Young people’s experiences of school-based counselling: a constructivist grounded theory study

School-based counselling (SBC) is one of the most common therapeutic interventions received by secondary school aged pupils within the UK (Cooper, 2013). Despite this, little is known about the processes by which SBC leads to positive outcomes for many young people. This qualitative study aimed to generate a substantive theory of the processes contributing to positive outcomes, using a constructivist grounded theory (GT) methodology. Nine participants were interviewed using a broad open-ended interview schedule, and interviews were analysed using the constructivist GT analysis process outlined by Charmaz (2006). Key processes underpinning young peoples’ experiences of SBC were constructed including: developing a safe space, engaging in a collaborative relationship and receiving a flexible and personalised therapeutic experience. Key processes are considered in relation to relevant research and psychological theory and implications for school counsellors, school staff and EPs are discussed