Guidance teachers’ and counsellors’ lived experience of psychosocial teams in Maltese church schools : implications for counselling

Abstract

This study explored the lived experience of guidance teachers and counsellors working in secondary schools’ Psychosocial Teams (PSTs) within the Secretariat for Catholic Education and the implications of this on counselling. A qualitative approach using Interpretative Phenomenological Analysis (IPA) was considered the best research methodology as the focus of the research question was on participants’ lived experience in PSTs. As is usual in IPA, audio-recorded, individual semi-structured interviews were carried out with a purposive sample of seven participants. The interview guide explored factors contributing to PST effectiveness, PST benefits and challenges and ulterior factors impacting PST effectiveness. Findings suggest that building and maintaining good working relationships within and beyond school PSTs were significant factors which impacted PST effectiveness. Collaboration and communication also emerged as important elements in participants’ lived experience. Although variations in the development of PSTs exist, participants greatly valued these teams as a source of support and a platform to share views, ideas, and experiences. Interestingly, parallel teams, such as Well-being or Pastoral Care teams were found to co-exist and function alongside PSTs. The prospect of having In-house PSTs was viewed positively yet difficult to implement due to a lack of human resources and financial costs. Recommendations elicited from this study include greater investment in PST relationship building and maintenance; further research into existing parallel teams; further research into the experiences of other PST members for a wider perspective and a comparative study on already existing in-house PSTs. Participants also recommended further training on collaborative techniques, not only for PSTs members but also specifically for the relatively new Designated Safeguarding Officers (DSOs).