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Dr Paul G Flanagan

Paul Flanagan

Senior Lecturer

Keywords

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), PhD (Waikato), ATCL (Teacher's Diploma)


Contact Details

Email: [email protected]
Room: TL.2.01
Phone: ext. 7728

Papers Taught

About Paul

I teach in the post-graduate counsellor education programmes in Te Kura Toi Tangata School of Education. These programmes (MCouns and specialist PGCertCouns) emphasise postmodern, poststructuralist, and narrative approaches.

I have practiced in statutory and non-governmental agencies, working with children, young people and families, also supporting children and young people around abuse and sexuality issues.

My teaching and research include social constructionist and discourse theory, and how this can be applied in counselling, supervision, child development, sexuality and ethics.

Research Supervised

Doctoral Supervision
Jack, D. (current EdD). ‘The Space Between Us’ – Why relationships in secondary schools must now come first (2nd supervisor).

Theses
Pillay, P. (2009). The Long Term Implication of RTLB Interventions in the Northern Bays  RTLB Cluster: “Listening to the Voices of Student Experiences”. (MEd).

Dissertations 
Fredrickson, A. (2021). What do Year 13 boys do to seek help? A research study to better understand the beliefs and actions of Year 13 students from a New Zealand all boys’ secondary school around seeking help or advice when they’re feeling bad or having a hard time. (MEd).
Judd, M. (2019). Storying anti-violence with young men in schools using narrative counselling practices. (MCouns).
Lowery-Kappes, H. (2017). Positioning within discourses of career advancement/development: How might news media position people to view career progression? (MCouns).
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. (MCouns).

Directed Studies
Agnew, J. (2022).  Embroidered fabrics: Tracing lines of force that produce the ‘masculinities’ of Aotearoa New Zealand. (MCouns). 
Anderson, F. (2021). Factors affecting the emotional wellbeing of adolescent females in Aotearoa's secondary schools: A social constructionist exploration. (MEd).
Billing, P. (2021). A God-soaked encounter: Postmodern approaches to spiritual direction - A merging of narrative therapy in a spiritual direction practice. (MCouns).
Cass, S. (2021). A rainbow group in the process of becoming and belonging: Staying safe while celebrating gender and sexual diversity. (MCouns).
Hobbs, S. (2021). Connecting with students through a school-wide approach. (MEd).
Scott, L. (2021). School counselling in New Zealand: Will future decisions for school counselling correspond with the diversity of need that responds to a pluralistic model informed by national and international research? (MEd)
Keeton, J. (2020). Stepping into and exploring neglected territories (MCouns)
Heaton, B. (2020). A directed study of working with a group in a secondary school context. (MCouns)
Xu, W. (2019). Social integration of Chinese international students in New Zealand universities: Positioning within cultural discourses. (MEd)
Bass, S. (2018). Supporting students dealing with transience in an Area School. (MEd)
Hughes, D. (2018). Literature review: Developing a Culture of Care policy statement using restorative practices and principles. (MEd)
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? (MEd).
Bedford, W. (2013). Moving towards decentred collaboration in group work and the influence of cultural practices. (MCouns).

Research Interests

My research interests currently include projects on counselling and supervision, counselling in primary schools, and constructions of childhood sexuality. My PhD study can be accessed here - https://researchcommons.waikato.ac.nz/handle/10289/12805

ORCID iD iconorcid.org/0000-0002-6291-2326

Paul Flanagan on ResearchGate

Recent Publications

  • Flanagan, P. (2021). Counselling children in Years 1-8: Scoping primary school counselling in Aotearoa New Zealand. In Me tau pōike, tau atu, tau atu - Learning in Crises; NZARE 2021 Conference. Victoria University of Wellington, Aotearoa New Zealand. Retrieved from https://researchcommons.waikato.ac.nz/handle/10289/14627 Open Access version: https://hdl.handle.net/10289/14627

  • Flanagan, P., Gee, S., Holden, L., McGoran, M., Meyenberg, L. A., Pringle, G., & Townend, H. (2021). Supervision and continuing professional development: Supervisors’ hopes for meaningful, supervision-supported CPD. New Zealand Journal of Counselling, 41(1), 21-44. Retrieved from https://www.nzac.org.nz/

  • Flanagan, P. (2021). Exploring ideas about childhood and sexuality: What might these mean for practice?. In [Virtual] Online Training workshop with Clinicians, STOP Christchurch, New Zealand..

  • Flanagan, P. (2021). Counsellors in NZ primary schools: What’s happening in Years 1-8?. NZARE. Retrieved from https://nzareblog.wordpress.com/2021/11/22/counsellors-pri/

Find more research publications by Paul Flanagan