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Mobile phones may provide a useful and engaging platform for supporting therapeutic services working with adolescents. This paper examines the potential benefits of the mobile phone for self-charting moods in comparison to existing methods in current practice. The paper describes a mobile phone application designed by the authors which allows adolescents to record moods on their personal mobile phones. The authors propose that a personal mobile device is more suitable for adolescents than other devices. A pilot study with a non-clinical adolescent group in schools comparing a mobile and a paper diary is presented, along with discussion and analysis of the results. The main finding of the study was that compliance was significantly higher on mobile phones than paper, and the task was not found to be any more difficult to complete using mobile phones than with paper charts. A number of salient issues requiring further research are also identified. [ABSTRACT FROM AUTHOR]

This paper draws on the fund of regional knowledge about career guidance that comparative research has generated in the "global South". The goal of the paper is to add another voice to the challenge to the universalising language that characterises career guidance theory and practice, and to further highlight the serious attention that needs to be given to "localisms" and "particularisms" so that responses that are sensitive to context can emerge. While several authors make a case for attention to context, few explicitly link epistemological and ontological concerns to the issue of political power. In contrast, in this paper I argue that inductive theorising is more likely to not only generate relevant and useful knowledge and practices: it is also more likely to serve the interests of social justice. [ABSTRACT FROM AUTHOR]

A move to online therapy, observed in counselling courses within the UK during the global Covid-19 pandemic, prompted a research team of counselling educators to undertake a rapid literature review to explore the perceptions and experiences of video therapy internationally (PROSPERO 2020 CRD42020204705). Four databases (CINAHL, Medline, PsychInfo, and Web of Science) were searched using 25 keyword-phrases. Over half the research identified focused on using computers for therapy. Insufficient papers explored the client experience for inclusion. However, eleven practitioner papers of reasonable to strong quality were identified and are reported in this paper, with only one from the UK. Thematic analysis identified four internationally applicable themes for practitioners: therapeutic practice; technical concerns; perceptions of client benefits and challenges when working online; and therapist challenges. The paper identifies several areas of potential future research from the identified themes which could inform future practice, including the need for further client-based research. [ABSTRACT FROM AUTHOR]

In large aspects of contemporary career discourse, the importance of the "agile career" is asserted, although the speed of change has not been explicitly considered in relation to this concept. The political dimensions of the agile career via the lens of "speed" are explored in this theoretical paper. Particular attention is paid to Virilio's paradigm of dromology, revealing how social positionality correlates with the distribution of "fear", as well as resources to cope with the speed of change, thus promoting precarity. The embracement of speed and agility has resulted in a propaganda of progress, where those closer to the primary mode of production benefit over those at the margins, highlighting the tyranny of speed experienced by many within labour market. [ABSTRACT FROM AUTHOR]

A growing body of literature has focused on issues of migration in career development and guidance, however typically this research has focused on international migration rather than migration within a country's borders. This paper presents a specific case study of internal migration in the UK context, focusing on young people from two island communities as they move through higher education and into the working world. The paper is specifically focused on the importance of cultural differences, including workplace cultures, with regard to students' career development. The findings demonstrate the relevance of internal migration pathways to career development and indicate that a culturally informed approach to career guidance practice is important when working with internal as well as international migrants. [ABSTRACT FROM AUTHOR]

The article announces a call for papers on the topic of counseling in schools to be presented at a "British Journal of Guidance & Counselling" symposium, which includes a brief overview of school-based counseling services as an emotional support system for young people, the deadline for submissions, and rules for manuscripts.

Calls for papers for symposia on mentoring, counseling and armed conflicts. Relationship between mentor and mentee; Social and political context of mentoring; Effect of armed conflicts on those in combat, support services and civilians; Long-term effects of warfare.

This paper presents the findings of a survey exploring people's understandings and experiences of Spiritual Abuse (SA) in a Christian faith context. The online survey was completed by 1591 individuals from the UK, 1002 of whom identified as having experienced SA. Inclusion criteria were: membership of the Christian faith, being or having been, a Church attender or member of a Christian organisation and having heard of the term SA. Participants detailed features of an effective response to disclosures of SA, many of these are directly relevant to counselling and psychotherapy practice. The findings echo calls in previous research for including discussions of religion and faith in training and CPD for counsellors and psychotherapists. Finally, the paper suggests the establishment of a network of counsellors with training and knowledge about SA. [ABSTRACT FROM AUTHOR]

Political impetuses for raising the professional status of the careers sector in England have spanned more than a decade, driving an assiduous pursuit for professionalisation linked to the training and upskilling of its workforce. This paper builds on previous work by the authors and explores the necessity, and integration of theory for practice through the delivery of a training programme for adult career advisers to meet the requirements of units from the Qualification Curriculum Framework (QCF) Diploma 6 in Career Guidance and Development. The findings indicate that successful careers pedagogy should accommodate trainers' reflexivity and their theoretical stance(s). The integration of theory and reflection offers a powerful lens through which practice can be developed, supporting career advisers and trainers to engage in reflexive and reflective learning. The paper offers an original insight into the pedagogic approaches utilised and their effectiveness from both career advisers and trainer's perspectives. [ABSTRACT FROM AUTHOR]

Learning that "career" was not a definite sign in Irish Sign Language (ISL) and that "Career Guidance" was poorly understood by the Deaf community prompted a systematic literature review (SLR). An uncomfortable truth relating to Career Guidance emerged – "Inclusion" is not where we presume it to be at. This paper presents the results of the SLR and shares how the answers from a thematic analysis can – through a Universal Design (UD), and Universal Design for Learning (UDL) (Rose & Meyer, 2002) lens – guide developments for inclusive Career Guidance. This paper shares the story of "d/Deaf guidance" in the literature; the tensions between theory and practice in relation to inclusion (Quirke, 2022), and the themes identified from the SLR – themes the Deaf community believe are a Deaf gain. [ABSTRACT FROM AUTHOR]

In this paper we paper evaluate the effectiveness of eight sessions of cognitive analytic therapy (CAT) for treating obsessive morbid jealousy (OMJ), using a mixed-methods A/B with followup single-case design. Ideographic jealousy measures were collected throughout baseline (2 sessions), treatment (6 sessions) and follow-up phases (one session), creating a 160-day time series. Nomothetic measures were completed at assessment, end of treatment and at followup. A structured qualitative interview was completed. Significant reductions to idiographic jealousy measures occurred during the treatment phase, with these gains maintained over followup. The intensity of the jealousy shifted from moderate to mild and this change was attributed to CAT. Methodological issues and future directions for the treatment of OMJ are discussed. [ABSTRACT FROM AUTHOR]

Attending personal therapy sessions is a requirement in many counselling and psychotherapy trainings worldwide. More research is needed to establish why the requirement is essential and what it is intended to achieve. This study focused on the question, what is the rationale for mandated self-development requirements in therapy trainings? From a selective literature search, 19 highly relevant papers were found which formed a sampling frame. The papers included qualitative studies, mixed method reports, review and opinion papers. Research participants across all reports included therapy and psychiatry trainees (N = 1134), and current therapy practitioners (N = 194) totalling 1328 participants. The papers were analysed using Critical Interpretive Synthesis method to devise a synthesising statement. The analysis resulted in a synthesising statement about the rationale for personal psychotherapy during training, and the stated risks of this requirement as reflected in the materials consulted. A strong coherent rationale exists for the recommendation that trainee therapists undertake personal psychotherapy. However, the risks of mandating this requirement present multiple challenges, and the evidence for the intended outcomes of personal psychotherapy undertaken during training is weak. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various topics within the issue, including school counselling in Taiwan, clinical supervision at a family service centre in Singapore, and the career guidance provided by teachers to high school students in Hong Kong.

Single session therapy (SST) is an increasingly popular approach to mental health treatment that aims to address clients' presenting difficulties in a single appointment. However, experiential approaches to SST are limited. In this paper I describe the theory and practice of "chairwork" – an integrative, action-focused method of intervention centred on the concept of self-multiplicity – and outline how these procedures can be coherently applied in a single-session format. A preliminary protocol for delivering single-session chairwork (SSC) or "brief dialogical psychotherapy" is presented, alongside a case illustration that demonstrates features of this approach. Finally, directions for future research and the continued development of chairwork as a psychotherapeutic modality are considered. [ABSTRACT FROM AUTHOR]

This paper presents a framework for understanding epistemic injustice in career development theory and practice. It is based on Fricker's philosophical conceptualisation of epistemic injustice and its sub-forms of hermeneutical and testimonial injustice. The intention is to generate insights that direct us to injustices embedded in knowledge production and institutional practices that harm a person's capacity as a knower. Moreover, the intellectual-ethical virtue of mitigating epistemic injustice and how this virtue can be enacted in the context of career guidance are discussed. I argue that epistemic justice approaches contribute to intellectual and ethical dimensions of social justice and there is a need to examine distinct forms of injustices of knowing manifested in the knowledge of career development and career guidance practice. [ABSTRACT FROM AUTHOR]

Managing cultural diversity remains a challenge in secondary schools in Spain. In this paper, we approach cultural diversity from the standpoint of school counsellors, who are key professionals attending to immigrant pupils. Through the use of qualitative research techniques (semi-structured interviews and discussion groups), the strengths, weaknesses, opportunities, and threats are identified by counsellors. The findings show the need to implement pupil-focused responses sensitive to their cultural identity and based on the collaboration of all agents involved. Likewise, the school is defined as a privileged setting in which to celebrate cultural diversity and the pivotal role that counsellors play in this process is highlighted. [ABSTRACT FROM AUTHOR]

International graduate students deal with an array of stress when arriving in the United States for the purpose of their studies. This stress relates to various difficulties with regards to their acculturation process. In the absence of family and friends, the importance of counselling services on campus is a vital resource for the support of international graduate student. This paper highlights the provisions and importance of culturally competent counselling for international graduate students on US campuses. Key implications are discussed for how university practitioners and administrators might best provide resources and support international graduate students in the future. This could lead to more effective results in the improvement of international students' mental health. [ABSTRACT FROM AUTHOR]

Although each person faces their own share of challenges, it is their individual perception and responses to these difficulties that determine how they are affected by them. In this paper we investigate the association between gratitude and human prosperity including the underlying mechanism that helps people thrive during trying circumstances. We survey the literature, examining how gratitude enables people to prosper amidst adversity and employ a narrative style to present these unique characteristics. This review suggests that gratitude enhances coping abilities, such as meaning-focused coping and positive reframing, which foster positive emotions and augment personal resources like resilience, perseverance, and social bonds. These elements, in turn, may possibly explain the association between gratitude and human prosperity during dire circumstances. [ABSTRACT FROM AUTHOR]

Recently there has been an increasing focus on the social justice agenda in counselling and psychotherapy. To ensure that this does not merely function as rhetoric, therapists must consider how to translate their social justice values into action. In this paper we aim to extend current understandings of social justice by foregrounding an emphasis on relational equality and power. We consider the importance of educational settings as a site of social justice action for therapists, and set out the Relational Equality in Education Framework as an illustration of how therapists might work to enhance relational equality in education on micro, meso and macro levels. Such efforts would ensure the social justice work of therapists takes an important shift from rhetoric to action. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) as a tool to build wellbeing for students with latent trauma is being examined in multiple contexts. The purpose of this study was to compare modalities of treatment, namely, VR-enhanced therapy, face-to-face therapy without VR and wait-list time-delayed control. Participants were 69 students selected from a high-needs urban school. Observations, researcher assessments and paper instrument scores, were analysed using a mixed model measure ANOVA. Results for each of the measures comparing standardised scores across the main effect of modality illustrates a statistically significant difference between virtual reality enhanced Dialectical Behaviour skills training and each of the other modalities. We suggest approaches using VR-enhanced DBT promote greater DBT skill acquisition. • VR-enhanced DBT shows more rapid skill development. • Students using VR-enhanced DBT illustrate more prosocial behaviours. • VR contributes to positive interactions at the classroom level. • VR-enhanced DBT shows results after six weeks of implementation with supports from teachers. [ABSTRACT FROM AUTHOR]

In this paper, the work of psychoanalyst Jacques Lacan is examined with regard to career counselling. Lacan argued that the individual exists as the split subject engaged in a futile search to fill an inner void via the pursuit of a particular object. In this paper I will explore a number of Lacan's key concepts (Imaginary, Symbolic, Real, Lack, "objet petit a" and Jouissance). Next, I discuss Lacan in relation to career theory in general, followed by the presentation of a case study in which I attempt to elucidate some Lacanian concepts in a practical setting. [ABSTRACT FROM AUTHOR]

This paper draws upon qualitative research with three Kuwaiti counselling clients to explore how they negotiated accessing counselling in the context of their communities, culture and faith. Contrary to the prevailing view in the literature portraying Islamic faith as a barrier to help-seeking in mental health, these clients view their faith as an important facilitator for accessing formal help. In particular, participants distinguished faith from culture and appealed to sacred scriptures to demonstrate the convergence of Muslim values with help-seeking in relation to psychological distress. This paper offers an original and timely discussion of one aspect of the potential interface of Islamic faith and counselling, while acknowledging the limitations of the small self-selected sample from which the findings are drawn. [ABSTRACT FROM AUTHOR]

The advent of generative Artificial Intelligence (AI) systems, such as large language model chatbots, is likely to have a significant impact in psychotherapy and counselling in the future. In this paper we consider the current state of AI in psychotherapy and counselling and the likely evolution of this field. We examine the ethical codes of practice for counselling in four countries in different parts of the world, namely the UK, the USA, Australia and Malaysia, and identify aspects of these codes that will need enhancement to reflect good AI governance. Using the Model Artificial Intelligence Governance Framework as an example, we have identified how the key elements of the AI framework relate to the core elements of the ethical codes, as a pointer to how such ethical codes will need to be enhanced if generative AI systems are to be adopted by the counselling profession. [ABSTRACT FROM AUTHOR]

The paper presents a framework for school guidance in the twenty-first century that focuses the guidance approach, on promoting lifelong learning and takes into account the impact of VUCA (volatility, uncertainty, complexity, and ambiguity). It outlines the goals, objectives, and key players involved in guidance approach and provides a structured approach based on six levels: actors, devices, practices, main issues, objectives, and general aim. Four types of practices are defined to address four main societal objectives, which are linked to current challenges facing society. The framework aims to provide a tool for schools to implement and structure an educational approach to guidance. [ABSTRACT FROM AUTHOR]

When organisations make employees redundant, they increasingly offer outplacement counselling to them, either in-house or as a service of specialised companies. Despite outplacement counsellors' importance, their work-related stress has not been studied yet. In this paper we argue that internal (in-house) outplacement counsellors have a particularly demanding job (especially because being employed by firing organisations should increase role conflicts among internal outplacement counsellors) and they should thus be more emotionally exhausted than external outplacement counsellors. Data from 98 German outplacement counsellors supported this argumentation. Mediation analyses showed that these differences were mediated by increased role conflicts, consistent with role theory arguments. The same effect was found for counsellors' job satisfaction. These results help understanding the stress that outplacement counsellors experience. [ABSTRACT FROM AUTHOR]

This study explored university students’ perceptions of the usefulness of some antibullying measures in ensuring a bullying-free learning environment. The results in this paper are part of a larger comparative study that investigated the prevalence of bullying in Norway and Ghana, albeit limiting this paper to students’ recommendations of preventive measures. Students from Norway (n = 438) and Ghana (n = 751) were recruited. The comparative study highlights the sociocultural tendencies underlying some recommendations to provide holistic knowledge. The analyses revealed significant differences in students' recommendations from both countries. Generally, the responses suggest the need for the impartial application of disciplinary measures to students and lecturers; independent contact persons for reporting; students’ and authorities’ collaboration for bullying prevention; antibullying employment contracts; counselling services; and awareness creation. With unique national cultures and changing societal trends, we suggest that national policies that aim at cultural consciousness regarding bullying would be ideal for its prevention. [ABSTRACT FROM AUTHOR]

The authors conducted a scoping review of the peer-reviewed literature associated with Interpersonal Process Recall (IPR) and Reflecting Team (RT) methods in order to find evidence for their use within skills development in therapist trainings. Inclusion criteria were: empirical research, reviews of empirical research, and responses to these; RT or IPR for skills development in counsellors/psychotherapists undertaking initial training. Six papers were identified (four IPR, two RT), all from the USA. Of the four IPR papers, three were themselves reviews, the fourth empirical paper being of poor methodological quality. There was some evidence that IPR is more valuable in developing reflective practice than in initial skills training. The small number of RT studies, of varying methodological quality, made it difficult to draw any conclusions about the appropriateness of this method for initial skills training. However, the method appeared to have been broadly welcomed by students for its potential to be inclusive and collaborative. The limitations of this current review are acknowledged, and research recommendations made. [ABSTRACT FROM AUTHOR]

In this paper, we present our development of a previously articulated approach to counselling education of transformational learning through a relational dynamic approach (Macaskie et al., 2013). We replace the idea of integration with a values-based approach and supplement the notion of transformational relational learning with a not-knowing attitude. This perspective on education and learning in counselling parallels the attitude within psychotherapy that we teach our students. We argue that this unites relational approaches to learning and psychotherapy across modalities and offers a trans-theoretical approach that could explain the common factors research in psychotherapy. [ABSTRACT FROM AUTHOR]

Pre-pandemic, the international education marketplace was expanding rapidly along with cross-border educational mobilities. Researchers have explored the adaptions of international students to study destinations, notably within an acculturation framework. However, researchers have given less attention to adapting to life in the country of origin that international students encounter as returnees. It is commonplace for returning graduates to transition from higher education to employment. Despite such challenges, few studies have investigated how international students reintegrate into the job markets of their home countries. In this paper, we discuss the current state of relevant research on acculturation and reacculturation and provide a foundation for future research. Finally, theoretical and practical contributions in the field of counselling and guidance are provided. [ABSTRACT FROM AUTHOR]

This paper reports the findings on motivational factors influencing teaching as a career choice from a qualitative study carried out in Scotland. Ten students undertaking a PGDE (Professional Graduate Diploma in Education) programme at one Scottish university were interviewed. The results indicate that the choice of a teaching career derived from the students' internal needs for personal achievement and from an altruistic dimension pertaining to helping and influencing young people. For some students, negative educational experiences played an important part in shaping their altruistic sense of offering the next generation an enjoyable school experience. Perceived intrinsic rewards of teaching appeared to deter and counteract negative thoughts or remarks about teachers' workload, salary and status. [ABSTRACT FROM AUTHOR]

The World Health Organization's Active Ageing policy framework highlights the need for economic and social engagement in communities to maintain and promote healthy ageing and quality of life. This framework does not address the needs of those living with long-term health conditions such as dementia. Although continued employment is not appropriate for all, it is possible for many living with dementia. Despite the numerous contributions that career counselling could make to support people living with dementia we found no consideration of the specific career development needs of people living with dementia in the literature. In this paper we outline the key role that career development professionals could play in the multi-disciplinary teams of professionals supporting persons living with dementia. [ABSTRACT FROM AUTHOR]

Issues surrounding migration are receiving unprecedented attention at the global, regional, as well as national levels. However, a review of the literature shows that there is more focus on international migration compared to internal migration. Further, there is more emphasis on issues related to the migration destination rather than those at the source of migration. Using the cultural preparation process model as a framework, this paper aims to understand the career and livelihood planning needs of those who are left behind. The left-behind families of pine resin tappers in the Changar region of the Indian Himalayas are presented as a case study to draw the attention of career guidance and counselling professionals to this unattended population. [ABSTRACT FROM AUTHOR]

Narrative Career Therapy (NCT) is recognised in this paper as having relevance for career practitioners who are working to create meaning for their clients in complex work life situations. Re-authoring Career Narratives is described as a practice that involves principles of NCT and these principles contribute to the exploration of agentive development. Re-authoring Career Narratives is demonstrated to support clients to navigate the reality that career learning is lifelong and evolving. We propose that a NCT requires practitioners to place emphasis on the contexts in which discourse is developed which can facilitate greater awareness of a client's career identity and capacity to navigate uncertainty. We use a narrative research approach to explore how re-authoring practices assist clients to make career decisions. We recommend that re-authoring practices assist clients to reconstruct their stories and to gain insight into career identity as an evolving contextual phenomenon responsive to changing career and work landscapes. [ABSTRACT FROM AUTHOR]

The fast-changing world of work has justified the need for contemporary, accessible and inclusive models of lifelong guidance, underpinned by principles of social justice and equity, that meet a range of needs, and have the ambition of leaving no one behind. While guidance provision is widely available across most education systems, guidance for the labour force is less accessible and often fragmented, varying in quality, scope, evidence-base and practice. For services to be fully effective adult and employment guidance practice must find ways to transfer knowledge and experiences of the daily practice of guidance, to advance professional learning and development, and ensure its assimilation into practice and policy for the benefit of clients. Drawing on qualitative data, this paper illustrates the role of praxis in informing a new model of employment guidance, the MEEG, and the challenges for adult guidance practice within activation-oriented public employment systems. [ABSTRACT FROM AUTHOR]

Approximately one-third of countries in the world are regarded as small states. There are also subnational jurisdictions, or small territories, that share similar characteristics of small states. Their small size renders them vulnerable to changes in the global economy, and this, in turn, has an impact on trade, business, and employment. In this paper, we review the characteristics of small states and territories with reference to Macao and the influences on people's career development. Career paths in small states and territories tend to be characterised by the need for greater flexibility and readiness for adaptation. For this reason, career development practitioners in those settings are recommended to embed the notion of career adaptability within the services and training they provide. [ABSTRACT FROM AUTHOR]

In this paper, I address Jacque Lacan's theory of the four discourses, namely, master/slave, university, hysteric and analyst. The four discourses are explored via interviews with five postgraduate business students from a leading Irish business school. Three of the students were prepared to abdicate responsibility for career decision-making to me, thereby suggesting the discourses of the master/slave and university. The remaining two students expected to retain greater control over the career decision-making process which implies a shift in position to the discourse of the analyst. I propose that career counselling should primarily reside in the discourse of analyst, with supporting reference to the discourses of hysteric, university and master/slave. Currently, there is no inclusion of Lacan in career theory. [ABSTRACT FROM AUTHOR]

Though immigrant employment gaps are typically articulated as newcomer skill-deficits, evidence suggests structural oppression and intercultural ignorance creates greater barriers to newcomers' success. In this article we describe a project in a small Canadian city that flipped the dominant narrative to confront xenophobia and racism through intercultural intelligence interventions with local employers. By positioning newcomers as reverse mentors, the project disrupted typical power relationships, empowering newcomers with a platform and tools to voice their experiences and directly address structural inequity in the labour market. Their expertise and abilities were validated through the project and by employers. In this paper we outline the implementation, outcomes, challenges and future opportunities for incorporating similar approaches in existing newcomer-employment strategies to further the voices of, and empower, newcomer jobseekers. [ABSTRACT FROM AUTHOR]

Career guidance has been criticised for focusing on individual agency, complying with discourses that "responsibilise" individuals to manage their careers. A social justice approach argues for a more nuanced recognition of the interplay of structure and agency, which raises questions about how to do this in practice? In this paper we argue for the value of interpretive phenomenology which challenges what is taken-for-granted, illuminates the nature of shared experience and enables a deeper understanding of individuals within their environment. Through interviews with higher education students and recent graduates, we illustrate how experiences of unpaid work are intricately interwoven with biography, relationships, location and resources over time. We illustrate how a. pragmatic phenomenological approach offers valuable theoretical tools for socially just guidance practice and research. [ABSTRACT FROM AUTHOR]

In this paper we seek to understand how structural, contextual and institutional conditions influence the construction of individual agency in career development policy. We focus on responsibilisation, the process by which responsibility for outcomes is transferred from the state to the individual, through a combination of policy actions and the framing of public discourse. We use Australia as a case study to examine how the state has recast its role in the creation and regulation of employment. We outline how the role of the state now involves guiding the citizen towards the "right choice", with individuals responsible for and active managers of risk in the labour market. To determine the complex narratives around agency, we examine the assumptions embedded in some current Australian government career guidance websites, to highlight how jobseeker autonomy, self-direction, agency, and self-management are framed. The implications for socially just career development provision are discussed. [ABSTRACT FROM AUTHOR]

The notion that scholars and practitioners of career development ought to direct their attention towards agency is axiomatic. However, there is little explicit discussion in the literature of how we might conceptualise agency to orient our work towards issues of social justice. Career work draws on a range of disciplinary theoretical perspectives and so, in conceptualising agency, we must address the foundational issue of adequately theorising the relationship between individual and social aspects of career. In this paper we present a critique of Archer's work on agency as a basis for introducing Stetsenko's post-Vygotskian "Transformative Activist Stance" as an ontology of persons and social life in which agency is meaningfully individual, ineluctably social, and continually directed towards bringing a desired world into being. [ABSTRACT FROM AUTHOR]

According to the theory of predictive processing, understanding in the present involves non-consciously representing the immediate future, based on probabilistic inference shaped by learning from the past. This paper suggests links between this neuroscientific theory and the psychoanalytic concept of reverie – an empathic, containing attentional state – and considers implications for the ways therapists intuit implicit material in their clients. Using findings from a study about therapists' experiences of this state, we propose that reverie can offer practitioners from diverse theoretical backgrounds a means to enter the predictive moment deeply, making use of its subtle contents to connect with clients. [ABSTRACT FROM AUTHOR]

Even though emotions are central in many counselling modalities, how best to work with emotions has not often been clearly articulated or practically presented for counsellors. In this paper I outline a brief history of the science of emotion, highlighting the role of emotional regulation in the counsellor-client attachment and present a five-step model of working with emotions in therapy, adapted from the work of Canadian developmental psychologist, Gordon Neufeld. The paper provides a theoretical and practical framework for understanding the crucial importance of a corrective emotional experience for client healing. [ABSTRACT FROM AUTHOR]

Contemplating the school to work transition in the insecure and unpredictable twenty-first century world of work can be anxiety inducing for college students. Consequently, college students may develop disempowered career stories in which they feel ill prepared to explore career prospects or engage with the world of work. This paper describes a career counselling intervention aimed at transforming the disempowered career stories of college students into more empowered versions. Grounded in career construction theory and designed as a group modality, the intervention employs poetry therapy to enhance the development of internally defined and motivated career stories among the group participants. Although this paper highlights the Kenyan context, the intervention itself can easily be adapted to other contexts. [ABSTRACT FROM AUTHOR]

A methodological challenge during my doctoral research led me to use collage to reflect upon my own life and career. The insights it allowed me into the relationship between who we are and what we do led me to conclude that such methods can also illuminate these connections for clients of career counselling. In this paper I argue that such constructivist approaches allow the examination of that psycho-social space within which career is shaped and understood, allowing access to both the conscious and unconscious meaning made of a career and life story. I further argue that in times of increasing complexity such methods will be an important tool for career counsellors to meet the holistic needs of clients. [ABSTRACT FROM AUTHOR]

Creative methods in counselling are generally regarded as adjunctive techniques and procedures. In this paper I advocate for a deeper integration of creative methods within counselling and propose that one way forward would be to develop more inclusive frameworks for this practice. To this end, I consider some of the ways clinicians and theorists, particularly from the creative/expressive arts therapies, have sought to develop integrative approaches for imagination-based therapeutic practices. This overview also pays attention to attempts within talking therapies to develop more descriptive/functional models for the use of mental imagery that allow an integration across theoretical orientations. Some of the most relevant models and theoretical positions are then discussed in the light of their potential to inform frameworks for the use of creative methods in counselling. [ABSTRACT FROM AUTHOR]

During the past two decades, youth-focused professionals have increasingly called for social-emotional learning (SEL) education in schools. A holistic approach to youth development suggests that, given the interconnected nature of development in the domains of career development and SEL, children and youth are better supported whenwe provide education in both domains in an integrated way. An opportunity exists to examine possible links between the two domains. In this paper we integrate a model of SELwith models of childhood career development competencies and career-related reasoning, offering a new understanding of how social-emotional experiences and competencies are integrated into children's career development processes. We identify strategies for educators to incorporate this integrated model into their classroom practices. [ABSTRACT FROM AUTHOR]

This paper examines the application of the Career Thinking Session (CTS) model to career guidance and counselling practice with young people through a critical consideration of a qualitative research study focusing on the case study of a client involved in the transition to higher education. The pilot study is summarised and the setting for the research is described. The origins of CTS are critically evaluated in relation to a number of relevant strands from published literature. The interpretivist qualitative methodology is then defended. Next, a case study of one client is presented to highlight themes identified in the data, showing the impact of the CTS model and its possible effectiveness as a tool for enabling agency, building confidence and establishing greater self-efficacy. The paper is concluded with some insights into the ways in which critical thinking in relation to self and career development can be encouraged and supported through the use of CTS. [ABSTRACT FROM AUTHOR]

We describe a university's psychological counselling approach, based mainly on a form of dialogue known as an "Elicitation Interview". It is a technical conversational situation in which a counsellor helps a student to raise his or her awareness of his/her educational experiences. It is a conversational approach that provides students with a reflective activity by means of guided reenactments of experiences of his or her relational difficulties, feelings of low self-efficacy, risky behaviours, physical and mental symptoms. This reflective activity seems to be a relevant step for helping them to consolidate coping and resilience skills. This paper present clinical examples of this type of interview. The data have been collected at the University of Salerno's counselling service, Italy. [ABSTRACT FROM AUTHOR]