New Zealand Journal of Counselling
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Counselling Korean migrants in New Zealand.
Get PDFThis article focuses on Korean migrants who are living in multi-generational and multi-cultural households and their family dynamics. It aims to offer insights for counsellors working with those who have come to New Zealand relatively recently. Informed by qualitative research into the experiences of 1.5-generation Korean-New Zealanders, the article examines their coping strategies as children and their decision-making processes as parents. Some cultural aspects to consider in counselling practice are discussed: multiple cultures within the household, cultural reasons behind clients' decisions, counsellors' critical role with children and adolescents, recognising strengths as well as anxiety, distinctive gender roles in family dynamics, support for transnational families, improvement in communication skills, and considerations for the wellbeing of older migrants and their grandchildren. Recommendations for counsellors are offered based on the research and the author's experiences as a Korean counsellor
How common is brief counselling in New Zealand?
Get PDFBrief counselling is pervasive in the international counselling and therapy literature. Average sessions per client of fewer than ten are the rule, not the exception, and the modal number of sessions is most often one. Earlier data from New Zealand were consistent with these findings (Manthei, 2017), and more recent research has provided additional support. This additional research is summarised in this article and the implications for counsellor-educators and practitioners discussed. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
Considering beginning counsellors' development of "self" in a personcentred and dramaturgical space.
Get PDFThe counselling space is a safe, controlled, and closed environment in which personal realities can be reflected upon and challenged. In training, this space becomes a stage where the novice counsellor/actor is attempting to make a favourable impression on their client, educator, and supervisor audiences. Here they test out newly acquired knowledge and rehearse and refine an ideal professional counselling self - a self that is initially experienced as dissonant and unfamiliar. To examine this transition from temporary professional counsellor persona to a more fully realised counsellor self this exploration takes a wholly Eurocentric stance in its conscious decision to present two seminal counselling and sociological theories. Carl Rogers's (1961) distinguished and influential theory of self, and Erving Goffman's (1969) unconventional dramaturgy of self-presentation, which uses the imagery of theatre to examine face-to-face interactions. In the former, and exemplified in their working relations with clients, beginning counsellors aspire to become independent, fully functioning persons. In the latter, counsellors in training are effective as actors when their collaborative work with clients achieves mutually believable and successful performances. This discussion invites further comment from counsellors, educators and supervisors on the value of considering this normative phase in the beginning counsellor's training from diverse perspectives. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
Existing school-based programmes that increase young peoples’ capacity to manage stress: A modified systematic literature review
Get PDFThis research presents the results of a systematic literature review, modified in size and scope from a traditional review, exploring programmes provided through schools in New Zealand and Australia that aimed to increase young people’s capacity to manage stress. While this review was being conducted, the worldwide COVID-19 pandemic was taking place, which reinforced the importance of addressing young people’s wellbeing. This review found several programmes that improved young people’s responses to stress and that could be adapted to classroom, outdoor, and online contexts. Interventions with promise included cognitive behavioural therapy, acceptance and commitment therapy, and outdoor programmes. Of those programmes that produced promising results, further research is warranted to confirm the efficacy of the interventions used in them
Supervision and continuing professional development: Supervisors' hopes for meaningful, supervision-supported CPD.
Get PDFContinuing professional development (CPD) is now embedded into the New Zealand Association of Counsellors (NZAC) practices, such as its members' supervision, processes for membership renewal and applications for annual practicing certificates. Since its implementation in 2017, a number of developments have been made to NZAC CPD requirements, and in 2020 the process went online. During the same year, six experienced supervisors participated in a small-scale study in which they were interviewed about their experiences of the CPD process and its effects on supervision. The research project was part of a postgraduate paper in professional supervision and worked to introduce and engage researcher-students, all of whom were experienced counselling practitioners, in a supervised collaborative project. This article offers a review of literature on CPD and supervision, and presents the new findings about supervisors' hopes for meaningful, supervision-supported CPD. The findings highlighted limitations with current competencies for CPD and questioned these competencies as reflecting dominant Pākehā constructions of counselling and therefore, having effects for Māori practitioners. The study also revealed a tension between treating professional development as a requirement to be accounted for and hopes for supervision as a space to reflect on and shape future professional development. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
Walking a tightrope: A balancing act by school counsellors.
Get PDFWhen clients report harm or abuse to a counsellor and the threshold of "imminent harm" is not met, the counsellor faces potentially competing ethical imperatives. While reporting or informing others can bring safety, it can also harm relationships, including the therapeutic alliance. Focussing on the context of school counselling, this article makes a case for the relative autonomy of counsellors if they wish to consult with other professionals to help clarify their ethical, moral, and legal obligations. We argue that counsellors need not inform clients that such consultation has occurred. In addition, this article explores language that preserves the therapeutic relationship and advocates for a collaborative response to harm reduction that wherever possible prioritises client choice and agency around matters of disclosure. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
Turning a back on violence: Storying anti-violence with young men in schools.
Get PDFWhat are some of the effects of inviting young men troubled by violence to take up non-violent identity claims? This article describes narrative therapy practices in reauthoring stories of violence with one of two young men in a New Zealand secondary schooli. The core outcome of this article is displayed through seven therapeutic "movements" within counselling conversations with Carl, one of the participants. The approaches demonstrated offer possibilities for the development of anti-violence practices within schools that deconstruct notions of masculinity. A scaffolded therapeutic conversation towards alternative understandings of masculinity is presented that produces more hopeful and respectful ways of being as men. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.
Responding to non-suicidal self-injury in New Zealand secondary schools: Guidance counsellors' perspectives.
Get PDFSchools and school-based mental health professionals play a critical role in responding to adolescent Non-Suicidal Self-Injury (NSSI). However, little is known about the experiences in particular of guidance counsellors responding to NSSI in New Zealand secondary schools. We present here a descriptive thematic analysis of a focus-group discussing the experiences of 14 guidance counsellors working in secondary schools. Counsellors emphasised the key aspects that were important in determining how to respond to student NSSI: the role of confidentiality, disclosure to and involvement of family or whānau, the maintenance of the therapeutic relationship, and the importance of a thorough assessment. Among the wider school staff community, counsellors reported staff misconceptions and discomfort with NSSI, as well as failure to report instances to the NSSI counselling team that school staff had witnessed. We suggest that school communities would benefit from NSSI-specific staff training, as well as a school protocol for addressing student NSSI, and conclude with suggestions for guiding a discussion among pastoral care and senior leadership teams. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.