Colleen McLaughlin is a Professor of Education at the University of Sussex School of Education and Social Work. For over twenty-five years she worked at the University of Cambridge Faculty of Education where she directed a child and adolescent psychotherapeutic programme. She has written, researched and spoken on child and adolescent care and wellbeing, which is her passion. She is also concerned to promote the wider role of schools and teachers. She taught in schools and worked as a counsellor. She is a Fellow of BACP.

PART ONE: SETTING THE CONTEXT
Introduction - Colleen McLaughlin
The Child, The School, Counselling and Psychotherapy - Colleen McLaughlin
PART TWO: UNDERSTANDING AND WORKING WITH THE DEVELOPMENTAL TASKS OF CHILDHOOD AND ADOLESCENCE
Infancy: The foundations of learning and relating - Julia Buckroyd
Pre-school and the Early Years - Fiona Peacock
The Primary School Years - Clair Lewoski
Working with the Developmental Tasks of Adolescence during the Secondary School Years - Tracey Fuller
PART THREE: WORKING THERAPEUTICALLY WITH CHILDREN AND ADOLESCENTS IN SCHOOLS
The Therapeutic Relationship: Building a working alliance with children and adolescents - Carol Holliday
The Therapeutic Relationship: Conditions and processes - Carol Holliday
Working with Thinking, Feeling and the Importance of the Body - Carol Holliday
Creative Therapeutic Interventions - Carol Holliday
Intervening to Work with Other Relationships - Fiona Peacock
PART FOUR: PROFESSIONAL ISSUES IN COUNSELLING WITH CHILDREN AND ADOLESCENTS
Professional and Ethical issues in the Beginning and Ongoing Phases of Therapy in Schools - Tracey Fuller
'Just because we can't talk about the sessions, doesn't mean we can't talk': Professional and Ethical Issues in the On-going and Ending Phases of Therapy - Eileen Armstrong
Psychotherapeutic Counselling in a Multi-Disciplinary Multi-Agency Environment - Fiona Peacock

Therapy with Children and Young People addresses the practice of child therapy in school settings in a unique level of detail. The authors adopt a broad ecosystematic, integrative approach that considers the influence of family, school and the wider community, placing emphasis on significant development and attachment issues.

As well as providing a solid ground in developmental theory, the authors explore the contextual and professional issues of working in a school setting. A wide range of activities and exercises (including using the creative arts to engage with young people through play, story, metaphor and imagery) help you to apply theory to practice in a new way. Challenging ethical dilemmas, such as sharing sensitive information and communicating with parents and teachers, are explored with the support of lively case studies.

Covering therapy with children from infant to secondary school, this book will be your essential resource if you wish to work therapeutically in schools.