Counselling in schools
It has been shown in numerous studies that stress from an early age has a direct and detrimental impact on life expectancy, health from childhood to adulthood, productivity, relationships and parenting ability. The World Health Organisation describe Adverse Childhood Experiences (ACES) and numerous UK Government publications have been produced detailing the necessity for counselling in schools, the latest of these documents is Future in Mind.
I thought that in this blog I would outline in some detail the benefits and aims of providing counselling in schools, so here is a quick bullet point list, a whistle stop tour of ideas, that out line the principles of counselling in schools.
Counselling in schools enables children to:
-experience a healthy relationship where they are front and centre, where they are shown and learn how to prize and privilege themselves
-have the space to speak through and reprocess trauma in whatever shape that takes, e.g loss, abuse, family breakdown, with an adult who is able to support the process and appropriately contextualise the experience e.g. removing guilt and blame (emotions that are frequently experienced and damage the victims of trauma) and reconcile what has hitherto been irreconcilable e.g. the child who is forced to be aligned with a parent against another parent or an organisation, yet has to have a relationship with that other parent or organisation
-Develop knowledge about how to appropriately access help and express how they feel without having to act out behaviourally to ensure their needs are met
-Feel better by reducing psychosomatic illnesses. Medicine has long understood the link between emotional wellbeing and physical health
-Identify and seek secure and safe attachments
-Learn about the significance of our feelings. Our feelings tell us what is happening inside us and outside of us. Counselling in schools seeks to enable children to authentically understand their feelings and to appropriately act on those feelings where necessary. Counselling in schools aligns a person to their feeling and internal processes and enables them, where necessary, to cognitively adjust their responses to their feelings which hitherto may have been based on impulse. Impulses are bodily manifestations of feelings that are not consciously recognised and have no appropriate form of expression.
-Become in tune with their body, heart and mind. With atunement comes a greater potential to receive the outside world and the information it imparts to us on a daily basis so young people have improved chances of being able to focus on their education.