TY - JOUR
T1 - Narrative counselling for adolescents at risk of exclusion from school
AU - Farouk, Shaalan
AU - Edwards, Simon
N1 - Funding Information:
Shaalan Farouk Before becoming a full-time academic Shaalan Farouk worked as a senior educational psychologist in London and he taught on the doctoral training program at the Institute of Education/UCL. As an educational psychologist, he specialized in working with adolescents who experienced emotional and social difficulties at school and adolescents excluded from school. In 2014, he took up the position of senior lecturer in educational psychology at the University of Roehampton. It was during this time that he started to conduct narrative psychological research on students’ excluded from school funded by the Nuffield Foundation. Following this research project, published in 2017, he began collaborating with Simon Edwards to support pupils at risk of permanent exclusion from school. What was particularly rewarding about this partnership was the combined effort of helping students from the perspectives of a practicing psychologist and a youth and community worker. In September 2017, Shaalan Farouk took up the position of senior lecturer at New York University Abu Dhabi. Here he has continued to work with Simon Edwards in applying narrative counselling to support vulnerable adolescents at school, and he extended his research to working with adolescents in schools in the United Arab Emirates(UAE). In the UAE, he is applying the narrative counselling approach to motivate in adolescent boys attending state schools, who have become disengaged from their education. In the future, Shaalan Farouk and Simon Edwards intend to disseminate the Narrative Counselling approach to schools, through training and continued guidance, so that it can be applied by educational professionals.
Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2021
Y1 - 2021
N2 - A new form of narrative counselling for adolescents at risk of exclusion was piloted in 3 schools with 11 students between the ages of 13–14 years over a 6–7-week period. The intervention took into consideration that compared to adults, adolescents are more susceptible to being influenced by their immediate surroundings of home and school. A measure of progress on a student engagement scale showed an improvement in educational engagement, particularly in students’ behavioural engagement in class. The process of narrative counselling adolescents at school is described and the issues addressed in the narrative counselling sessions are discussed. Finally, the inclusive ethos of the secondary schools that the counsellors worked in are considered, as they facilitated or hindered the counselling intervention.
AB - A new form of narrative counselling for adolescents at risk of exclusion was piloted in 3 schools with 11 students between the ages of 13–14 years over a 6–7-week period. The intervention took into consideration that compared to adults, adolescents are more susceptible to being influenced by their immediate surroundings of home and school. A measure of progress on a student engagement scale showed an improvement in educational engagement, particularly in students’ behavioural engagement in class. The process of narrative counselling adolescents at school is described and the issues addressed in the narrative counselling sessions are discussed. Finally, the inclusive ethos of the secondary schools that the counsellors worked in are considered, as they facilitated or hindered the counselling intervention.
KW - Narrative approach
KW - adolescents
KW - counselling in school
KW - social constructionism
UR - http://www.scopus.com/inward/record.url?scp=85079718838&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85079718838&partnerID=8YFLogxK
U2 - 10.1080/03069885.2020.1729342
DO - 10.1080/03069885.2020.1729342
M3 - Article
AN - SCOPUS:85079718838
SN - 0306-9885
VL - 49
SP - 553
EP - 564
JO - British Journal of Guidance and Counselling
JF - British Journal of Guidance and Counselling
IS - 4
ER -