Editorial

The need for emotional support services for children and young people has been illustrated through reports of rising levels of distress (Collishaw, Maughan, Goodman, & Pickles, 2004; Green, McGinnity, Meltzer, Ford & Goodman, 2004), the prevalence of abuse and neglect (Cawson, Wattam, Brooker, & Kelly, 2000) and increased prescription of psychopharmaceutical medication (Timimi, 2009). One of the responses to this growing need for emotional support has been the establishment of school-based counselling. Since the min-1990s, services have become more prevalent and it has been estimated that 75% of UK schools may provide individual therapeutic counselling (Jenkins & Polat, 2005). A recent meta-analysis of international studies of school based therapeutic interventions found moderate improvements in the psychological well-being of young people (Baskin eta al., 2010). Similarly, Cooper (2009) reported large reductions in psychological distress for school-based counselling as practiced in the UK.