Spanning from the end of the Second World War to the present day, this book discusses theories of adolescent development and case studies of child-centredness from novels, television and film to interrogate English secondary state schools' approaches to the 'good' development of their students.The author weaves discussion of the development of schools-based counselling, beginning in the 1960s, to critically engage with the English state school approach to supporting the mental health of adolescents. The book teases out what is embedded in the idea of 'child-centredness' and how the child-centred teacher or counsellor is variously cast as the rotten core or virtuous centre of the English state secondary school. Chapters engage with political debates against various historical backdrops, such as contemporary discussion around the role of social media and technology in children's mental health. Readers will be encouraged to reflect on the ever-changing perspectives surrounding student development, child-centredness and mental health within education and how this may influence their own practice.A humorous yet informative exploration of child-centredness within the intersection of education and therapy, this book is essential reading for school counsellors, therapists working with children and young people, secondary school teachers, pastoral staff and policy makers within education and mental health.

Spanning from the end of the Second World War to the present day, this book discusses theories of adolescent development and case studies of child-centredness from novels, television and film to interrogate English secondary state schools' approaches to the 'good' development of their students.The author weaves discussion of the development of schools-based counselling, beginning in the 1960s, to critically engage with the English state school approach to supporting the mental health of adolescents. The book teases out what is embedded in the idea of 'child-centredness' and how the child-centred teacher or counsellor is variously cast as the rotten core or virtuous centre of the English state secondary school. Chapters engage with political debates against various historical backdrops, such as contemporary discussion around the role of social media and technology in children's mental health. Readers will be encouraged to reflect on the ever-changing perspectives surrounding student development, child-centredness and mental health within education and how this may influence their own practice.A humorous yet informative exploration of child-centredness within the intersection of education and therapy, this book is essential reading for school counsellors, therapists working with children and young people, secondary school teachers, pastoral staff and policy makers within education and mental health.

Spanning from the end of the Second World War to the present day, this book discusses theories of adolescent development and case studies of child-centredness from novels, television and film to interrogate English secondary state schools' approaches to the 'good' development of their students.The author weaves discussion of the development of schools-based counselling, beginning in the 1960s, to critically engage with the English state school approach to supporting the mental health of adolescents. The book teases out what is embedded in the idea of 'child-centredness' and how the child-centred teacher or counsellor is variously cast as the rotten core or virtuous centre of the English state secondary school. Chapters engage with political debates against various historical backdrops, such as contemporary discussion around the role of social media and technology in children's mental health. Readers will be encouraged to reflect on the ever-changing perspectives surrounding student development, child-centredness and mental health within education and how this may influence their own practice.A humorous yet informative exploration of child-centredness within the intersection of education and therapy, this book is essential reading for school counsellors, therapists working with children and young people, secondary school teachers, pastoral staff and policy makers within education and mental health.