I challenged the school system : implications for counsellors working in schools

Abstract

This study voiced youths’ experiences and counsellors’ encounters of manifested challenging behaviour during schooling. The research question begged a qualitative research approach. Since the research explored direct experiences on the phenomenon of challenging behaviour, Interpretative Phenomenological Analysis using individual semi-structured audio-recorded interviews was used. Through various organisations six participants - three youths who had manifested challenging behaviour during compulsory schooling and three counsellors working in schools - were recruited. A reflexive stance was adopted throughout the study. Six themes emerged. Participants referred to the need to understand the underlying reason for students’ acting-in or acting-out behaviour, the necessity of early interventions, alternatives to repercussions, school-family-community collaborations, paradigm shifts in education, and the need that students feel a sense of belonging in school for their holistic wellbeing. Participants noted that more policies and professional training on challenging behaviour should be offered to those who closely work with students. More counsellors including different gendered counsellors should be present in schools, and supervision should be offered by the Ministry for Education and Employment. These are all important recommendations and implications outlined by participants to help foster growth in others. Participants also outlined implications on how counsellors can better intervene, address, collaborate and advocate for students with challenging behaviour, so as to further encourage efficacious strategies and work transdisciplinary with parents, professionals, teachers and community stakeholders in creating better outcome for mental health promotion and wellbeing for students. It is my hope that these findings help ameliorate the assistance to school-based counselling whilst working with challenging behaviour within the local educational context