How do counsellors and psychotherapists understand diet and nutrition as part of the therapy process?

This is the peer reviewed version of the following article: Terry, N., & Reeves, A. (2015). How do counsellors and psychotherapists understand diet and nutrition as part of the therapy process? Counselling and Psychotherapy Research, 15(4), 309-319. https://doi.org/10.1002/capr.12041, which has been published in final form at https://onlinelibrary.wiley.com/doi/abs/10.1002/capr.12041. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-ArchivingBackground: Opinion and information in the public domain suggest that an individual's dietary and nutritional intake may be an important factor in both their physical and mental health. However, at this time in the counselling and psychotherapy field, it is not common for therapists to address issues of dietary intake and nutrition with clients. Aims: This qualitative heuristic study explores the perceptions and beliefs of qualified counsellors and psychotherapists, exploring how they understand dietary and nutritional information to be relevant as part of the therapeutic process with clients. Method: six participants were recruited through email, journal advert, poster and leaflet distribution. Data were gathered with semi-structured telephone interviews and analysed using interpretative phenomenological analysis. Findings: Seventeen themes were identified and organised under four master themes: (A) personal aspects of the therapist; (B) therapeutic approach and philosophy; (C) diet and nutrition within the therapy process; and (D) considering ethical practice. Implications: Implications for practice include the consideration of multidisciplinary working and developing appropriate training for practitioners in this area

A case for taking the dual role of counsellor-researcher in qualitative research

This is an Accepted Manuscript of an article published by Taylor & Francis in Qualitative Research in Psychology on 3rd August 2016, available online: https://doi.org/10.1080/14780887.2016.1205694There is ongoing debate about whether the challenges of practice-based research in counselling, with clients’ discourses providing the raw data, can be overcome. This article begins by considering the argument of whether taking a dual role of counsellor-researcher within case study research is a legitimate qualitative approach. A case example using sand-tray in short-term therapy with adults from a pluralistic perspective is provided to demonstrate how the challenges of the dual role can be managed to produce effective research findings. It is suggested that this approach closes the gap between research and practice to produce findings that are highly relevant to the counselling context. The ethical considerations of taking a dual role of counsellor-researcher are considered, and opportunities and challenges when adopting this approach are identified

Tips to make research teaching and learning enjoyable and productive for counsellors, psychotherapists and their tutors

© 2019 British Association for Counselling and Psychotherapy This article identifies the learning expectations and experiences of qualified counsellors and psychotherapists undertaking higher education awards with specific regard to research activity. Drawing on the current literature and some early findings from focus group research with students, combined with our personal and professional experiences, we identify what contributes to a productive research experience. This is used as a basis to provide tips for both teachers and those new to research to make counselling and psychotherapy research enjoyable and productive. A full research paper is in preparation

Towards a systematic model of coaching supervision: Some lessons from psychotherapeutic and counselling models

Although recent research reveals a growing engagement amongst coaches with supervision, many coaches still pursue their professional practice without the support and guidance of a supervisor. Also, while the organisations that purchase coaching are clear that the coaches they hire should have supervision, they are unclear as to what forms that supervision should take. This article sets out to identify the kind of models of supervision that might be appropriate to coaches by exploring models and lessons from the supervision of counsellors and psychotherapist. Such models are valid because many current practising coaches are professionally trained as counsellors or psychotherapists, and a range of alternative supervisory models have been tried and evaluated over several decades. Applying elements of these models to a coaching context has allowed for the design of what is termed a systemic model of coaching supervision, with contracting, teaching and evaluation at its core. Models of the supervisory relationship are also discussed as important elements of the supervisor-coach alliance

Narrative approaches in mental health: preserving the emancipatory tradition

Narrative approaches have exercised an emancipatory influence within mental health. In this article, it is suggested that there is a risk that the emancipatory tradition associated with narrative may be co-opted through contemporary mental health strategy by a narrow agenda which promotes a particular Western and neoliberal form of citizenship. This may limit the way recovery can be imagined by equating it solely with the future-orientated individual who strives, above all, to be economically independent. To resist this, it is suggested that narrative in mental health should be approached with recourse to therapeutic thinking which promotes a relational ethos of ‘recovery together’. The ‘recovery together’ model is subsequently considered in relation to narrative research on temporal understandings which have been conducted in disability studies and in the area of chronic illness. These studies point towards the value of a relational orientation towards well-being in the present, rather than fixating on future goals. It is suggested that a relational philosophy of the present might be usefully incorporated into narrative approaches when working therapeutically with people suffering from mental distress. It is argued that this might enable users and practitioners to extend the available narrative templates and to imagine recovery in diverse ways which support personal transformation and, ultimately, contribute to social change

Effectiveness and cost-effectiveness of humanistic counselling in schools for young people with emotional distress (ETHOS): study protocol for a randomised controlled trial

Background: One in ten children in Britain have been identified as experiencing a diagnosable mental health disorder. School-based humanistic counselling (SBHC) may help young people identify, address, and overcome psychological distress. Data from four pilot trials suggest that SBHC may be clinically effective. However, a fully powered randomised controlled trial (RCT) is needed to provide a robust test of its effectiveness, to assess its cost-effectiveness, and to determine the process of change. Methods/design: The Effectiveness and Cost-effectiveness Trial of Humanistic Counselling in Schools (ETHOS) is a two-arm, parallel-group RCT comparing the clinical and cost-effectiveness of SBHC with Pastoral Care as Usual (PCAU) in school settings. Eligibility criteria for young people include being between 13 and 16 years of age and experiencing moderate to severe levels of emotional distress. Participants are randomised to receive either SBHC or PCAU. SBHC is delivered in up to 10 weekly, individual sessions in their school with a qualified, experienced counsellor who has also received training using a clinical practice manual. Adherence to the SBHC model is assessed by a sub-team of auditors and in clinical supervision. PCAU consists of the schools’ pre-existing systems for supporting the emotional health and well-being of students. The primary outcomes are psychological distress measured using the Young Person’s Clinical Outcomes in Routine Evaluation (YP-CORE) and costs evaluated using the Client Service Receipt Inventory (CSRI). Secondary outcomes include psychological difficulties, levels of depression, anxiety and self-esteem, well-being, school engagement, educational outcomes and achievement of personal goals. Qualitative interviews with participants, parents and school staff will look to identify the mechanisms of change in SBHC. Researchers administering the measures are blind to allocation. The trial requires n = 306 participants (n = 153 in each group), with 90% power to detect a standardised mean difference (SMD) of 0.5. An intention-to-treat analysis will be undertaken. Discussion: This RCT is powered to detect clinically meaningful differences, and will make a major contribution to the evidence base for mental health provision for adolescents. It will have implications for all stakeholders, including policy-makers, statutory advisory bodies for child welfare, head teachers, children and young people practitioners, child welfare and parenting organisations, and young people. Trial registration: Controlled Trials International Standard Randomised Controlled Trial Number (ISRCTN) Registry, ID: ISRCTN10460622. Registered on 11 May 2016

Developing and enhancing research capacity in counselling and psychotherapy : a research training manual

This manual contains a wide range of research training resources that can be used for teaching counsellors and psychotherapists. There are lectures, PowerPoint presentations, information handouts and leaflets and experiential exercises. Some of these resources may be used in routine counsellor and psychotherapist training sessions and others specifically for research methods training. While much of the material has an academic level of Masters degree in mind, many of the resources have wide applicability, from undergraduate level to doctoral study. The manual takes an experiential approach to research training, encouraging students to learn by doing rather than listening. It is also firmly rooted in the belief that all counsellors and psychotherapists need to understand and be involved with research in some way. [With accompanying DVD