Journal Contributors

BACP Children and Young People is the quarterly professional journal for the BACP Children and Young People division of BACP. It is published by the British Association for Counselling and Psychotherapy.

Articles

We welcome articles offering new perspectives on current thinking; debate on practical or professional issues; theory discussions; shared experience and best practice.

Articles selected for publication are likely to be:

• Original, insightful and authoritative
• Of genuine interest to the majority of practitioners, or a sizeable group
• Well-written using clear, non-technical language
• Backed up by any available research

We are looking for pieces that inform, challenge and inspire the reader.

Article construct - some advice

Before you start, have a clear idea of the concepts and information you want to convey and why they matter. Consider the readership in order to inform your article and make it relevant.

If you are writing about research, please do not write an academic essay - convert your introduction, method, results and conclusions into a narrative format and pay particular attention to the opening paragraphs of your article, to engage the reader.

If you are wondering how to bring your article to life, you may wish to include brief case studies, graphs or charts to illustrate it. Please ensure you have obtained any relevant copyright or other permission (see submission requirements, below).

It is sensible to approach the editor with your idea first, before spending time writing what may not be suitable or may need tweaking slightly in focus to be suitable for our readership. We commission exactly for each issue rather than keep a stock of possibles.

Submission requirements

• Word count: articles should not exceed 3,000 words inclusive of references. Shorter is often better. The subject matter will dictate the length. The editor reserves the right to edit for length where necessary but will always check with the author concerning major alterations.

• References should be provided in Vancouver style. This means that references are numbered in the text in the order in which they appear. They are then collected together in numerical order at the end of the article. Numbers appear in the text in superscript. 

• Case studies make interesting and valuable reading. However, authors submitting a case study within their article are required to state in writing that either the case study is fictitious or a composite or, if an actual case study, that the client is not now recognisable from the text and that the client's informed consent has been given.

• Copyright: the author is responsible for obtaining permission to use written or visual material from a third party and must provide written evidence that this has been obtained. This includes, for example, any pictures, tables, diagrams or extracts. Copyright for the article is retained by BACP unless otherwise agreed with the editor.

• Author statement: the author should confirm that the manuscript has not been submitted elsewhere, nor been accepted by any other publication, and should send a declaration that the article is their own work.

• Please include no more than 50 words of biographical information including current work, relevant qualifications, research interests etc, and confirm if you would like your email address published.

How to submit an article

Please contact the editor, Eleanor Patrick, at: empatrick@aol.com

Please include with your submission your name, address, daytime telephone number and email address, if available. Two free copies of the issue are sent on publication to the contributor's land adress.

March 2013

Features
• Homophobic and transphobic bullying: Eleanor Formby gives us the current picture in our schools and youth groups
• Superheroes: David Taransaud wonders if therapists of young people need superpowers to deal with supervillains
• Top and bottom of class: How does our sense of class and its values affect both us and our young clients? Mike Trier and Simone Daniels converse

In practice
• Managing risky disclosures... in school-based counselling: Joanne Palmer investigates what counsellors do
Thinking of bad parents: How do we help a childprocess the information? asks Joanna North
• School bereavement policy: Somebody's died and pupils are affected. Jennifer Pitt advocates for a practical policy in advance

Issues
Counselling MindEd: An e-portal for learning
• Executive membership: Interview with Executive member Edith Bell, plus information about the current election of a new member
• Ethics and voice: Hildy Bennett on the therapeutic relationship as a means of hearing the voice of vulnerable research participants

December 2012

Features
• The untouchables: The omnipotent self is a primitive and drastic manoeuvre of protection. Lucy-Jean Lloyd explains
• Selling counselling: How can we present counselling to pre-clients as an acceptable activity? Eleanor Patrick investigates
• The first decade: Judith Edwards discusses the early development of ‘Everychild'

In practice
• Zen and the art of riding the dragon: Becky Seale uses meditation to stay in the moment. But what about taking action?
• Life in miniature: Why introduce hundreds of tiny figures into our therapy rooms? Eileen Wilson explains their value and offers guidance
• Repairing attachments: Colby Pearce describes how he works with young victims of family trauma
• In the empathy zone: Moving into another's world without being overwhelmed. Peter Ryan revisits the basics 

Issues
• School services: Hazel Lamb offers a personal opinion on managing school counselling services
• Supervision as creative space: For Gareth Williams, supervision in a pluralistic arena is open to many varieties of interpretation and purpose
• Supervision issues: Dilemmas usually happen in the space between a cause for concern and a child protection matter. Lorraine Sherman reports

Regulars
Letters
Research: Jo Pybis and Katherine McArthur
Reflecting on... sex: Jeanine Connor
Reviews
From the Chair
BACP Professional
Development Days 

September 2012

Features
• Into the wild: Therapeutic inward-bound journeys. Simone Silver Path reports
• IAPT at the younger end: What is happening on the ground with CYP IAPT? Interview with Sara Barnes
• Executive functions: Karyn van der Zwet discusses their development in children

In practice
• Exploring the spiritual: Death and loss often trigger an exploration of meaning-making. Augene Nanning illustrates her discussion
• Giving the client voice: Dave Stewart describes how schools in Northern Ireland use practice-based evidence
• Personality difficulties: Helen Smith believes early intervention with DBT can help

Issues
• Expanding our theory: Hildy Bennett reflects on the impact of disability
• Choice and consent: For Francis Taylor, young people's right to refuse counselling is questionable
• Choice and consent: a response: Peter Jenkins replies to Francis Taylor's article

Regulars
Research MEd: Hildy Bennett
Reflecting on... hoarding: Jeanine Connor
Reviews
From the Chair
Letters
 

June 2012

Features

• Vile bodies: Lucy-Jean Lloyd discusses a problematic area for some adolescents
• School counselling on the far side Jeannie Wright reports on five years with counsellors in New Zealand
• Savage beasts: what if fantasy becomes permanent? David Taransaud discusses

In practice

• Reading images: what questions help us to work with an image in session? Mary K Greer explains
• Not knowing: for Nick Luxmoore, it’s preferable to admit to clients that he doesn’t always have answers
• Adolescent families: a clinical tool: Paul Tiffin introduces his Family Perceptions Scale
• Extending our range: Hildy Bennett knows that clients with severe learning difficulties can and do make use of therapy

Issues

• Self-help for self-harm: George Brooks encourages open discussion and offers an effective tool
• Smothering: the effects of this silent abuse on a child’s ability to individuate. Jo Warwick reports

Regulars

• Destination PhD with Val Taylor
• Reflecting on… faith in the process: Jeanine Connor

March 2012

• Fragile foetuses
Graham Music discusses the effect of drugs – specifically alcohol – in the womb

• Looking for parallels
An acceptance of parallel processes can enhance supervision, says Phyllis Coulter

• Useful conversations with children:
Jackie Bateman and Judith Milner believe solution-focused conversations help children achieve their potential

• Reflecting on… hate in therapy.
By columnist Jeanine Connor

• Destination PhD:
Val Taylor explains her Delphi study

• Working with sexually harmful behaviour:
Jackie Davies reminds us of preparation and provisos

• Parent Child Interaction Therapy:
Narelle Smith offers a no-frills version to desperate parents

• EMDR for bereavement trauma:
Lisa Mundell reports

• How are your resources?
Suze Lopez Bradley focuses on what we have or might acquire

• The practice research network for school-based counselling:
Andy Hill and Aaron Sefi introduce SCoPReNet

December 2011

• Early onset eating disorders CCYP interviews Dasha Nicholls about her recent research

• Art therapy groupwork  Narelle Smith runs an expressive arts group for children

• CBT - a second look: Linda Bean found her work changed dramatically in focus after completing a CBT diploma

• The counsellor-coach: can we work to a new integrated model? asks Carolyn Mumby

• Destination PhD: Val Taylor hits a mental brick wall about how to word her questions

• Reflecting on... New columnist Jeanine Connor contemplates her endings

• Schools section: 

• Setting up in a Sunderland school, by Fiona Dawson

•  Observation of play in a Welsh school, by Della Austin

• Attachment and Gestalt work in a girls' BESD school/children's home in Southampton, by Cathie O'Brien

• TAMHS pilot in Gateshead, by Jill Whiteford

• Extending to out-of-school provision in Cardiff, by Claire Tyler

• Working with special needs in London, by Annie Marson

September 2011 

• 'Where lunatics prosper'
  Jeanine Connor reveals some hard facts about mental health labels and latency-age boys playing console games
• 'Monstrous’ teens
  Beasts, supervillains and freeing the Wounded Self, by David Taransaud
• Anger management: the myth
  We need to hear why young people are angry, says Nick Luxmoore
• Anger: a way through
  Mike Trier on groupwork with Year 9 boys
• Building blocks for boys
  Guidelines from Andrew Malekoff for effective groupwork with boys
• Coaching and ADHD
  A child with ADHD symptoms may still benefit from coaching, says Naomi Richards
• Destination PhD
  Val Taylor continues her series
• Assessing creatively
  Liana Lowenstein offers guidelines and techniques in advance of her visit to the UK
• Indigenous and invisible
  What do counsellors need to understand? Narelle Smith reports from Australia
• Getting CBT into schools
  Colleen Cummings and colleagues ponder the issue

December 2009

• What if...?
  Anxiety in young people is on the rise. Margot Levinson discusses its role and possible resolution; and four practitioners share case studies
• When women abuse children
  As organisations review safety measures for young children, Maggie Mealy updates us on the 'myth' that females do not abuse
• How teenagers become violent
  An excerpt from Camila Batmanghelidjh's chapter in Teenagers and attachment
• When shame leads to violence
  Jonathan Asser describes his Shame/Violence Intervention with young offenders, which he is upstreaming to secondary schools
• Coaching or counselling?
  Suzannah Wallace acknowledges similarities, but believes that many anxious teens can be helped before needing therapy
• Classroom Link 4
  Marie Delaney finishes her series on how counsellors can help teachers who struggle with very difficult pupils
• Thomas's butterflies
  Ros Baldwin describes work with a boy who conducted his own therapy in pictures
• Reflective guidance
  Joost Dross writes about groupwork with acting-out youngsters
• Emotional first aid
  An innovative training from Southampton CAMHS provides a first line of defence for children's workers. Paul Jetten reports
• Smarty the hedgehog
  Dennis Neill describes a systemic approach to dealing with encopresis
• Combating bullying
  Nicky Sworder introduces findings from her research
• A Welsh celebration
  Report of an event to celebrate school-based counselling

September 2009

• Now we are 30
  Ann Beynon, Joyce Sharples, Susan MacIver, Wendy Hardy and Belinda Harris cast an eye over the CCYP division and their own experience of young people’s counselling in the last three decades
• The Northern Ireland story
  Kathy Bell explains the process that led to all post-primary schools having on-site counselling
• Scottish diary
  Anna Hamilton surveys provision for youth counselling north of the border
• Agony or ecstasy?
  Is being a school counsellor just fine 30 years on?
  Janet Edwards writes about her research
• Sand unlimited
  Eleanor Patrick takes up the case for general sand play in therapy sessions, and four practitioners offer case studies
• Weaving patterns of help
  The Maypole Project is a crucial package around young people with life-limiting or life-threatening illnesses and their families. Sally Flatteau Taylor reports
• Playing, cheating, winning, losing
  Information about how the child experiences life is readily available while playing board games with them in therapy. Jill Bellinson explains
• ClassroomLink 3
  Marie Delaney continues her series on how counsellors can help teachers who are struggling with very difficult pupils
• Putting back the pieces
  Maggie Mealy writes about the Jigsaw service in Cornwall, working with children who disclose sexual abuse
• China in need
  Tim Woodhouse explains the theory and multiagency approach to working with a teenager who sexually self-harmed

June 2009

• Not home from home
  Aida Alayarian describes the needs of refugee and asylum-seeking children and young people, and three practitioners offer case studies
• The relationship’s the thing
  An excerpt from Kathryn and David Geldard’s book Relationship counselling for children, young people and families – plus a book offer from Sage
• Containing not blaming
  Graham Music on the challenge of delivering the right kind of therapeutic help in schools
• ClassroomLink 2
  Marie Delaney continues her new series aimed at helping counsellors to input psychological understanding around difficult-to-teach children
• Surviving the crunch
  Richard Evans and his colleagues at the charity Kids & Us track how they went from drowning to waving in their counselling service
• Interventions for foster children
  Kim Golding delves into the complexity of this work, where creativity and eclecticism are needed alongside a multi-agency, holistic stance
• Illuminated by lost light
  Maggie Mealy looks at the rewards as well as the difficulties for counsellors working with sexually abused young people
• Doing what they’ve always done
  Research into early adolescents’ use of social networking sites to communicate emotionally. Barbie Clarke reports
• Emotionally blocked
  Jacky Davies reviews and illustrates her work with emotionally challenged children
• Red and green writing
  Erica Ruse describes how she nurtures her young clients’ new voices

March 2009

• When low mood strikes
• Therapeutic thinking in schools
• Getting started with EMDR and children
• Surviving the split
• Classroom Link 1
• The healing power if drama
• Drawing on our strengths
• Shayna, Ty and trauma survival
• Solution-focused practice with suicide-bereaved youngsters

December 2008

• Self-injury notebook
• The CBT cycle of thoughts, feelings and behaviour
• Ending counselling relationships
• NLP   Toolbox 4
• A group for the grieving
• Being well, being deaf
• Family coaching
• Infant observation pt 2
• Research into self-injury
• Emotional Freedom Technique in schools

September 2008

• ADHD: a complex issue
• Interview: Angela Southall
• Taming the lion
• NLP toolbox: part 3
• Reporting child abuse
• The development of play
• The bullying game
• A good time to be autistic
• Infant observation

June 2008

• Bereavement
• Drugs and alcohol
• NLP Toolbox 2
• Young and trans
• Bibliotherapy for bereavement
• Processing with photos
• Working with physical disabilities
• Group music therapy
• Combining individual and systemic approaches
• A multi-stranded service in school
• Not ill but lazy: family complexity

March 2008

• Attachment in schools
• Essay: Is anybody there?
• The context of poverty
• NLP Toolbox 1
• Research on EBD interventions
• NLP groupwork
• Deconstructing young people's behaviour
• Solution-focused therapy
• Every counsellor matters
• CPD: develop or die

December 2007

• LGB teens
• Human Givens approach
• Supervision in the virtual world
• Placing counsellors in schools
• Oppositional Defiant Disorder
• Circus intervention with ADHD children
• A resource for learning mentors
• Spiritual counselling with teens
• Research design
• Skills survey results

September 2007

Human Givens approach

• Trauma in young people
• Girls gone wild
• Commissioning counselling services
• Play or abuse? A tricky question
• Teens and family breakup
• A service for bereaved children
• Counselling in Glasgow schools
• Music therapy
• Therapeutic storytelling
• TA and Cycles of Development

June 2007

• Gestalt therapy with adolescents
• Modifying CBT for use with young people
• Domestic violence
• Acorns counselling project
• Selective mutism
• Work with a boy who stuttered
• Working effectively with young boys
• Research from Play Therapy UK
• Cross-cultural thinking
• Criminal risk – rebalancing the odds

March 2007

• Notes from the latency file
• Psychological type theory in the counselling session
• School phobia
• The pschodynamic approach with young people
• Forced marriages and family honour
• Self-help CBT with Year 11
• Social-constructionist groupwork
• The relationship between therapist and child
• Fear of annihilation in children

December 2006

• Clean language and self-modelling
• Personal construct psychology and anger
• Current research on counselling children and young people
• Rights and wrongs - a mini legal quiz
• Working with ill and disabled youngsters
• Every Child Matters and information sharing
• Drama and role play in child therapy
• EMDR with children - Europe leads the way in training

October 2006

• Imprisoned and innocent
• Artfully educating the grieving
• Only-child challenges
• Solution-focused sculpting
• Solution-focused software

June 2006

• Grief and loss
• What lesbians do in bed
• Pioneering work in schools by Cruse
• ADHD and ODD
• Open Door agency, Leicester
• Training for work with children and adolescents
• Eating disorders
• A client's voice

Winter 2005

• Young men and masculinity
• Young men in secure settings
• Containment in prison
• Developing capable youth
• When university is the wrong choice
• Eating disorders pt 2

Autumn 2005

To read a sample article ('Eating disorders') click here

Summer 2005

To read a sample article ('Sandplay therapy') click here

To read a sample article ('Asperger's syndrome') click here

Spring 2005

Autumn 2004

  Autumn 2004 - To read the book reviews from this issue click here

Summer 2004

  Summer 2004 - To read the book reviews from this issue click here

Spring 2004

Spring 2004 - To read the book reviews from this issue click here

Winter 2003

Autumn 2003