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

Publisher: Careers Research and Advisory Centre (Cambridge, England)

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.

  • Impact factor
    0.75
  • 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

Publications in this journal

  • [Show abstract] [Hide abstract]
    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;
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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;
  • [Show abstract] [Hide abstract]
    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;
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    ABSTRACT: This study investigates the construct validity, composite reliability, and concurrent validity of the Inventory of Attitudes toward Seeking Mental Health Services(IASMHS; Mackenzie, Knox, Gekoski, & Macaulay, 2004). A large sample of Irish police officers participated in the study. Confirmatory factor analysis supported the 3-factor structure of the scale, while composite reliability results demonstrated that the IASMHS possessed excellent internal reliability. Structural equation modelling indicated that help-seeking propensity was the strongest predictor of intentions to engage in psychological counselling followed by psychological openness. Neuroticism was a weak, significant predictor of intentions. Implications of these results are discussed in relation to improving utilization rates of mental health services.
    British Journal of Guidance and Counselling 01/2014;
  • British Journal of Guidance and Counselling 01/2013; 41(4):395-413.
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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 01/2013; 41(1):36-45.
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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.
  • [Show abstract] [Hide abstract]
    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;
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    ABSTRACT: This paper describes the profile of verbal response modes utilised in the expert application of Short-Term Dynamic Psychotherapy (STDP). One hundred and fifteen randomly selected segments from six treatments of STDP were analysed. Trained raters used a verbal response mode coding system to examine the individual speaking turns of an expert therapist. Based on the profile of therapist interventions reported, it was concluded that the actual conduct of this treatment in routine practice illustrates the empirically informed modifications to STDP technique integrated alongside the common characteristics of STDP based on the therapist (i) adopting an active stance, (ii) maintaining treatment focus using frequent confrontations and the ‘Triangle of Conflict’, and (iii) tailoring treatment to participant functioning using a combination of supportive and expressive interventions. Furthermore, specific differences in therapist activity were observed across treatment phases as well as between participants.
    British Journal of Guidance and Counselling 02/2012; 40(1):31-42.
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    ABSTRACT: The purpose of this exploratory-descriptive study was to examine how guidance counsellors in the province of Newfoundland and Labrador would handle a specific verbal-relational bullying incident. Also of interest was guidance counsellor involvement and training in bullying programmes and Positive Behaviour Supports.Data for this study was collected using the Handling Bullying Questionnaire (Bauman, Rigby, & Hoppa, 2008). Results suggested that guidance counsellors tended to take on various responsibilities in addressing verbal-relational bullying (e.g. work with victims and bullies, disciplinary) and tended to enlist the support of other adults. It is argued that guidance counsellors assume important roles in addressing school bullying and that training in this area is critical for guidance counsellors. Study implications and future research directions are discussed.
    British Journal of Guidance and Counselling 02/2012; 40(1):83-98.
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    ABSTRACT: Ethical approaches to practice and research in counselling and arts/psychotherapies demand an urgent attention to body politics. Bodies are not neutral; gender, sexuality, ethnicity and class are socio-political aspects that shape our mental, emotional and physical selves and inform our ethical values. Drawing from the author's embodied practice as interdisciplinary practitioner-researcher, the aim of this paper is to examine the inseparability of ethics and bodies and explore how autobiographical, relational and political aspects of our selves-in-motion give rise to and build upon ‘ethically important moments’. The paper concludes with expanding possibilities; that highlighting ethical tensions within the lived experiences of bodies-in-motion allows for politically progressive approaches to practice that reflect the emerging paradigm shift of a post-Cartesian and interdisciplinary age.
    British Journal of Guidance and Counselling 11/2011; 39(5):487-500.
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    ABSTRACT: My experience of people's life stories from my work as a narrative therapist consistently destabilised distinctions between imagined/magical and real experiences. I came to realise that the day-to-day magical realist juxtapositions I came upon were encounters with people's daily lives, as lived, that have remained unacknowledged within the literatures of counselling. In this paper I speculate about the possible reasons for ‘smoothing’ magical realities into rational realist accounts within the literature of counselling. I tell short stories that illustrate people's magical/realist manoeuvres out of impossible life circumstances towards different possibilities. I argue that just as writers on the margins have subversively written themselves into different spaces, people at the social and psychological margins have found imaginative pathways around life's walls.
    British Journal of Guidance and Counselling 11/2011; 39(5):425-438.
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    ABSTRACT: We report in this article on the second phase of an in-depth project examining practitioners’ use of a narrative model for 1-1 career guidance interviews in England, derived from the work of Mark Savickas. Using biographical narrative interviews, we explored the impact and constraints experienced by eight practitioner participants when engaging with a new model, and their struggles to learn, reflexively, from the experience. Further, in-depth interviews were conducted with four practitioners who ‘risked’ engaging with narrative methods to enhance practice, and achieved some success, but not without struggle and difficulty, professionally and personally. The narratives were analysed using protocols developed in previous research. The results illuminate the difficulties of creating space for experiment within a hard economic environment, dominated by outcomes and targets, as part of what can be seen as the ‘technicising’ of the guidance profession. Although drawing on all the interviews, we focus in this article on two participants’ narratives which are particularly evocative of the need for creative space, in contexts where professionalism appears to have diminished. The research itself provided space to think and imagine career guidance in more holistic ways.
    British Journal of Guidance and Counselling 11/2011; 39(5):397-410.
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    ABSTRACT: Art-Based Research (McNiff, 1998a28. McNiff , S. 1998a . Art-based research . London : Jessica Kingsley Publishers . (Translated into Chinese by Wu Ming-Fu and published by Wu-Nan Books, Taiwan, 2006.) View all references) introduced the idea of using artistic expressions by researchers as ways of knowing and methods of inquiry as distinguished from approaching art made by subjects as data which are interpreted by discursive methods, a practice that has been widely used in various disciplines studying human behaviour. Popularisation of the idea of art-based research (ABR) has diverted attention from its new and distinct qualities together with the challenges they present. Examples drawn from four decades of integrate examinations of personal and empirical phenomena encourages a revisiting of social science research typologies and the training of researchers.
    British Journal of Guidance and Counselling 11/2011; 39(5):385-396.