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Aim or purpose

Evidence increasingly describes how counsellors working with trauma may experience vicarious effects. The potential for school boarders to be traumatised is an issue of considerable public interest.

Aim: use Interpretative Phenomenological Analysis (IPA) to explore experiences of UK counsellors working with independent-school boarders.

Design methodology

Six counsellors (female, aged 40-65, one BAME) had semi-structured audio-recorded interviews. Interviews were transcribed. IPA was used for data analysis.

Ethical approval

University鈥檚 ethics board approved.

Results and findings

Outside/inside:

• 鈥淚 thought I wasn鈥檛 good enough. That鈥檚 been really good, to change my beliefs about myself.鈥� Anne
• 鈥淭hey鈥檙e in a little bubble. It took me a long time to feel included.鈥� Lucy

Culture and expectations:

• 鈥淚 do feel more open-minded, more interested, more educated.鈥� Jane
• 鈥淭hey might have lots and lots of money, but a lack of love. So, I will come home and hug my children a bit more.鈥� Holly

Parent and child:

• 鈥淚ncredibly difficult. You become almost like a foster-parent. You become that secure attachment.鈥� Rebecca
• 鈥淗ow draining it is. A bottomless pit.鈥� Jane
• 鈥淵ou always know there鈥檚 one or two who will be suicidal. I鈥檝e almost learned to detach myself, because you have to.鈥� Rebecca

Research limitations

• small sample size
• state, special, non-UK schools not covered

Conclusions and implications

All experienced professional identity growth. Four showed positive change in relationships with their own children. These changes suggest vicarious post-traumatic growth. The two working full-time with boarders showed signs of secondary traumatic stress.
Counsellors should form specialist peer-support or discussion groups. Awareness is needed of vicarious effects on those working with boarders.