Paul G Flanagan
Child Behaviour; Children; Counselling; Gender; Human Development
Narrative Therapy, Sexuality, Counselling Supervision, Research Ethics
Qualifications: BTheol (Otago), GradDipArts in Psychology (Massey), MCouns, PGCertCouns (Counselling Supervision) (Waikato), ATCL (Teacher's Diploma)
|Name||  ||Extn.||  ||Username||  ||Room||  ||Department|
|Flanagan, Mr Paul||7728||paulf||TT.5.09||Te Oranga Human Development and Movement|
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I teach in the post-graduate counsellor education programmes, within Te Oranga School of Human Development. These programmes (MCouns and two specialist PGCertCouns) emphasise postmodern, poststructuralist, and narrative approaches.
My professional background in counselling and supervision includes practice in statutory and non-governmental agencies, working with children, young people and families. A particular focus of my work had been supporting children and young people around abuse and sexuality issues.
My research interests in counselling include social constructionist and discourse theory, supervision, children, sexuality and ethics.
MCouns Directed Studies
Bedford, W. (2013). Moving towards decentred collaboration in group work and the influence of cultural practices.
Judd, M. (current). A study of narrative practices that demonstrates the effects of storying anti-fighting identities with young men (within the NZ High School context).
Lowery-Kappes, H. (2017). Positioning within discourses of career advancement/development: How might news media position people to view career progression?
van Helden, L. (2010). Benefits of a critical awareness of masculinity: Understanding the influences of studying masculinity in professional and personal practices and the interplay between these two spheres.
MEd Directed Studies
Bass, S. (current). Supporting students dealing with transience.
Hughes, D. (2018). Literature review: Developing a Culture of Care policy statement using restorative practices and principles.
Skerman, R. (2017). What programs/strategies have been the most effective in reducing the rate of exclusions and increasing the rate of achievement of male Māori students in New Zealand schools?
Pillay, P. (2009). The Long Term Implication of RTLB Interventions in the Northern Bays RTLB Cluster: “Listening to the Voices of Student Experiences”.
Paul's current research includes projects on counselling supervision and study towards his PhD. His doctoral project examines constructions of child sexuality with parents, teachers and counsellors; isolating discourses that shape ideas and practices that govern and discipline the performance of sexuality in childhood.
Flanagan, P. G. (2017). Tales of gender(ed) identity constructions in one boys' Catholic school: A review of Masculinities and Other Hopeless Causes at an All-Boys Catholic School. Journal of LGBT Youth, 14(1), 133-137. doi:10.1080/19361653.2016.1256250
Flanagan, P., Cottrell, C., Graham, H., Marsden, V., Roberts, L., & Young, J. (2017). Ethics, relationships and pragmatics in the use of e-technologies in counselling supervision. New Zealand Journal of Counselling, 37(1), 24-43. Open Access version: https://hdl.handle.net/10289/11418
Flanagan, P. (2017). [Review of Childhood sexuality and AIDS education: The price of innocence by Deevia Bhana]. Journal of LGBT Youth, 1-3. doi:10.1080/19361653.2017.1405763
Tolich, M., Bathurst, R., Deckert, A., Flanagan, P., Gremillion, H., & Grimshaw, M. (2016). One size does not fit all: organisational diversity in New Zealand tertiary sector ethics committees. Kōtuitui: New Zealand Journal of Social Sciences Online, 11(1), 23-35. doi:10.1080/1177083X.2015.1035732
Find more research publications by Paul Flanagan