Health Psychology setting. Appreciative Inquiry (AI) was used in the development of the clinic and to consider future plans. Reviewing the development of the clinic a year on from the AI session we identified the benefits of embedding systemic family work and training strategy within the department. This was enabled by a willingness to lean into uncertainty, clear boundaries, structure and protected time. AI also helped us to look towards growth in the future. We reflect on the process and offer some key learning points that we hope will inspire others in their own service development. [ABSTRACT FROM AUTHOR]

The Republic of Ireland is introducing major human rights-based reform to its mental health laws. This paper outlines the new legal landscape in which psychologists must operate against the backdrop of present day effects of Ireland’s dark legacy of institutionalisation. A rights-based approach aims to positively transform mental health service delivery and we advocate for person-centred treatments as the ‘new normal’. We summarise the recent advocacy work undertaken by the Psychological Society of Ireland’s Special Interest Group in Human Rights & Psychology. Finally, we present an innovative best practice case promoting future rights-based delivery via the Socio-Ecological Model of Health – Kyrie Farm. [ABSTRACT FROM AUTHOR]

There is a long history of human rights violations in healthcare and those perpetrating such human rights violations have included healthcare professionals, including clinical psychologists (Soldz, 2008; Balfe, 2016). Furthermore, individuals who have been subject to human rights violations which can include torture, discrimination, war, genocide, abuse, and trauma to name a few, are more likely to come into contact with mental health services and as a result, with clinical psychologists. Therefore, clinical psychologists have an ethical responsibility to critically engage with and examine issues pertaining to human rights, as well as their own positionality in respect of this (Patel, 2003). To support this examination, Doctorate in Clinical Psychology (DClinPsy) training programmes should include opportunities for exploration and engagement with Human Rights violations as part of the training of clinical psychologists, however this is not currently consistently the case. In this paper the authors outline and examine the delivery of Human Rights Based teaching to trainee clinical psychologists using pedagogical, participatory and experiential learning techniques. The authors offer qualitative and quantitative feedback from four cohorts of trainee clinical psychologists on the impact of the Human Rights based teaching on their sense of self, their sense of others, their practice, and their ability to critically reflect on clinical psychology as an oppressive structure. The authors present some of the challenges and opportunities of embedding a Human Rights based framework in the teaching and education of trainee clinical psychologists and the implications of this on the practice of clinical psychology. The authors make a case that training institutions which embody principles and values connected to human rights and just psychology are likely to foster a psychological workforce that is attuned with ethics, justice and privilege. [ABSTRACT FROM AUTHOR]

Wellbeing plays a key role in economic psychology, illustrating how psychological mechanisms impact on economic factors. Wellbeing is vital for occupational psychologists as it allows for the development of interventions to protect and improve workers health. The contribution of economic psychology has received little attention within occupational psychology to improve the measurements of individual wellbeing. The aim of this commentary paper was to bring forward a call to action of two methods that have been used in economic psychology that occupational psychologists can adopt to better measure wellbeing. This commentary paper is based on the insights of Kirchler and Hoelzl (2018) and both time-sample diaries and day reconstruction methods. The analysis showed that by using time-sample diaries, occupational psychologists could better understand the current mood, current mental state and objective characteristics of worker situations. This commentary article identified that by using day reconstruction method, occupational psychologists can have a better insight into employee experiences and feelings in a timely manner. This commentary article recommends that by using insights from economic psychology, occupational psychologists can better measure the wellbeing of workers using time-sample diaries and day reconstruction methods. The paper should, therefore, be of value to scholars and practitioners wishing to improve wellbeing. [ABSTRACT FROM AUTHOR]

The article discusses three papers and commentary that were presented as part of a symposium at the Centenary Conference of the British Psychological Society in April, 2001 in Glasgow. Perturbation is a key aim of all the three papers. Of particular interest in the three papers is the increasingly entrenched settlement that permits a bifurcation between "two social psychologies". Steve Brown, psychologist, suggests that what was once a heated debate between critical social psychologists informed by social science, and conventional psychologists informed by natural science, is now better described as a state of "intellectual deep-freeze."

This paper describes how to culturally enhance social prescribing as a community practice in accordance with the ethno biopsychosocial human rights model for educating community psychologists and psychotherapists. It provides a literature review and an overview of the procedures on how to translate the theory into practice. It expands therapeutic approaches as a multidiscipline that involves community psychology, psychotherapy and sports and exercise psychology. [ABSTRACT FROM AUTHOR]

Content & Focus: This Editorial provides a brief reflection of a year in the life of Counselling Psychology Review. It looks back and summarises the activities of the publication over the past year before looking forward and contemplating future developments (if only we had a time machine! - a topical reference to one of the papers in this particular edition). In particular, we summarise the number of submissions the publication has received and reviewed in the past year - a factor that would not be possible with the voluntary support of those contributing peer reviews - and outline the special editions that we have planned for the present year. Finally, we provide a brief overview of what has become an unofficial theoretical special edition. [ABSTRACT FROM AUTHOR]

In 2018 an updated version of the Qualification in Counselling Psychology was launched. This paper provides information for candidates on how to prepare for the written assignments within the portfolios. It is based on the assessment team's experience of candidate submissions over the last ten years and offers advice on how to avoid common pitfalls and maximise opportunities to be successful in written assignments. In particular it focuses on the need to write at a doctoral level and to be aware of the competency driven nature of the assessment regime. Although the paper is specifically written for QCoP candidates the advice would apply across all society qualifications. [ABSTRACT FROM AUTHOR]

Aim: This position paper illustrates prominent theories of reading comprehension and considers how these models have informed reading instruction within the classroom. It then considers how reading comprehension can be supported by educational psychologists (EPs). Methods: This paper presents five sociocultural models of reading comprehension. These models are discussed and used to inform EPs' understanding of effective reading comprehension instruction. Findings: Metacognitive and sociocultural models provide clues that can enhance EPs' understanding of what potentially makes the reading process break down and how reading can be supported within the classroom. Limitations: There are many models of reading comprehension; a comprehensive study of all would not be feasible within the scope of this paper. Discussion/Conclusions: This study offers seven recommendations regarding reading instruction and how EPs can support schools. [ABSTRACT FROM AUTHOR]

Many people find it difficult to accept British psychology's eugenic history. Much of the literature is unhelpful in its abstention from comprehensive and lucid accounts of the Galtonian eugenic origins of much published work on individual differences in intelligence and personality deemed as inherited, the multifaceted nature of eugenics itself, or the complexity of this legacy in the early 20th century. Despite some well researched accounts of highly specific aspects of eugenic influence, the wider picture often remains elusive. Yet as the implications of eugenics for studies of race, class, and the histories of institutions and academic disciplines are increasingly interrogated, this is ever more inappropriate. Its eugenic past forms part of the challenging history of British psychology. Though a single paper cannot address these issues in their entirety, this thematic reappraisal of Galton and his legacy in the early 20th century provides a crucial initial step. [ABSTRACT FROM AUTHOR]

Current political and economic trends in psychology push for an evidence-based practice whereby interventions are chosen on the basis of relevant research findings. Although valuable and effective, the efficacy and the ecological validity of evidence-based interventions has often been questioned, as it can be argued that human beings are too complex presentations to be captured by the restraints of clinical trials only. In addition, the dangers of pressurising psychology services to strictly adhere to manualised guidelines means that specialist's skills might be obscured. This paper and the case-study presented in it position itself in the midst of this debate by highlighting how clinical intuition and idiosyncratic formulations can be integrated and enrich research based practice. In addition, this paper also highlights how these fluid specialist skills are crucial to the vitality of the field and to the identity of counselling psychologists. This urge for a wider definition of what constitutes 'evidence base' when working with such complex presentations as human beings. [ABSTRACT FROM AUTHOR]

Background: Enhanced cognitive behavioural therapy (CBT-E) is the most widely researched therapeutic modality recommended by the National Institute of Clinical Excellence (NICE) guidelines for the treatment of eating disorders. According to CBT-E, in-session weighing, that is, weighing the client each week during therapy sessions, should be a 'non-negotiable' therapeutic intervention. Despite research supporting CBT-E, there is no research that supports in-session weighing as a 'non-negotiable' aspect of therapy. Furthermore, CBT-E posits that behavioural change precedes the therapeutic relationship, which is problematic for counselling psychologists who posit that an empathic, safe and trusting therapeutic relationship are key ingredients to therapeutic change. This paper critically reviews the ways in which 'in-session weighing' can impact on the therapeutic relationship. Method: Searches were made for literature pertaining to in-session weighing; protocolled treatment for eating disorders; ethics in eating disorder treatment and the impact of non-negotiable therapeutic interventions on patients with an eating disorder diagnosis. Qualitative, quantitative and theoretical papers were included in the review. Findings: Based on the literature, this paper argues that in-session weighing, if carried out in an entirely protocolled-driven way, risks overlooking the therapeutic relationship and the individual differences of the clients we meet. However, the paper suggests that CBT-E can be synthesised with counselling psychology's relational ethos by adopting a flexible, transparent and reflective use of in-session weighing. Discussion: Such an approach takes into account the clinician's own values and biases, the context of the client, the presenting difficulties and the clinic setting. Such an approach lends itself to the holistic underpinning of counselling psychology. [ABSTRACT FROM AUTHOR]

Elite youth sport environments present unique psychological and social challenges as well as physical challenges to young athletes. In recent years there has been a growing interest in the impact of the psychological and social context across sport including elite football development. However, relatively little has been shared about how these ideas can be put into practice in real world football academies. This paper aims to illustrate concepts and values that underpin the psychological and social environment in a premier league football academy. It describes the work of the academies 'psych-social team' (PST), who work with, and within, the wider academy. The aims of the PST are to integrate these ideas across the whole multidisciplinary team (MDT) to create an environment that is both safe and psychologically informed to enhance performance and development of young players. By sharing this developing model, we hope to spark discussion, and collaboration across football about how best to create practical and operational solutions to holistic psychological and social development. [ABSTRACT FROM AUTHOR]

Aims: This paper explores the perspectives of recent entrants to the profession of educational psychology, specifically with regard to their discursive constructions about their professional role in delivering therapeutic interventions. Rationale: The purpose of this paper stems from an interest in how Educational Psychologists (EPs), new to the profession, attribute meaning to therapeutic practices and the language they use to describe such approaches. Methods: This research reports on a Discourse Analytical study (DA) that explores the discursive constructions of therapeutic practice within educational psychology. These constructions were taken from the perspective of 15 EPs who were new to the profession. Drawing on data from four focus groups, comprising of three to four participants, Discursive Psychology (DP) was used to analyse the psychological themes emerging from participant talk. Findings: Analysis indicated that five interpretative repertoires were used to discuss therapeutic practice within educational psychology. These included: 'therapeutic-as-skilled'; 'therapeutic-as-eclectic'; 'therapeutic-as-threatening'; 'therapeutic-as-limited' and 'therapeutic-as-emerging'. Conclusions: It is argued that participants were able to take up varying subject positions in relation to therapeutic practice; this seemed to present them as both passive and active agents. When talking about therapeutic work participants appeared to position themselves as confused, reluctant and unconfident, as well as valuable, skilled and motivated practitioners. It is concluded that the relational aspects of therapeutic EP practice are as important as the technical aids or tools used to facilitate this type of work. It is suggested that the uncertainty that exists around therapeutic work within educational psychology reflects the uncertainty of an emerging EP identity. It is felt that EPs, who are new to the profession, have the sufficient agency to negotiate and reconstruct new therapeutic practices that can be embedded alongside other EP roles. However, this will require further investment from leaders and other individuals within the profession. [ABSTRACT FROM AUTHOR]

Aims: This systematic review aims to explore the lived experiences of young gang members to explore the processes that mediate gang membership and offending. Rationale: Gang membership disproportionately effects young people (Home Office, 2016). The link between gang membership and inordinately high levels of severe offending characteristics is well represented in research (Thornberry, 1998). However, the processes that mediate gang membership and offending are poorly understood (Melde & Esbensen, 2011). Young gang members are often passively conceptualised within research and need to have their voices uncovered to better elucidate the psychological processes that link gang membership to offending. Method: A systematic review of qualitative research was carried out following the Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement for reporting (Moher et al., 2009), Six papers were identified which represented samples from both the UK and US. These were reviewed using the Critical Appraisal Skills Programme Checklist (2016) and were subsequently analysed using thematic synthesis. Findings: Young gang members associated offending with its role in reinforcing a community of belonging, providing material and non-material capital and as a response to living within an oppressive context. Conclusions: This research suggests that the internal psychological processes within a gang play an important interacting role with the external marginalised contexts they occupy. Implications of the need for policy, research and practice to better account for this are discussed. [ABSTRACT FROM AUTHOR]

This paper aims to provide an understanding on the meaning of transpersonal psychology. It first examines the current definition of transpersonal psychology and its inherent problems and challenges. It then offers a new insight on the definition by drawing a parallel metaphor from the Taoist perspective and concludes that the nature of transpersonal psychology is fluid like water which is formless. Transpersonal psychologists may well be continuously calling themselves Transpersonal psychologists and let the transpersonal continuously evolve and be defined by the individual concerned. The truth is out there, beyond the definition. [ABSTRACT FROM AUTHOR]

Background: Focus groups are a widely utilised research method in an array of disciplines including the social sciences and, more specifically, in counselling and psychotherapy. They can be effective in assessing attitudes, opinions and experiences relative to a specific context and are relatively time and cost efficient. However, there are also potential limitations with this method, such as a reduced opportunity to participate for individuals and an increased likelihood of conformity in the group setting. Aims: This paper explores methodological issues in conducting and interpreting focus groups, illustrated with data from our own study on couple counsellors' experiences of working with same-sex couples. Method: Data was collected via three focus groups with 11 Relate counsellors and analysed using thematic analysis. The research process was used to reflect upon the experience of conducting and interpreting focus group data. Results/Discussion: The advantages and disadvantages of using focus groups are exemplified in various ways, including evaluating benefits and shortcomings in a different light by considering them as situation specific methodological issues of group interaction and group dynamics. Issues in data analysis are demonstrated by stressing the importance of appraising the content, interaction, and the socio-cultural and biographical contexts of the focus group, participants, and the moderator. Implications: The paper concludes with implications for future research employing focus group methodology. [ABSTRACT FROM AUTHOR]

Despite the widespread practices of tài jí and mindfulness, their principles are often misunderstood in the West. This paper shows the authenticity and integrative wholes of Mindful tài jí by demonstrating its overarching principles. It also provides an account of the lineage of a Mindfulness tài jí. The paper was based on the workshop at the 19th Annual Transpersonal Psychology Section Conference on 18-20 September 2015, Cober Hill, Cloughton, Scarborough, which aimed to provide participants with an insight about tài jí and how it relates to mindfulness, by learning some basic principles and movements. [ABSTRACT FROM AUTHOR]

This paper considers a series of unresolved matters from scientific debates in the 19th century about vitalism and indeterminism. Beginning with everyday experiences of being alive, which at times invoke agency in relation to both the human and the non-human world, alongside the cognitive bias of blaming others and excusing ourselves, the paper moves into an overview of those earlier debates, in a period when psychology was emerging as a discipline separated from philosophy. One common account is that vitalism was put into the dustbin of history by a form of scientific rationalism (which was avowedly reductionist about causes and completely deterministic in its logic). However, the paper considers the various ways in which vitalism and indeterminism have remained important in the academy, across the disciplines. A critical realist position is offered at the end in order to draw out implications of this lack of resolution of older debates for contemporary psychology. [ABSTRACT FROM AUTHOR]

This paper presents the results of a qualitative study exploring clients' perspectives of the impact and helpfulness of a brief coaching programme designed to increase individual resilience during a period of organisational change. Managers in a UK public sector organisation participated in a three-session resilience coaching programme which took place over a six- to nine-week period. Twelve managers took part in a quantitative study (Sherlock Storey et al., 2013) and six in the current qualitative study. Consistent themes, outlined in the paper, emerged from the interviews: tools and techniques; pressured working environment; time and space; moving forward; and coaches. The study provides some insight for organisations who are interested in the potential value of using a coaching approach to increase the individual resilience of key people during organisational change. [ABSTRACT FROM AUTHOR]

This paper outlines the origins, developments, and current state of play of counselling psychology in Australia. The relative strength of the early and middle developmental stages of the professions are contrasted with the current decline largely brought about by the Medicare system. The constraints on future development of the field are examined and the importance of revisiting its philosophical base is discussed alongside the need to vitalise its research culture and publications. The paper concludes with a number of recommendations for strengthening counselling psychology in Australia and a reassertion of the value of counselling psychology for the Australian and international community. [ABSTRACT FROM AUTHOR]

The field of transpersonal education was originally discussed in the mid-1970s, aiming to unite the various domains of human experience (i.e. cognitive, affective, psychomotor) through a series of principles and practices (Moore, 1975; Roberts & Clark, 1976). There has been a paucity of research in the area, furthermore the field has become strongly associated with postgraduate courses (e.g. Rowe & Braud, 2013), opposed to investigating how transpersonal education may be applied to the early years and compulsory schooling sector. Recently, there have been attempts to redefine transpersonal education to provide a balanced focus within compulsory schooling (Buckler, 2011; 2013), with initial research suggesting that the field has cross-cultural interest. This paper extends research into the concept through analysing current publications in the field, while also deriving international perspectives from participants. To conclude, a discussion of the UK context is provided where an opportunity is highlighted for transpersonal psychologists to lead future development. [ABSTRACT FROM AUTHOR]

This article is the second in an occasional series of papers that attempt to articulate different approaches to coaching practice and should be read in conjunction with the first article about working with finger puppets (Turner, 2016). Both articles illustrate a set of different approaches to further coaching practice that seeks to support innovation and creativity amongst the coaching fraternity. Although walking-coaching is not entirely new as an approach (Read, 2016), coaching can too often be portrayed as a static event in closed offices or more informal spaces such as cafes. Such approaches can have a psychological dimension such as outlined in Bachkirova (2014) and Spinelli (2014), both of which highlight the ways in which learning can be considered as emergent as humans experience their own ways of being in the moment and in the environment. [ABSTRACT FROM AUTHOR]

The world is dominated by doing - from doing therapy to doing up shoe laces. This paper briefly examines some of what continues to be done by psychology experts. Doing less seems never an option and a systems theorist might suggest that doing anything will be met by opposing forces to maintain the homeostasis. A few tentative suggestions are made for a more cautious praxis within the psychology industry. [ABSTRACT FROM AUTHOR]

Working in a consultation role in a large secondary school over the last few years has provided me with a window into that world. In this paper, I will discuss my observations on the impact of political and social changes on students and staff and how the culture within a school can have both positive and negative impacts on psychological wellbeing. I will consider the opportunities for whole-school community engagement in making change happen. [ABSTRACT FROM AUTHOR]

This paper discusses the foundation of phenomenological research in Husserl's original ideas. A specific form of phenomenological research, called Structural Existential Analysis (SEA) is then introduced and outlined. The paper details various components of SEA, such as use of the three reductions, dialogical and hermeneutic interviewing, working with bias, the four worlds' model and its paradoxes, working with the timeline and making us of the emotional compass. [ABSTRACT FROM AUTHOR]

Counselling psychology takes a contextualised perspective to people, and so this paper outlines some of the issues that impact on popular understandings of sexuality, in everyday terms and also in terms of psychological impact. The terrain of sexuality is very broad, so this paper uses same-sex sexuality, and our assumptions about it, as its predominant focus. The second half of the paper considers the way in which existential phenomenological perspectives can enhance our understandings of sexuality and provide counselling psychologists with useful insights. Conclusion: The frameworks of both existential psychology and counselling psychology overlap and, when considered together, offer useful ways of understanding social and therapeutic issues. [ABSTRACT FROM AUTHOR]

Purpose: The present paper reviews the scholarly literature on mindfulness and coaching and explores the potential contributions to coaching psychology of empirically supported intervention approaches that are based on or incorporate mindfulness concepts or practices. Method: The main psychological mindfulness intervention approaches are described and their effects with non-clinical populations are reviewed. Evidence is then documented to suggest emerging applications of mindfulness interventions to coaching psychology. Results: The evidence reviewed suggests that mindfulness may enhance the well-being and effectiveness of coaches who have a personal practice of mindfulness; improves the well-being and psychological functioning of clients who are taught mindfulness skills; offers a rich repertoire of evidence-based techniques and strategies for facilitating change; and may contribute to theoretical base of coaching psychology, particularly with regards to understanding the process of individual change. Conclusions: This paper makes suggestions for coaching practitioners, discusses practical guidelines for integrating mindfulness into the practice of coaching, and makes recommendations for future research. [ABSTRACT FROM AUTHOR]

Content & Focus: The aim of this theoretical paper is to bring to the fore current discussions and issues regarding social justice in counselling psychology practice and training. Although counselling psychologists are required by law to engage in anti-discriminatory practice, this seldom changes the reality of marginalised and oppressed client groups outside the therapy room -- they continue to face oppression and discrimination in their daily lives. The paper discusses relevant literature on social justice and social advocacy in counselling psychology with a special focus on counselling psychology training in the US geared towards incorporating social advocacy, including the scientist-practitioner-advocate model. Conclusions: The paper highlights that the debate on social justice and social advocacy, whilst considerably advanced in the US, has not spread with equal fervour across the Atlantic to the UK. It proposes that if counselling psychologists in the UK are to be committed to working with diverse populations, and to antidiscriminatory practice, then this discussion is a crucial one to be engaged with, starting as early as during doctoral training. [ABSTRACT FROM AUTHOR]

This article is the fifth in a series for The Coaching Psychologist which is drawn from the Motivational Interviewing (MI) approach. In the previous papers I have summarised briefly the principles of MI (Passmore, 2011a). In four further papers for the techniques section I have offered a perspective on the application of 'Reflective listening' (Passmore 2011b), 'The balance sheet technique' (Passmore, 2011c), a 'Typical day' (Passmore, 2012a) and 'Recognising change talk' (Passmore 2012b). In this paper I will briefly review a 'technique' which is at the start of the MI process and while not formalised in much of the coaching literature is a common practice among coaching psychologists when using Cognitive Behavioural Coaching and behavioural-based approaches such as GROW. This technique, Agenda Mapping, aims to help the coach and coachee to agree the focus for the coaching conversation. [ABSTRACT FROM AUTHOR]

This paper provides a brief overview of research into coaching in one specific safety critical environment - driving. The paper will briefly review the issues behind the research agenda, summarise the four peer-reviewed papers which have been published and their implications for driving practice and policy, as well as for coaching research and practice. Finally the paper will set out the agenda for further research being undertaken in this area of 'safety coaching' to support behavioural change and learning. [ABSTRACT FROM AUTHOR]

The paper reviews a range of existing coaching models published from 2000 to 2010 that have been widely used in the field of executive coaching, personal coaching and performance coaching. It has been found that these models provide a comprehensive template or pervasive structure of effective coaching practice. The structure covers seven main elements: coaching relationship; learning process; evaluation of outcomes; context and environment; essential coaching skills; qualities and attitudes; and finally ethical consideration. The paper unpacks each element and discusses the characteristics of effective coaching practice. It concludes that coaching practitioners should design their models based on these fundamental elements and ground their practice in solid theoretical understanding and empirically-tested models. [ABSTRACT FROM AUTHOR]

This paper uses a qualitative methodology to explore how those with a diagnosis of bipolar disorder view their mental health as related to their finances. Themes identified were guilt around impulse spending, comfort spending and avoidant coping with finances. [ABSTRACT FROM AUTHOR]

The behaviours of children or young people in educational settings are a major cause for concern in the UK and internationally. Recent policy in the UK has stressed the impact of 'poor' behaviour upon teacher welfare and efficacy. Children or young people classified as 'having' SEBD (Social Emotional and Behavioural Difficulties) are a group whose welfare has elicited particular concern amongst educational psychologists (EPs), educators and policy-makers. This paper is an exploratory analysis of written accounts by 150 teachers about their professional experience and perception of children/young people presenting SEBD. Phenomenographic analysis of data suggested a set of identifiable personal-professional responses, disclosing an often troubled personalprofessional accommodation of tensions between policy and practice. Research literature exploring educators' perceptions of children presenting SEBD is addressed in this context. A consideration of methodological issues is made, specifically those associated with phenomenography. A key recommendation of this paper is that EPs have an important role in helping teachers to develop positive, sustainable and psychologically-informed practice with individuals who present SEBD. The justification for this recommendation focuses upon the benefits of approaches that emphasise relationships in and around school rather than on behaviour per se. The need for comparative, international research on this issue is highlighted as is the need to recognise systemic connections between aspects of an educator's perceptions of an individual presenting SEBD and aspects of their response in practice. [ABSTRACT FROM AUTHOR]

This article is the fourth in a series for The Coaching Psychologist which is drawn from the motivational interviewing approach. In the previous papers in the publication I have summarised briefly the principles of Motivational Interviewing (Passmore, 2011a) and offered a perspective on the application of 'Reflective listening' (Passmore, 2011b), 'The balance sheet technique' (Passmore, 2011c) and a 'Typical day' (Passmore, 2012). In this paper I will briefly review a 'technique' which is at the centre of effective use of MI, 'Recognising change talk' (previously known as 'self-motivating statements'). The ability to recognise the type of change talk used by clients is a key skill of the MI practitioner and its content can usefully inform the practice of coaching psychologists. [ABSTRACT FROM AUTHOR]

Aim: The Emotional Literacy Support Assistant (ELSA) project is a targeted professional development intervention for Teaching Assistants, delivered and supervised by Educational Psychologists (EPs). The intervention aims to build the capacity of schools to support the social, emotional and mental health needs of their pupils' using their own resources. This paper reports the evaluation of an ELSA project in one Local Authority. Rationale: There is very limited research on how the ELSA project is experienced by the young participants. This research therefore evaluated the ELSA project from the perspectives of primary school children, in order to explore whether the project was effective and to identify the factors that contributed to the perceived effectiveness. Methods: The research followed a mixed-methods design, with 53 children between the ages of six and eleven years completing quantitative questionnaires and nine children participating in semi-structured interviews. Findings: The research findings indicated that a number of significant factors contributed to the perceived effectiveness of the ELSA project, including the importance of the therapeutic relationship with the ELSA teacher, having a space to talk and think about feelings and building resilience, confidence and self-esteem. The children also identified aspects of the ELSA project that they felt could be improved upon, included feeling prepared before starting and understanding what happens once the project finishes. Conclusions: The findings from this research offer a unique contribution to research into the ELSA project, which can be used by both ELSA teachers and EPs. The findings may also be pertinent to EPs outside of ELSA related work, highlighting the importance of listening to children of all ages and using alternative methods such as drawing to support them in sharing their views. [ABSTRACT FROM AUTHOR]

This paper explores the use of finger puppets within coaching sessions as guides, as an aid for reflective thinking and as a reflective aid to eventual action. These can be used as part of an exploratory approach to coaching. [ABSTRACT FROM AUTHOR]

This paper describes the process of adapting a face to face cognitive behavioural coaching (CBC) model, PRACTICE (Palmer, 2011), into a virtual self-coaching programme and presents the results from a pilot study concerning the usability of the programme. There are a lack of studies regarding effects of assisted and non-assisted cognitive behavioural virtual coaching programmes in the workplace. With the increasing public health focus on wellbeing and prevention of mental illness, coaching psychology (rather than psychotherapy) could play an important role. Virtual coaching programmes accessible on company intranets may take a preventive role and provide cost-effective ways to reach larger work populations. They may lower the threshold for seeking further assistance with issues at work that potentially, if not detected and handled, could lead to decreased wellbeing. The intervention group consisted of nine participants and the results suggested that the software/programme design/method were user-friendly. The results further indicated that post-test scores were higher than pre-test scores concerning wellbeing and goal attainment after the six-week self-coaching programme. The pilot study was however limited by a small sample size and the results should therefore be interpreted merely as indications. The primary conclusions drawn from this study were that the results suggested that the programme's self-coaching and goal attainment process were designed in a methodical and user friendly way. [ABSTRACT FROM AUTHOR]

This paper explores issues related to reflection-in-action, an essential tool in the development of coaching expertise, and discusses how note-taking by the coach during the coaching conversation can help develop the coach's skills in this area. Reflection-in-action is in-the-moment reflective use of experience and knowledge so as to better facilitate the coaching process. This requires a high level of self-insight - a clear understanding of one's thoughts, feelings and behavior. Levels of self-insight can be developed by mindfully engaging in exercises designed to raise in-the-moment awareness during the actual coaching process. Structured note-taking is one such approach that has been shown to be effective. The development of these skills allows coaches to be more agile in the coaching process, and helps them work in both structured and unstructured ways with their clients. Case-based examples are presented along with suggestions for the development of these skills. [ABSTRACT FROM AUTHOR]

The rapid rise in recent years of cyberbullying in schools has largely taken the education community by surprise, and only now are we developing an understanding of how widespread cyberbullying in schools has become, the different forms that it can take, what motivates pupils to engage in cyberbullying, and what strategies schools can employ to prevent it. This paper takes stock of research findings dealing with cyberbullying by pupils in order to create a psychological typology of pupil cyberbullies. Five common types are identified and described: the sociable cyberbully, the lonely cyberbully, the narcissistic cyberbully, the sadistic cyberbully, and the morally-driven cyberbully. A better understanding of these cyberbullying types will help ensure that the strategies used to prevent cyberbullying by pupils take account of the psychological attributes (both personal and social) that underpin such behaviour. [ABSTRACT FROM AUTHOR]

The role of bystander involvement in bullying has been widely researched and documented. Nevertheless, bystanders who stop the bullying and/or aid the victim are still the exception rather than the norm. Two factors that seem to be closely related with the decision by bystanders regarding whether to support the victim, are their levels of self-efficacy and moral disengagement. This study seeks to explore students' perception of their own power to make a difference in bullying situations and their level of responsibility towards their victimized peers. These perceptions will be compared before and after a bystander focused intervention at a secondary school in Mexico in order to explore moral disengagement dynamics and the bystander roles that students can adopt to make a difference within their own behavioural repertoire. This intervention model could increase responsible bystander intervention and reduce bullying situations in schools. This paper presents preliminary findings from the pre-intervention data collection stage. [ABSTRACT FROM AUTHOR]

This paper provides an overview of Q Methodology and an example of how it has been used in educational psychology research to explore the views of Year 6 students (aged 10-11) in relation to transition to secondary school. This is followed by an example of how this transition work has been applied to practice, by using a card sorting approach with a young person, so as to understand their viewpoint regarding their own individual view of transition. Q is commended to educational psychologists as a critical, respectful and person-centred methodological approach that is useful at hearing a range of voices, including those marginalised, as well as a novel activity (card sorting) that can enable young people who are less able or willing to converse, to explore their views. [ABSTRACT FROM AUTHOR]

Diagnoses of autism continue to be a focus of educational psychologists' work. Discourses surrounding autism can, unfortunately, present limited views and ways of working with these young people when individual assessment and reliance on checklists is organised so deviance from 'normality' can be identified. This often impacts on the complexities of disclosure for the young people themselves and the relationships they have with the professionals that should support them. There is a wealth of autobiographical accounts from individuals who have been given a diagnosis of autism. A narrative approach, which views young people as the experts on their lives and the collaborators in our future understanding of their relationship with problems, is one way of privileging 'insiderknowledges' and guiding professionals towards constructing a different understanding of autism. This paper documents a piece of educational psychology casework that explores one young person's relationship with autism from a social constructionist perspective. The paper considers the implications of viewing such 'problems' within a structuralist versus post-structuralist framework. In challenging global truths and the 'medical model' of autism, it provides an example of how a young person's preferred identity can be constructed through a narrative framework. The paper concludes by considering alternative ways for professionals to practice in which there is a move away from limitations and impairments towards reconstructing views about problems and understanding individual experience. [ABSTRACT FROM AUTHOR]

In the fast-paced society in which we live, we find ourselves using convenient 'shorthand' to help our work become conveniently more practical. Whether giving a lecture, conducting an assessment or writing up any of the above processes we resort to shorthand for the sake of efficiency, and sometimes in the belief that it makes us more professional. In so doing, we risk forgetting the contradictions in the language and practices that we use as this is suppressed in the shorthand. This paper shows how narrative helps practitioners and researchers to create spaces in their work where children escape the compartmentalisation. Through narrative, possibilities are created in the closed spaces that constitute shorthand practices. Using vignettes of lecturing and assessment, this paper gives examples of how narrative allows for practice that is more respectful of children. We will be using Lyotard's writing on grand and small (petit) narratives on performativity, and Derrida's idea of aporia. [ABSTRACT FROM AUTHOR]