Family Therapy Case Study

Another therapeutic technique that could be used when working with Mary is Family Therapy. Family Therapy is a branch of psychotherapy that works with families and couples in intimate relationships to nurture change and development (Gladding, 2014). It tends to view change within the context of the systems of interaction between family members and it emphasises these relationships as an important factor in psychological health (Alexander, Waldron, Robbins, Neeb, 2013). The different schools of family therapy hold the common belief that, regardless of the origin of the problem, and regardless of whether the clients consider it an ‘individual’ or ‘family’ issue, involving families in solutions often benefits clients (Gladding, 2014). Further,

This seems particularly relevant to the role of the school counsellor as it recognises a child does not exist in isolation and the inclusion of teachers and parents, and potentially other health care workers, in Mary’s counselling process is beneficial in achieving the best possible outcomes for her (Horne, 2013). Further, Pearce, Sewell, and Cromarty (2015) state that in order to be an effective counselling service within an educational setting, the counsellor needs to be approachable, adaptable, and sensitive to systemic complexities of this setting. That is, the role of a counsellor within an educational setting creates a unique set of challenges. For example, the therapist may find that their goals for Mary do not necessarily align with the school’s expectations. Learning to communicate with staff in a professional manner that is respectful of the school setting is vital as it allows for the negotiation of differing needs and requirements of the two environments (Ray, 2010). Further, initiatives about mental health need to be integrated into the school curriculum as a means of increasing community understanding and reducing stigma (Baker, 2017). Without this, students may not be aware when their mental health is deteriorating or feel shamed when seeking help (Ray, 2010). Including mental

Taking into consideration the location of the counselling space within a school becomes essential in maintaining confidentiality as it ensures the location is away from open areas such as; the lunchroom and gym, and is free from interruptions (Pearce, Sewell and Cromarty, 2015). It is also important to note that Mary’s attachment insecurity creates challenges for the school counsellor as her internal working model has allowed her to expect the same experience from all relationships (Ray, 2010). As such, establishing and consolidating a trustworthy relationship may take several weeks, and Mary may be wary of the credibility and trustworthiness of the counsellor (Pearce, Sewell, and Cromarty, 2015). The security of the familiar school environment supports the therapeutic relationship as it is able to foster safety and stability (Baker, 2017). Also, in consideration that Mary is a minor, the efficacy and foundation of her counselling progress will rely on liaison with her parents, staff and other related professional figures (Ray, 2010). Confidentiality, consulting other professionals, knowing when to keep or destroy records, and making it clear when confidentiality cannot be kept is most critical (Ray, 2010). Baker (2017) states that whilst adherence to client confidentiality is imperative,