NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ938779
Record Type: Journal
Publication Date: 2006
Pages: 18
Abstractor: As Provided
Reference Count: 116
ISSN: ISSN-1360-3116
Beyond the Classroom: The Inclusion of Young People with Learning Disabilities in UK Mainstream Counselling Services
Pattison, Sue
International Journal of Inclusive Education, v10 n6 p547-564 2006
Counselling is increasingly seen as a way of addressing the psychological needs of young people with emotional, behavioural and academic problems. This paper explores the existing counselling landscape regarding inclusion of young people with learning disabilities in counselling. The research findings are based on data collected from an empirical study (n = 396) and a series of interviews (n = 15) with counsellors. Findings identify inclusion in counselling as a process and highlight inclusive strategies, namely: creative counselling approaches, non-verbal forms of communication and the use of simple adapted language. The most inclusive counsellors were highly qualified with greater knowledge and experience of this group of young people; awareness of disability issues; eclectic in practice; imaginative and creative; open-minded, reflective, pragmatic; and proactive in promoting their services. Inclusive counselling practices adopt a person-centred, psychodynamic or integrative therapeutic approach; take referrals through teachers, parents, carers, care managers and family doctors; have a welcoming attitude towards the young people, their parents and carers; are flexible regarding times and appointments. (Contains 2 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom