Using Scoping Reviews to Document and Synthesize Current Practices in School-Based Counselling
This chapter examines methodological issues and processes involved in conducting a scoping review of school-based counselling funded by the UK Department of Health. The aim of this chapter is to illuminate the status and prevalence of school counselling in ten geographical regions across the globe. The resulting report http://www.bacp.co.uk/docs/pdf/15486_13854_harris_international.pdf also provided information on the work undertaken by school-based counsellors in different countries, their level of training and theoretical orientation. This chapter begins by clarifying the policy context for, and aims of, the research project, and the role of the scoping review in fulfilling the aims. This is followed by clarifying the relationship between a literature review, a systematic review and a scoping review before focusing on the processes involved in conducting the scoping review. The author charts how experiences of undertaking a scoping review resembled the role of ‘bricoleur’ (De Certeau (1984) The practice of everyday life, Volume1. University of California Press, London). Arskey and O’Malley’s methodological framework for conducting a scoping study is used to analyse the opportunities and challenges faced in the course of the research. Further, the role of the research mentor is considered. It is argued that scoping reviews have a potentially valuable role to play in policy advocacy and policy development. The review findings informed the development of educational resources for adults working in a range of roles with, or caring for, children and young adults and also discussions about the development of a curriculum for the training of counsellors working with children and young people in the UK.
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