Counselling Policy

COUNSELLING POLICY DATE REVIEW DATE

June 2021 May 2022

Owner Version Number: Working Date:

Director Ver03 05/05/2021

Legal Sign-off by: Legal Sign-off date: Type of Policy: Authorised by Exec: Authorised by Board: Effective date of Policy: Circulation:

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Exec June 2021 June 2021 Internal

CONTENTS COUNSELLING AT JESS ......................................................................................... 3 DEFINITION AND SCOPE ....................................................................................... 3 ROLE OF THE COUNSELLOR ................................................................................. 4 QUALITY ASSURANCE ........................................................................................... 6 CLIENTS................................................................................................................... 6 REFERRAL PATHWAYS ........................................................................................... 6 AUTOMATIC CHECK-INS ....................................................................................... 8 CONSENT ............................................................................................................... 8 ETHICAL FRAMEWORK AND CONFIDENTIALITY ................................................. 9 COLLABORATION ............................................................................................... 11 CHILD PROTECTION ............................................................................................ 12 COUNSELLING RECORDS ................................................................................... 13 APPENDIX 1: PARENT INFORMATION FORM ............................................................ 15 APPENDIX 2: GUARDIAN INFORMED CONSENT...................................................... 18 APPENDIX 3: DEFINITION OF GILLICK COMPETENT ................................................. 21 APPENDIX 4: ONLINE COUNSELLING PARENT CONSENT FORM ............................ 22 APPENDIX 5: SCHOOL HOLIDAYS AND COUNSELLING ........................................ 24

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COUNSELLING AT JESS 1.1

JESS is committed to providing excellence in learning, teaching and leadership. To be fully receptive to new learning, good mental and emotional wellbeing must be present. The student counselling service is a key part of the care offered at JESS which also includes learning support, strong pastoral structures and a variety of special interest activities, all of which help to nurture wellbeing and enrich child development.

The JESS model corresponds with the vision highlighted in the National Agenda1 to create enriching educational environments and forms part of the UAE goals for education.

1.2

The counselling model is based on best practice guidance from the Department of Education in the UK2, the American School Counselor Association and the International School Counselor Association.

DEFINITION AND SCOPE 2.1

The International School Counselor Association (ISCA) defines school-based counselling as: “Counselling is the professional assistance and support provided to a student or small group of students during times of transition, heightened stress, critical change or other situations impeding student success. It is short term in nature and based on counselling theories and techniques that are effective in a school setting to support a student’s development.”

2.2

School counsellors do not provide long term therapy. As noted by the American School Counsellors Association, “School counselors do not provide therapy or longterm counseling in schools. However, school counselors are prepared to recognize and respond to student mental health needs and assist students and families seeking resources.”

2.3

Counselling is an intervention that young people can access voluntarily to explore issues which cause them distress. The need for counselling in school is widely evidenced, as summarised in the BACP paper “School Based Counselling – what is it and why we need it”3. Without appropriate support, a psychological difficulty in childhood can undermine learning and lead to long term mental health problems.

When emotional or social development is inhibited, counselling can be an effective resource in overcoming individual barriers.

1

UAE Vision 2021, The National Agenda Counselling in schools: a blueprint for the future. Departmental advice for school leaders and counsellors (March 2015) 3 School-based counselling – what is it and why we need it. BACP, 2013 2

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2.4

The overarching objective of counselling at JESS is to provide a safe, supportive environment accessible to the whole school community where individuals or groups can explore personal problems without judgement to aid self-awareness and reflection. Therapeutic methods used may vary according to the age and needs of the students but the overarching values and philosophy remain.

2.5

The service is both preventative and responsive. Early detection and assessment is crucial in preventing more severe long-term mental health problems. However, counsellors can only work with students who have either been referred or sought the service. When emotional or mental crises emerge, these are prioritised.

2.6

The aims of counselling are specific to the individual, but may include:

2.7

2.6.1

Assisting the young person to develop greater understanding of themselves, their relationships with others and their environment to support social and emotional development;

2.6.2

Developing confidence and resilience by creating a better awareness and utilisation of their personal resources;

2.6.3

Helping students reflect on their own thoughts and feelings whilst fostering positive behaviours to help strengthen mental wellbeing;

2.6.4

Providing emotional support and assistance with transitions such as bereavement, parental separation or re-location;

2.6.5

Supporting problem solving and the pursuit of meaningful goals;

2.6.6

Helping young people and their families find specialist support from external organisations to match their needs.

In addition, counsellors work to educate parents, children and staff on mental health topics with the aim of lessening stigma and broadening understanding.

ROLE OF THE COUNSELLOR 3.1

The counsellor offers young people a safe and supportive environment to work through difficult issues. The counsellor will listen to a young person’s views, experiences and feelings without judgement in an atmosphere of respect and empathy based on a secure and trusting working relationship.

3.2

Counsellors assist individuals in finding their own solutions rather than providing advice, often utilising tools such as motivational interviewing. Through counselling, students gain a better understanding of how their thoughts, feelings and behaviour affect oneanother and gain skills in coping with difficult thoughts and feelings more effectively.

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3.3

Within the limits of confidentiality (see below), the counselling service seeks to be collaborative. Working with parents, teachers and other key individuals that are important to the child can help support growth and positive change.

3.4

According to the BACP4 the role of the school counsellor includes the following:

3.5



“Provide a counselling service to young people who are registered with the school as current pupils;



Communicate and liaise with school staff, in the best interest of the young person, whilst within the limits of client confidentiality;



Encourage the engagement of the young person’s family when appropriate and beneficial;



Liaise with staff in taking and making referrals to and from other agencies;



Act as a resource to school staff by offering an insight into counselling and promoting the service where possible;



Maintain accurate counselling session records and to write reports as and when required;



Practise counselling in accordance with the Ethical Framework for Good Practice in Counselling & Psychotherapy, published by BACP”.

In addition, the JESS counsellors seek to: 3.5.1

Collaborate with pastoral care teams, Teachers and the Inclusion Department, OASIS, to identify children of concern and support emotional growth and development.

3.5.2

Help the wellbeing teams develop school-wide initiatives based around positive psychology principles.

3.5.3

Work with the safeguarding leads to support the early identification of at-risk young people and assist the child protection process.

4

Good practice guidance for counselling in schools 4th edition, British Association for Counselling and Psychotherapy (BACP).

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3.6

3.5.4

Work with groups of students with common needs, where appropriate, to support each other in their development of stronger coping strategies and good mental wellbeing.

3.5.5

Continually seek service improvement through training, development and individual progress monitoring of students.

3.5.6

Provide both structured and informal support to parents and school staff.

3.5.7

Help source external mental health support when necessary.

Counselling is a term-time service. It is not available during school holidays. See appendix 5 for further details.

QUALITY ASSURANCE 4.1

The counsellors are qualified to a minimum of post graduate level and are licensed, or eligible for license, with the Community Development Authority. The counsellors maintain annual membership with an international psychology body such as The British Psychological Society (BPS), The British Association of Counselling and Psychotherapy (BACP) or the International Schools Counselling Association (ISCA) and work according to their ethical frameworks.

4.2

Counsellors actively seek continuous professional development.

4.3

Insurance is provided by the school policy. indemnity insurance.

Counsellors do not have personal

CLIENTS 5.1

The service is available to every student enrolled at JESS.

5.2

Whilst the main scope of the service is to work with students, parents and school staff can also access limited support.

5.3

There is no requirement to have a clinical diagnosis or a professional referral to access counselling. However, a willingness to engage is needed.

5.4

Students with specific learning needs often benefit from emotional support. Referrals can be made from the OASIS team to the counsellors or from a counsellor to OASIS as needed.

REFERRAL PATHWAYS 6.1

Referrals for counselling can be made by anyone who feels a student may benefit from help. This would include a member of staff, a parent or guardian, or a concerned friend. Individuals are also able to access counselling directly.

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6.2

Staff members and parents are encouraged to use the information forms (appendix 1) when making a referral. These help the counsellors assess the level of need and whether it can be supported through counselling or if a different route may be more expedient. However, referrals via telephone, face-to-face meeting or email are accepted in the interests of getting the information through quickly.

6.3

Within the Primary schools the teacher will first discuss any concerns relating to the students’ wellbeing with their parents before speaking to the counsellor. If counselling is required, the counsellor will also seek a discussion with parents. In the instance of a minor issue or one-off meeting, parents may not always be contacted. In most other situations, parental observations and consent will be sought for primary aged children.

6.4

Teachers and parents may discuss concerns with the counsellor without making a formal referral to seek advice or decide if a referral is necessary.

6.5

Counselling must remain voluntary. It cannot be linked to school targets or used as a sanction, doing so would undermine the value and effectiveness of therapy. The UK Department of Education notes “there may be some individuals who do not want to undertake counselling, even where the school considers that they would benefit from it.6” If a student does not want to engage, the offer of counselling will be repeated at a later date in order to facilitate re-engagement. Other areas of support will also be sought where appropriate.

6.6

Referrals to Primary counsellors may come from children, parents or teachers, including those working in OASIS. The diagram below shows the process taken once a referral is received.

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6.7

Secondary students are more likely to refer themselves for counselling than Primary students. Due to the difference in confidentiality criteria for Secondary students (see below), the process is somewhat different to Primary as the parents may not automatically be contacted. However, the counsellor may seek permission from the student to contact parents once a relationship has been established. In most instances collaboration with home is beneficial towards counselling outcomes. Also, either HOY/DHOS/Safeguarding leads should be informed.

6.8

Heads of Year will be aware of who is attending counselling and pertinent information relating to pastoral needs may be shared to obtain the best outcome for the student.

6.9

Teachers referring students in Secondary should discuss their view that counselling might be beneficial with the student before making the referral. If the student refuses it is still useful to highlight the need to the counsellor so that it can be monitored.

AUTOMATIC CHECK-INS 7.1

There is an expectation in certain situations that staff members will refer students to the relevant counsellor so that an offer of support can be made. This will take the form of a “check-in” to find out from the student whether there is a desire for counselling. Whether this results in counselling sessions will be dependent on the individual need. Such situations would include: 7.1.1

Bereavement

7.1.2

Parental separation/divorce

7.1.3

Self-harm, suicidal thoughts

7.1.4

Dramatic changes in behaviour

7.1.5

PASS data indicates significant concerns

7.1.6

Disclosure of a psychiatric or psychological assessment

7.1.7

Disclosure of an educational psychologist’s assessment

7.1.8

Intake information highlights an issue e.g. multiple school moves, emotional or behavioural problems, familial difficulties, previous counselling/ psychological/safeguarding intervention etc.

CONSENT 8.1

Informed consent relates to the client’s decision whether to receive counselling.

When working with minors, it is important to receive the consent of the parent/guardian. Unless there is an immediate need and a distressed child requires urgent assistance, the Primary counsellors will first seek a discussion with the parents to

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obtain background information to ensure they are aware of the purpose of counselling and what it is likely to entail.

8.2

Written permission from Primary parents is obtained using the Parent Informed Consent Form (appendix 2). However, if the issue involves child protection and informing the parents could increase the risk of harm, there may be circumstances where a counsellor sees a child without consent.

8.3

Students who are in Secondary school and meet the Fraser Guidelines, and are deemed “Gillick competent” i.e. are able to give informed consent, do not need parental permission to access counselling (further details in Appendix 3).

8.4

The British Psychological Society Best Practice Guidelines (Third Edition) states: “...young people who are deemed to be competent to make their own decisions: ‘Gillick competent’ can give their own consent to involvement with a psychologist, and that if a young person gives consent under these circumstances, then parental consent is not required.”

8.5

Most Secondary students are able to make an informed decision about whether to receive counselling. Furthermore, it is their discretion whether parents are informed that they are seeing the counsellor (see section 4.18 Mental health and behaviour in schools, 2018, UK Department of Education and Appendix 3, Fraser Guidelines).

8.6

In addition, the Secondary student can request that parents are not informed of their involvement with the service or ask to see a counsellor in situations where the parents have declined consent. However, this request would be overridden in the event of a safeguarding need. Child protection takes precedence over the therapeutic relationship.

If counselling is to be provided online, written consent from the parent or young person will be required (Appendix 4).

ETHICAL FRAMEWORK AND CONFIDENTIALITY 9.1

The BACP ethical framework states “confidentiality is essential in a therapeutic relationship as part of building trust”5. Building and maintaining a safe space, where students are able to confide in the counsellor, at times necessitates holding information that they may have felt unable to speak about with a parent.

9.2

Every young person is entitled to have a private life and to have their autonomy respected, these are fundamental rights established under Article 8 of the Human Rights Act 1998. Further, Article 379 of the UAE Penal Code states that “anyone

5

BACP Ethical Framework for Good Practice in Counselling and Psychotherapy [2010].

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entrusted with a secret by virtue of his profession, trade, position or art and who discloses it in cases other than those lawfully permitted has committed a crime”.

9.3

However, absolute confidentiality would not be practical or helpful to a child. In situations where a student appears at risk of harm, the counsellor must ensure the correct child protection processes are followed. The need to safeguard children takes precedence over the child’s right to confidentiality and this is upheld in the UAE

by Federal Law No 3 of 2016 Child Rights Law.

9.4

Sharing information in a timely manner through the correct channels is one of the most important recommendations by the UK 2018 document “Information sharing, advice for practitioners providing safeguarding services to children, young people, parents and carers”.

9.5

A risk to the safety or welfare may include a concern that: 9.5.1

There is a risk of harm to themselves;

9.5.2

A risk of harm to another, directly or indirectly;

9.5.3

The client discloses that he/she has suffered previous harm and continues to be at risk;

9.5.4

The counsellor reasonably suspects the existence of a safeguarding issue (as defined on page 10 and in detail within the JESS Safeguarding and Child Protection Policy).

9.6

Where the client is a member of staff, a disclosure without their consent may be necessary if in the public interest. For example, if there is a risk of negligence within their role that has potential to cause harm. In this instance, only the appropriate member of the senior leadership team or the safeguarding lead would be notified of the immediate concern.

9.7

Many situations are not clear cut. For example, a client expressing that they had a thought around suicide would not automatically make them at risk of harm. The counsellor must establish how significant the risk by examining the frequency, intensity, duration and intrusively of that thought. When deciding whether to report information, it is important that the counsellor asks themselves to what end is the information being shared? How will breaching confidentiality benefit the client? If the risk is significant, the counsellor has a duty to override confidentiality in the aim of protecting the individual. The counsellor will usually inform the student of the need to share information and seek permission wherever possible. The UK guidance states:

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“Consider safety and well-being: base your information sharing decisions on considerations of the safety and well-being of the individual and others who may be affected by their actions.” 6 9.8

In some instances, the student may hold the view that their parents will not understand the situation and telling their parents will make it worse. It is not for the counsellor to decide whether the child’s perception of the situation is correct, but respect that these are the student’s feelings and work with them to help overcome the obstacle, whether imagined or real.

9.9

As counselling occurs during the school day, teachers can be aware that a student is receiving counselling. In addition, the registration administrator may have knowledge that a student is with the counsellor. This is to avoid any safety concerns that would arise if the whereabouts of a child was unknown.

COLLABORATION 10.1

Where students are willing, it is helpful to have a collaborative approach with parents.

Teachers and parents are highly influential in a child’s development and well placed to help the child practise the skills gained in therapy in a daily routine. Whilst it would not be appropriate to share all information from the counselling setting, working with the key adults is useful to help the child integrate new strategies into their everyday lives.

10.2

Following permission from the student, action plans in the form of an email or face to face meeting may be shared. Action plans might include strategies and techniques that teachers and/or parents can implement to support the student. This is particularly relevant for Primary students. In Secondary, a plan may include behavioural activation techniques designed to support mood.

10.3

Collaboration will also be sought with teachers (including OASIS) or nurses to support student needs in class or to highlight issues that may be affecting the student. This is in order to better support their needs and increase understanding of behaviours or emotional vulnerabilities.

10.4

As an integral part of the pastoral system within JESS Secondary, the Head of Pastoral Care is aware of Secondary students accessing the service, but they are not party to the information discussed within the sessions. Heads of Key Stage and Heads of Year may receive information pertinent to ensuring the safety and development of students under their care where relevant, without knowledge of session content.

6

Information sharing, advice for practitioners providing safeguarding services to children, young people, parents and carers, 2018.

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10.5

Primary Head Teachers are confidentially provided with names of those accessing counselling and class teachers will be aware of those receiving counselling and often some of the key issues having observed the students in class. This collaborative approach is recommended for school-based counselling (for example, see page 102 “Counselling in Schools 7”.

10.6

Counsellors work closely with the OASIS department to support the needs of children of determination.

CHILD PROTECTION 11.1

In matters pertaining to child protection, the counsellor will need to override client confidentiality. Safeguarding and welfare needs take priority over the therapeutic relationship. The JESS Policies and Procedures for Safeguarding and Child Protection Policy supersedes this Counselling Policy.

11.2

The JESS Safeguarding and Child Protection Policy names a Designated Senior Person (DSP) at each school to confidentially collate information. Their role helps to develop a broader picture of individual children’s needs. Counsellors have a duty to report information to the DSP in order that a broader picture of need may be revealed and appropriate actions taken.

11.3

The UK Department of Education 2020 guidance states: “No single practitioner can have a full picture of a child’s needs and circumstances. If children and families are to receive the right help at the right time, everyone who comes into contact with them has a role to play in identifying concerns, sharing information and taking prompt action8.” P. 5, Keeping Children Safe in Education, 2020.

11.4

Article 42 of Federal Law 3 of 2016 creates a mandatory requirement for educators to notify a child protection specialist if they believe a child’s physical, psychological, moral or mental integrity is threatened. The following definitions are used to describe abuses within the legal framework: 11.4.1 “Child Abuse: Every action or omission that would lead to the harm of the child and prevent the latter's upbringing and growth in a sound, safe and healthy manner.”

11.4.2 “Child Neglect: Failure of the parents or the custodian to take necessary actions to preserve the child's life, as well as his/her physical, mental and moral integrity from risks and to protect his/her various rights.”

7 8

Counselling in Schools, Robert Bor, Jo Ebner-Landy, Sheila Gill, Chris Brace, 2002, Sage Publications Keeping Children Safe in Education. Statutory Guidance for Schools and Colleges. 2020

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11.4.3 “Violence against Children: Deliberate use of force against any child by any individual or group that would lead to actual harm to the health, growth or survival of the child.”

Article 1, Federal Law 3 of 2016 11.5

Child protection is central to the JESS model. The requirements of the Federal Law are applied within the school reporting procedures and the Safeguarding and Child Protection Policy. The counsellors will complete a confidential child protection form to disclose any possible harm directly to the DSP for child protection within their school.

Counsellors will not share the information beyond the stipulations of the Safeguarding and Child Protection Policy. In accordance with the Federal Law, where other considerations exist, the welfare of the child supersedes any other concern including the maintenance of the counselling relationship.

11.6

Federal Law 3 of 2016 defines ‘best interests of the child’ as “placing the interests of the child above everything else and having priority and preference in all circumstances, regardless of the interests of other parties”.

11.7

It is a requirement for the counsellor to remain up to date with reporting procedures and child protection legislation. The counsellor must follow internal protocol when reporting and ensure information is passed on quickly within the correct reporting methods. The importance of child protection is highlighted in the KHDA inspection framework, section 5, which includes the specification to promote healthy lifestyles.

For further information, please see the JESS Safeguarding and Child Protection Policy.

COUNSELLING RECORDS 12.1

All referrals will be logged onto a database and monitored to track progression. This database is only accessible to the counsellors. However, the head of child protection will receive information pertaining to who is receiving counselling.

12.2

The counsellors keep separate personal notes for the purpose of monitoring their work, providing reminders and for discussion in supervision meetings. Notes may include a brief outline of issues discussed, psychometric information if used, case formulations, goal setting and notes from parent or teacher meetings, as applicable. In accordance with good practice, this information is treated as confidential (see section 7.25, Counselling for schools: a blueprint for the future, 2016, UK Department for Education).

12.3

Counselling notes do not form part of the student’s school record. Counselling information is kept physically separate from individual records within school and are not accessible to non-counselling staff. These records are stored in a locked filing cabinet, which is best practice in school counselling and satisfies data protection

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requirements (see Counselling in Schools9, or Legal Issues Across Counselling & Psychotherapy Settings10).

12.4

Students may request access to their personal counselling notes. However, parents would not be given this access unless the child provided consent to their information being shared. An exception would be in the instance of a court order. In most jurisdictions, a judge would need to be satisfied that the documents were relevant and significant enough to warrant the breach. For example, courts in England and Wales would follow the Civil Procedures Rules which govern such matters.

9

Counselling in Schools, Robert Bor, Jo Ebner-Landy, Sheila Gill, Chris Brace, 2002, Sage Publications Legal Issues Across Counselling & Psychotherapy Settings, a Guide for Practice, 2Barbara Mitchels, Tim Bond. 2001, Sage Publishing.

10

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APPENDIX 1: PARENT INFORMATION FORM JESS COUNSELLING CONFIDENTIAL STUDENT INFORMATION SHEET – PARENT VERSION The school counselling service offers information and support in a non-judgmental and confidential space. The below questions should be completed by the parents or caregiver.

The information you provide should help me prepare as best as possible for our upcoming session. If you are uncomfortable completing any part of the form, please leave it blank or contact me for further information. Thank you.

Name of student:

Class:

Parent(s) Name:

Date of referral:

If you can, please write the main reason (s) you would like to meet with the Counsellor:

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Please describe as best as you can how your child is at home, including any strengths or areas of challenge?

Please list / describe any strategies and resources currently in place to address concern from a school and home perspective (if any):

If you can, please mention what you would like to achieve from our session> It is OK to leave this blank if you are not sure:

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Has there been contact with school regarding your concern? Yes/No

Further information:

Does your child receive any additional support either in school (e.g. Oasis) or externally?

Please mention any other information you feel is important or relevant:

Parent Signature & Consent:

Please return or email to the relevant counsellor: jstrang@jess.sch.ae or ptoland@jess.sch.ae or counsellingjumeirah@jess.sch.ae

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APPENDIX 2: GUARDIAN INFORMED CONSENT JESS SCHOOL COUNSELLING - GUARDIAN INFORMED CONSENT Introduction School counselling provides an opportunity for children to talk, in confidence, about things that are worrying them or affecting their day to day life. What children choose to talk about is completely up to them, but common issues may include; anxiety, friendships, transitions, bereavement, distressing traumatic events and anger. The Counsellor will not be judging you or your child but looking to help them find their way through whatever is troubling them. As part of this process, you may be invited to meet with the School Counsellor and the information contained within is also pertinent to your meeting with the School Counsellor.

The school Counsellor will work with students and parents on a range of social and emotional issues in order to work towards happy, healthy children who are ready to learn. The Counselling Team will provide both pro-active and re-active services to help students achieve their best academically and socially emotionally. Providing information and support to the parents in relation to the home setting is often an important part of this process. Please feel free to talk to the School Counsellor if you require any additional information at this stage.

Confidentiality We understand that the content of the sessions is confidential and will not be shared without consent of the student, or in the case of parents, the parent. However, if it is felt that the student’s health and/or safety, or some else’s health and/or safety is at risk, then the appropriate person(s)/parents shall be informed. While there is a clear requirement for confidentiality there is an obligation for the Counsellors to share relevant information with the Principal, relevant staff (including the Safeguarding team), and parents where appropriate. This will be done in a professional and reasonable way and in the best interest of the child.

A note is placed on the school management system (ISAMS) to record that student / parents have met with the Counsellor, but no further counselling details are stored here.

If you or your child shares a safeguarding concern, the Counsellor has an obligation to report this to the Safeguarding team. More details on this process are contained in the School Safeguarding Policy (available on the school website: www.jess.sch.ae).

Permissions We consent to our child meeting the School Counsellor commissioned by the school. We understand that the purpose for meeting is to provide counselling and support.

FS1-Year 6: Parental permission must be obtained before or after an initial session, except in cases of a Safeguarding concern where parental consent is not required.

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Year 7 & above: The Gillick Principle ‘As a general principle it is legal and acceptable for a young person to ask for confidential counselling without parental consent providing they are of sufficient understanding and intelligence’ (Gillick v West Norfolk AHA, House of Lords, 1985.

UK).

Since this ruling, all young people are entitled to confidential counselling. Gillick competence will be assessed by the counsellor in the initial session and if deemed competent, the student will be able to give consent. Assessment of competence based on the Gillick principle will take account of the age, maturity, understanding of consequences of their action and understanding what is being proposed by the counsellor. As a rule, most students in Year 7 or above are deemed sufficiently competent to understand the counselling process. Parental permission will be sought if this is not the case.

Please complete details and sign the below: Name of Student: _______________________________ Date of Birth: ____________ School: _______________________________________Class/Year: _______________ Home Address: _________________________________________________________

In cases where both parents have responsibility of the children, consent must be signed by both parents.

Parent or Guardian Signature: ____________________________________________ Parent or Guardian Name (BLOCK CAPITALS) _____________________________ Relationship to child: ____________________________________________________ Email: ________________________________________________________________ Contact phone number: __________________________________________________ Date: _________________________________________________________________

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Parent or Guardian Signature: ____________________________________________ Parent or Guardian Name (BLOCK CAPITALS) _____________________________ Relationship to child: ____________________________________________________ Email: ________________________________________________________________ Contact phone number: __________________________________________________ Date: _________________________________________________________________

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APPENDIX 3: DEFINITION OF GILLICK COMPETENT “As a general principle it is legal and acceptable for a young person to ask for confidential counselling without parental consent providing they are of sufficient understanding and intelligence.” (Gillick v West Norfolk AHA, House of Lords 1985).

National Society for the Prevention of Cruelty to Children (NSPCC): https://learning.nspcc.org.uk/child-protection-system/gillick-competence-fraserguidelines#heading-top The Fraser guidelines apply specifically to advice and treatment about contraception and sexual health. They may be used by a range of healthcare professionals working with under 16-year-olds, including doctors and nurse practitioners.

Following a legal ruling in 2006, Fraser guidelines can also be applied to advice and treatment for sexually transmitted infections and the termination of pregnancy (Axton v The Secretary of State for Health, 2006).

Using the Fraser guidelines Practitioners using the Fraser guidelines should be satisfied of the following: 

   

the young person cannot be persuaded to inform their parents or carers that they are seeking this advice or treatment (or to allow the practitioner to inform their parents or carers). the young person understands the advice being given. the young person's physical or mental health or both are likely to suffer unless they receive the advice or treatment. it is in the young person's best interests to receive the advice, treatment or both without their parents' or carers' consent. the young person is very likely to continue having sex with or without contraceptive treatment.

(Gillick v West Norfolk AHA, 1985)

Child protection concerns When using Fraser guidelines for issues relating to sexual health, you should always consider any potential child protection concerns: Underage sexual activity is a possible indicator of child sexual exploitation and children who have been groomed may not realise they are being abused.  Sexual activity with a child under 13 should always result in a child protection referral.

If a young person presents repeatedly about sexually transmitted infections or the termination of pregnancy this may be an indicator of child sexual abuse or exploitation. 

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APPENDIX 4: ONLINE COUNSELLING PARENT CONSENT FORM Rational School counselling online provides an opportunity for students to talk, in confidence, about their thoughts and emotions with a qualified health professional. Counselling is a place of non-judgement, offering support rather than advice. The focus is on finding a way through troubles. Counselling has several benefits, not least to help work through worries and feel connected during times of uncertainty.

Methodology The counselling team will use a variety of evidence-based talk therapy methods to help students achieve their best academically, socially and emotionally, within their situation.

Scheduled sessions are usually individual, lasting between 20 to 40 minutes. Check-ins can be shorter. The Microsoft Teams chat function will be used to conduct the session.

Conduct Both the counsellor and student are required to conduct themselves in an appropriate manner whilst online. This includes ensuring their environment, clothing, speech and conduct is suitable. The session should be treated in the same manner as a face-to-face meeting.

Counsellors will help educate students on how to participate in the electronic school counselling relationship to minimise potential misunderstandings.

Both parties should be on time for scheduled sessions, no recording or taking photographs is permitted.

Please be aware of ethical and legal considerations of technological applications within the UAE http://ejustice.gov.ae/downloads/latest_laws/cybercrimes_5_2012_en.pdf.

Confidentiality Counsellors will continue to ensure appropriate and reasonable measures for maintaining confidentiality of student information as well as promote the safe and responsible use of technology in collaboration with students and families.

While the full content of the sessions will not be disclosed, there is an obligation for school counsellors to share relevant information with parents and/or specific staff members where this is in the interests of the child. The student’s consent will usually be sought before a discussion outside of counselling takes place. If a potential risk of harm to the student or someone else is identified within the session, the counsellor will follow the school Safeguarding Policy reporting concerns confidentially to the designated safeguarding lead. Any sharing of information will be done with sensitivity following the appropriate pathways on a need-to-know basis.

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Limitations Counsellors recognise and mitigate the limitations on confidentiality on virtual school counselling, which may include unintended viewers or recipients. The counsellors will remind students of the need to consider their environment and privacy during an online session.

For security information pertaining to Microsoft Teams, please see information from Microsoft: https://docs.microsoft.com/en-us/microsoftteams/security-complianceoverview.

Counsellors continue to follow the ethical frameworks of their respective regulatory bodies (e.g. British Psychological Society, American School Counsellors Association).

For emergency counselling interventions please visit Al Jalila Hospital or Rashid Hospital.

Name of Student: _______________________________ Date of Birth: ____________ School: _______________________________________Class/Year: _______________ I/We consent to our child meeting the school counsellor to provide support.

I/We understand that the content of the sessions is confidential and will not be shared without consent of the student. Nominal information may be shared with specific staff if collaboration is a necessary part of the support. If information from a session relates to the safety of the student or someone else at risk, then the appropriate person(s) shall be informed in accordance with the school Safeguarding and Counselling Policies.

Parent or Guardian Signature: _____________________________________________________ Parent or Guardian Name: ________________________________________________________ Relationship to child: _____________________________________________________________ Date: __________________________________________________________________________ For questions and queries, please do not hesitate to contact the relevant JESS counsellor: Secondary: aharris@jess.sch.ae Arabian Ranches Primary: kgarbutt@jess.sch.ae Jumeirah Primary: jstrang@jess.sch.ae

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APPENDIX 5: SCHOOL HOLIDAYS AND COUNSELLING 1.

School Counselling Provision During Holiday Periods School counsellors will not conduct counselling sessions during the holiday periods. The school facilities are closed, one-to-one counselling is not possible. However, in exceptional circumstances a counsellor may, with direction from the Senior Leadership Team (SLT) or a Child Protection (CP) Lead, conduct a stand-alone video call. The aim being to help direct clients in critical need towards assistance.

2.

Provision for at risk students

2.1

During term time it is best practice for students with a clinical need to be referred to an external agency for psychiatric and/or psychological assistance. The remit of the school counselling service is not to provide long-term therapy. However, there are situations where school counselling may continue for a longer period. For example, where external support is not possible, or the unmet need is particularly high. When a child protection matter arises, the CP Lead generally coordinates the school’s response, often with input from a counsellor to support emotional needs.

2.2

When the term ends school support for at risk children is limited. In serious cases involving safety concerns a plan is set up between the school and parents to agree actions the parents will take to support the welfare of the child over the holidays. This meeting is generally led by the CP Lead and may include strong recommendation for seeking external therapeutic support. Counsellors may lead meetings with parents where the child requires support for mental health needs only.

2.3

During the CP process parents will usually be asked to declare their intentions towards seeking external support. Where parents have indicated their intention to follow school recommendations the counsellor or CP Lead will email the parents to confirm support mechanisms are in place over the holidays and seek to gain evidence in the form of a clinician’s details. Where parents are unable/unwilling to get help, a request will be made that they check-in with the counsellor or CP Lead by email on a 2-3 week basis to provide some assurance as to the wellbeing of the child.

2.4

Counsellors will seek to signpost at risk children and families to emergency support available, e.g. Al Jalila Children’s Hospital, the Dubai Foundation for Women and Children and free mental health crisis phone lines.

2.5

The counsellor will seek to re-engage with the student in the week prior to the recommencement of the new term. This will either be by email or video call. The counsellor will often seek to speak with parents as well. The purpose of this meeting is to support the reintegration back to school.

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3.

Rational 3.1

Holiday periods can be particularly difficult for at risk children. School is often a place of safety and structure, which is particularly vital if home does not provide for those needs. For children known to have acute vulnerabilities, the CP Lead will seek to gain assurance that parental welfare responsibilities are being met during the school break when the pastoral and care structures in school are unavailable. Where the child needs therapeutic support, the CP Lead will strongly make this recommendation. However, due to the nature of the mental health industry in Dubai, the majority of supportive services are fee paying requiring not only willing but finances from parents. Without a full and free social care structure for children, the school must rely on the compliance of families. Only in very extreme cases would a Government authority become involved. When assessing the necessity of involving Government authorities it is crucial to weigh up any additional risk placed upon the child by undertaking this action when there is little social work follow up.

3.2

In addition to being outside of the counselling remit, if school counsellors were to offer parents or students a more substantial service whilst on holiday (e.g. providing a crisis email/phone number, giving video counselling) the risk to the counsellor and school would increase. When providing such a service there is an implication that support will be available at the point of request, yet this cannot be guaranteed. This creates a danger that information may not be processed in time to support a student in need. In addition, without the usual pastoral or child protection processes accessible, the school support systems are unavailable to the child or counsellor. The counsellor would be reliant on reaching the CP Lead or SLT member who is also on holiday and unable to generate the usual parent meeting that would take place during term time.

3.3

Therefore, the recommendation remains that parents and students should seek external support during the school holidays.

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