Dr Paul G Flanagan
Qualifications: BTheol (Otago), GradDipArts in Psychology (Massey), MCouns, PGCertCouns (Counselling Supervision), PhD (Waikato), ATCL (Teacher's Diploma)
I came from a professional background in counselling and supervision to 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.
Dick, R. (current). Subclinical indicators of youth mental health and risk mitigation. (2nd supervisor)
Pillay, P. (2009). The Long Term Implication of RTLB Interventions in the Northern Bays RTLB Cluster: “Listening to the Voices of Student Experiences”. (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)
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)
Paul's research interests include projects on counselling and supervision, childhood and schools, and constructions of sexuality. His PhD study can be accessed here - https://researchcommons.waikato.ac.nz/handle/10289/12805
Flanagan, P. (2020). New Zealand therapist insights into the intersecting fields of sexualities and childhood. New Zealand Journal of Counselling, 40(2), 51-68.
Flanagan, P., & Judd, M. (2020). Turning a back on violence: Storying anti-violence with young men in schools. New Zealand Journal of Counselling, 40(1), 1-14. Retrieved from https://www.nzac.org.nz/ Open Access version: https://hdl.handle.net/10289/13895
Flanagan, P. (2019). Formation of children as healthy sexual beings. In Anglophone Safeguarding Conference. Conference held Rome, Italy. Open Access version: https://hdl.handle.net/10289/12739
Flanagan, P. (2019). Sexual childhood: Questions for practice to prevent harmful/problematic behaviour. In Valuing all voices. Australian and New Zealand Association for the Treatment of Sexual Abuse - 9th Biennial Conference. Brisbane, Australia. Open Access version: https://hdl.handle.net/10289/12978
Find more research publications by Paul Flanagan
Child Behaviour; Children; Counselling; Gender; Human Development
Narrative Therapy, Sexuality, Counselling Supervision, Research Ethics
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|Flanagan, Dr Paul||7728||paulf||TT.5.10||Education, School of (SOE)|
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