British Journal of Guidance and Counselling (Br J Guid Counsell)

Publisher: Careers Research and Advisory Centre (Cambridge, England), Taylor & Francis (Routledge)

Journal description

British Journal of Guidance & Counselling is the leading forum for debate between academics, trainers and practitioners in the field, publishing high-quality, international contributions in the following areas: the theory and practice of guidance and counselling the provision of guidance and counselling services training and professional issues Theoretical and empirical studies relating to the practice of guidance and counselling are reported, drawing on a variety of disciplines, encompassing both quantitative and qualitative methodologies, and ranging in scope from large-scale surveys to individual case-studies. The journal also explores the links between various areas of guidance and counselling and their relationship to such cognate fields as education, psychotherapy and social work. In addition to regular papers, the journal features special articles under the headings 'A Personal View', 'Interview', 'In Practice' and 'Debate', along with book reviews and frequent Symposia focusing on areas of particular interest. British Journal of Guidance & Counselling is published on behalf of the Careers Research and Advisory Centre.

Current impact factor: 0.75

Impact Factor Rankings

Additional details

5-year impact 0.75
Cited half-life 7.50
Immediacy index 0.18
Eigenfactor 0.00
Article influence 0.23
Website British Journal of Guidance and Counselling website
Other titles British journal of guidance & counselling (Online), British journal of guidance and counselling, British journal of guidance and counseling
ISSN 1469-3534
OCLC 43770214
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after either 12 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • STM: Science, Technology and Medicine
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Review
    British Journal of Guidance and Counselling 03/2015; 43(2):245-247. DOI:10.1080/03069885.2015.1011573
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    ABSTRACT: Coaching has become during the past years an emergent guidance profession. Cognitive-behavioural coaching (CBC) emphasises the importance of enhancing the emotion–regulation abilities of clients and replacing their non-productive behaviours. Qualified professionals are needed in order to effectively facilitate the desired changes in their clients. We aimed to investigate the effectiveness of the personal development component within a training programme in CBC. Pre- to post-training comparisons showed a reduction in the participants’ level of depressed mood, as well as an improvement in their work performance. The active components were the emotion– regulation skills acquired and the quality of their homework tasks. Implications are discussed underlying the use of an evidence-based approach for training professionals in the field of CBC.
    British Journal of Guidance and Counselling 01/2015; DOI:10.1080/03069885.2014.1002384
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    ABSTRACT: Much progress has been made in integrating information and communications technology (ICT) into careers practice, but there is still room for improvement. An international lens is adopted to examine some key elements that contribute to the successful integration of ICT into careers practice. We start by exploring the role of policy, using the UK as a case study. Next, the perceptions that Finnish career practitioners have of ICT are reviewed using research findings into the different ways they think about social media and its purpose in career services. Finally, lessons learned from the design and integration of online services within career development programming in Canada are discussed that ensure accessibility both to practitioners and their clients.
    British Journal of Guidance and Counselling 01/2015; 43(1):8-23. DOI:10.1080/03069885.2014.975677
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    ABSTRACT: In this paper we introduce and investigate the capacity for a novel, technologically advanced system (goACT) to enhance face-to-face psychotherapy. Specifically, we explore the capacity for goACT to enhance therapeutic alliance (TA) and engagement, and reduce distress. Using a mixed-methods, multiple-baseline design we present the first study to examine the utility, effectiveness and user experience of goACT in a university psychology clinic setting. The introduction of betweensession goACT use was staggered across patients (N = 7). Patients completed weekly measures of mood, patient-rated TA and clinician-rated engagement. Semi-structured interviews were used to qualitatively understand user experience of the system. Methodological limitations impacted the generalisability of multiplebaseline findings, yet qualitative results provide a significant contribution to the literature and groundwork upon which further study can be built. Results indicated that goACT built engagement and TA via novel change processes that were associated with expanding the parameters of the therapeutic encounter beyond the one-hour session. Change processes that underpin the qualitative success of goACT are discussed in terms of their theoretical implications. goACT is likely to be a useful tool for enhancing the quality and quantity of traditional face-to-face psychotherapy.
    British Journal of Guidance and Counselling 08/2014; 43(1). DOI:10.1080/03069885.2014.936824
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    ABSTRACT: This study evaluated the effect of single session email consultation (SSEC) on empowerment of parents. Practitioners in a control group (n = 19) received no training and practitioners in an experimental group (n = 21) were trained to use empowermentoriented techniques in online consultation. Parental empowerment was measured (n = 96) through a questionnaire based on the Family Empowerment Scale before and after receiving advice from a trained or a non-trained practitioner. Parents showed a significant increase in the subscale of self-confidence (Cohen’s d = 0.33). Study findings lend support to the feasibility of SSEC as a brief intervention to improve selfconfidence of parents. A training for practitioners did not influence the outcomes.
    British Journal of Guidance and Counselling 07/2014; 43(1). DOI:10.1080/03069885.2014.929636
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    ABSTRACT: The careers profession in England is facing unprecedented challenges. Initiatives to improve service delivery while keeping costs low are attractive and online training holds the promise of high impact at low cost. The present study employs a qualitative methodology to evaluate a series of online ‘webinars’ conducted with 15 careers advisers. Results showed that the technology itself could impede learning, and participants missed out on the peer-to-peer interaction that takes place in a ‘bricks and mortar’ setting, but overall participants found that access to relevant, good quality training from the convenience of their workplace more than compensated for the challenges. The article offers conceptual support for the viability of online learning through the theory of equivalency, andragogy and transactional distance theory, and makes recommendations for practice.
    British Journal of Guidance and Counselling 02/2014; 42(3). DOI:10.1080/03069885.2014.880829
  • British Journal of Guidance and Counselling 01/2014; 43:123-137.
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    ABSTRACT: The article intends to present the debate on behaviour modification in the regulation studies literature, at a time of renewed interest among regulators for new ideas and strategies. As the financial crisis has led to the most public critique yet of the rational choice view of individuals that has informed regulation in the last few decades, other ideas that value realism more than simplicity and parsimony deserve some attention. Some of these - proposed by behavioural economics - have already raised considerable interest from regulators, especially in the UK and the USA, and have begun to impact various types of regulation. This article puts these various elements in perspective and as such provides tools to appraise and engage with past and future attempts to regulate social groups in health care and elsewhere.
    British Journal of Guidance and Counselling 02/2013; 41(1):36-45. DOI:10.1080/03069885.2012.752067
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    ABSTRACT: There are increasing concerns globally about the mental health of students (Kadison, & Digeronimo, 2004). In the UK, the actual incidence of mental disturbance is unknown, although university counselling services report increased referrals (Association of University & College Counselling, 2011). This study assesses the levels of mental illness in undergraduate students to examine whether widening participation in education has resulted in increases as hypothesized by the UK Royal College of Psychiatrists (2003, 2011). Patterns of disturbance across years are compared to identify where problems arise. Students (N = 1197) completed the General Health Questionnaire-28 either on day one at university or midway through the academic year for first, second and third year students. Rates of mental illness in students equalled those of the general population but only 5.1% were currently receiving treatment. Second year students reported the most significant increases in psychiatric symptoms. Factors contributing to the problem are discussed.
    British Journal of Guidance and Counselling 01/2013; 41(4):426-441. DOI:10.1080/03069885.2012.743110
  • British Journal of Guidance and Counselling 01/2013; 41(4):395-413.
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    ABSTRACT: Universities provide a range of problem-focused social support services to help students who are experiencing personal difficulties. The current study examines how the effectiveness of students' (N =131) problem-coping style, experience of personal difficulty and psychological distress are associated with actual use of support services in the academic setting. Results indicate that students who experienced a personal difficulty and who had a more reflective problem-coping style were more likely to use student support services. In addition, students with less effective problem-focused coping styles (more reactive and suppressive, less reflective) reported greater psychological distress. The potential personal, psychological and academic benefits of the reflective problem-coping style are discussed.
    British Journal of Guidance and Counselling 11/2012; 41(4). DOI:10.1080/03069885.2012.741680