New Zealand Journal of Counselling
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Hiki kakau! Navigating the waves--and the wash.
Get PDFBased on the author's perspectives and experiences since emigrating/immigrating to Aotearoa New Zealand 10 years ago, this article focuses on the place of tau iwi (new bones in this land) in the waka, which in this case and context represents the field, practice, and profession(s) of counselling and psychotherapy. Inspired by the five elements of Te Tiriti o Waitangi, that is, the preamble, the three written Articles, and the fourth, oral, Article/clause, this article considers five positions or processes as crucial for tau iwi in finding our place in the waka and in navigating the waves with regard to counselling and therapeutic practice in this country. It also considers some of the wash or backlash we may experience in the wake of decisions we make and positions we take, especially with regard to working with Māori colleagues and, more broadly, to te ao Māori. [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.
School-based mindfulness programmes: Are they effective or developmentally inappropriate?
Get PDFThe effect of anxiety on children is substantial and its impact can lead to detrimental consequences. Mindfulness-based interventions are effective in working with anxiety because they focus on self-awareness of both mind and physiology, and pay attention to the present moment rather than to ruminations (Costello and Lawler, 2014). Internationally, mindfulness-based programmes are becoming increasingly popular among adult populations, both as clinical interventions for depression and anxiety disorders, and as education and prevention tools. Initial research in the field suggests that mindfulness may be an effective tool when working with children. This systematic review analyses studies of national and international mindfulness-based school programmes for children aged from 5 to 12 who are experiencing anxiety. Twelve studies met the criteria for inclusion in this review. Five major themes are identified and discussed: the differing types of anxiety featured in the studies and how each was measured; the varying nature and outcome of the mindfulness-based interventions used in the studies; variability in support for mindfulness-based interventions; the developmental appropriateness of mindfulness for children; and the implications of conducting research in school settings. Limitations of the studies, along with recommendations for future research, are also outlined. [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.
Counsellor self-care: Six New Zealand counsellors talk about their self-care practices.
Get PDFThe purpose of this study was to better understand how counsellors in Aotearoa New Zealand experience and practise self-care by inviting six counsellors (three novice and three experienced) to talk about their own self-care experiences and practices, and their reflections concerning counsellor self-care. The study used a mixture of quantitative data from a self-care questionnaire and qualitative data from semi-structured interviews. Major findings were grouped in the following three themes: (1) In spite of some common elements, everyone has a unique way of managing self-care; (2) Self-care is not only what counsellors do, but also what is in their minds, and (3) Self-care is a journey. Self-care changes over time because counsellors learn and grow. [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.
Back for the future: How do guidance counsellors work with learners returning from stand-downs to help them re-engage with school?
Get PDFThis study explores ways in which school guidance counsellors work with learners returning from a stand-down to help them re-engage with school. Literature was reviewed concerning causes and consequences of temporary disciplinary exclusion, ways in which schools manage behaviour and ameliorate the effects of exclusion, and roles which are, and could be, taken by school counsellors in this context. A qualitative methodology was used. Five experienced school counsellors were interviewed regarding their work with clients who had been stood down. The data was thematically analysed. Themes of advocacy, conflict resolution, and identity-focused therapy emerged. The importance of the counsellor working within an effective, cohesive pastoral team overarched these themes. The role of a counsellor in a pastoral team, and as both an insider and an outsider in a school, is 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.
Who comes to the school counsellor and what do they talk about?
Get PDFPublic and political attention have recently been given to concerns over the mental health and wellbeing of young people in New Zealand. Guidance counsellors, embedded as they are within school communities, are well positioned to offer professional mental health support. In addition, school counsellors report an increasingly busy and complex workload. This article reports on a research project that looked at who comes to see the school counsellor and what issues they talk about. Over a 50-day period in 2018, secondary school counselling services across 11 schools in the North and South Islands of New Zealand collected data specific to their counselling work. Results indicate that counsellors are widely used by students at all year levels, and that the majority of students were self-referring. However, nearly 30% of students wanting an appointment had to wait three or more school days to see a counsellor, the majority of those waiting six or more days. In 9 out of the 11 schools Māori accessed the counselling service at a higher rate than their percentage of the school roll. In 4 of the 11 schools New Zealand European students accessed the counselling service at a higher rate than their percentage in the school. Minority ethnic groups were underrepresented. Five issues--family, anxiety, school, peer friendships, and depression--were the most frequently reported. These results have implications for schools in a wide number of areas, including staffing levels in counselling departments. [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.
My story: A therapeutic writing journey.
Get PDFThis article uses my personal journey to demonstrate how therapeutic writing can be an adjunct to therapy. I am Chinese, I was born in New Zealand, where I trained as a counsellor and, more recently, as a facilitator of therapeutic writing groups. Therefore, a particular focus of this article is on the possible benefits of therapeutic writing for the Chinese community. Research has shown that Chinese people underutilise mental health services and that cultural issues may be a factor in this. In this article, I suggest that therapeutic writing could benefit this population, predominantly as a support for talking therapy and, in some instances, as an alternative. I conclude by describing some of the parallels between talking therapy and therapeutic writing. [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.
A partnership in progress: Bicultural relationships in the Aotearoa New Zealand counselling setting--A critical systematic literature review.
Get PDFThis systematic literature review focused on the relationship between Euro-Western perspectives and local indigenous (Mäori) perspectives of counselling in the context of Aotearoa New Zealand. Twenty-five publications were identified which offered insights into the movement of the counselling profession towards engagement in effective bicultural relationships. Though some convergence appears to be occurring, the review also asked: What are the gaps? Does the still-prevailing Euro-Western approach to theory, education and practice create barriers to meeting the needs of a large Mäori client base, and if so, how might this be remedied? The overall findings recommend the field of counselling continues to undertake robust self-review in order to engage more meaningfully with those who identify as Mäori. Recommendations for future research include consideration of how helpful ideas and concepts could be more fully utilised to provide appropriate services for a diverse local population. [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.
Enhancing professional counselling practice with mindfulness meditation.
Get PDFThe purpose of this review was to gather evidence about the influence of mindfulness meditation on a counsellor's professional practice when approached as self-care. Relevant literature was searched and critically analysed, guided by an assessment of levels of evidence and an appraisal framework. Results indicated that as a self-care approach, mindful meditation may enhance professional practice by reducing stress and anxiety, yet increasing selfcompassion and personal confidence. The findings further revealed that the practice of mindfulness meditation has been associated with core counselling attributes such as clearer thinking, increased capacity for reflection, empathy, and compassion. Overall, however, the results do not provide conclusive evidence of a direct causal relationship between mindfulness meditation and enhancement of professional practice. Implications based on the evidence gathered are provided for individual practitioners and organisations. [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.
New to school: Supporting secondary school students who move schools during the school year.
Get PDFSchool mobility is a widespread problem in the student population of New Zealand secondary schools. It is an ongoing concern for schools, teachers, families, communities, and for students themselves. This article explores the reasons for the movement of secondary school students who change schools frequently. An understanding of the factors influencing this mobility is vital for school counsellors and others involved in pastoral care, because of the potentially related difficulties that may develop. Students may have varied and complex needs and the professionals involved will be better equipped and more responsive if they have this knowledge and understanding. Working with the pastoral care network, teaching staff, and the wider school community, school counsellors can have a further role in advocating for these students. [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.