Abstract
Background:
In Norway, school health services are regarded as an important field for youth counselling. However, theory appropriate to counselling within this context is poorly developed. This article contributes to a theoretical framework for counselling within this setting. Practice that aimed at enhancing the adolescents' active participation in change processes was taken as a point of departure.
Method:
Participant observation was performed during 13 counselling sessions conducted by experienced school nurses and mental health professionals at two high schools in Oslo, Norway, 2006. Grounded theory method provided analytical guidelines.
Findings:
The consultations were characterized by the counsellors' attention to the adolescents' narratives on the one hand, and interventions guided by certain intentions pursued by the counsellors on the other hand. The core concept ‘intentional attentiveness’ was constructed around five main dimensions: a) attentiveness to the adolescents' narratives, b) structuring the narratives, c) encouraging self expression, d) helping the adolescents to remain in school and e) encouraging an outlook on the future. Discussion focuses on how the concept ‘intentional attentiveness’ can inform practice in school health services.
Conclusion:
Youth counselling characterized by ‘intentional attentiveness’ adapts well to a framework of health promotion that underpin school health services. It also supports and expands findings from other studies conducted within this context, and should be further explored and integrated as a part of the knowledge base of school health services.