Back for the future: How do guidance counsellors work with learners returning from stand-downs to help them re-engage with school?

Abstract

This 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.)