Therapist Experiences of Person-Centred Therapeutic Work with Primary-Aged Children in School-Based Counselling: Perceptions of Congruence, Unconditional Positive Regard and Empathy

Scott, K (2025) Therapist Experiences of Person-Centred Therapeutic Work with Primary-Aged Children in School-Based Counselling: Perceptions of Congruence, Unconditional Positive Regard and Empathy. Doctoral thesis, Liverpool John Moores University.

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Abstract

Rationale In the UK Children and young people who require mental health support are most commonly helped through school-based counselling (SBC) (Cooper et al., 2021). Person-centred therapy is a type of counselling that is offered in schools (Stafford et al., 2018). It aims to support individuals through an empathetic, nonjudgemental and supportive relationship that is fostered through the six necessary and sufficient conditions (Rogers, 1957; 1959). Academic research about primary school-based counselling is limited. There is also an absence of research which considers person-centred school-based counselling with primary-aged children. This research aims to bridge the gap by exploring the lived experiences of eight person-centred school-based counsellors in their work with primary-aged children. Methodology and Method Semi-structured interviews were used to generate data. Data was then analysed using Interpretative Phenomenological Analysis (IPA) (Smith, Flowers and Larkin, 2022). The hermeneutic and phenomenological sensibility of IPA was maintained and enhanced through poetic illuminations (Scott, 2024). Findings A feature of this research was the importance of therapist self in their work with primary-aged children. Participant narratives suggested that they felt drawn to their role, as if it were their destiny, but as part of this, their work with emotionally vulnerable children took a toll on them. Participants explored the parts of self that were in the therapy room, as well as the importance of being their authentic self but with caveats in place owing to the cognitive and emotional development of the children. This research also offers insights into the person-centred concepts of congruence, unconditional positive regard and empathy – they were experienced as fluid constructs with elements that overlap and as something which the therapists embodied in their relationships with children. The practicalities of working with primary-aged children as a person-centred school-based counsellor are illuminated through this study - findings suggest that the approach could be considered an eclectic one, where ideas and activities from various other therapeutic modalities are drawn upon and offered by therapists to convey empathy and to build relationships with children. Implications This study has relevance for psychological professionals and for educational settings. Suggestions are made regarding both the training of person-centred counsellors who wish to work with primary-aged children in the school environment and the practice of therapists who presently work with this client group.

Item Type:	Thesis (Doctoral)
Uncontrolled Keywords:	School-based counselling; Priimary-aged children; Person-centred counselling
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Divisions:	Psychology (from Sep 2019)
Date of acceptance:	9 May 2025
Date of first compliant Open Access:	25 September 2025
Date Deposited:	25 Sep 2025 10:22
Last Modified:	25 Sep 2025 10:23
DOI or ID number:	10.24377/LJMU.t.00026527
Supervisors:	Blundell, P, Harrison, J, Dougan, L and Vandenberghe, K
URI:	https://researchonline.ljmu.ac.uk/id/eprint/26527

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