Paul G Flanagan
Qualifications: BTheol (Otago), GradDipArts in Psychology (Massey), MCouns, PGCertCouns (Counselling Supervision), PhD (Waikato), ATCL (Teacher's Diploma)
I teach in the post-graduate counsellor education programmes, within Te Kura Toi Tangata School of Education. 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
Heaton, B. (current). A directed study of working with a group in a secondary school context.
Bedford, W. (2013). Moving towards decentred collaboration in group work and the influence of cultural practices.
Judd, M. (2019). Storying anti-violence with young men in schools using narrative counselling practices.
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
Xu, W. (2019). Social integration of Chinese international students in New Zealand universities: Positioning within cultural discourses.
Bass, S. (2018). Supporting students dealing with transience in an Area School.
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 research interests include projects on counselling and supervision, childhood and schools, and constructions of child sexuality within his PhD study which can be accessed here - https://researchcommons.waikato.ac.nz/handle/10289/12805
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
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). Unpacking the effects of power relations in childhood sexuality: A discursive analysis based on conversations with parents, teachers and counsellors. (PhD Thesis). Open Access version: https://hdl.handle.net/10289/12805
Flanagan, P. (2019). Children and sexuality: Therapists working with families. In Counsellor Education Community Day, University of Waikato, Hamilton, New Zealand. Open Access version: https://hdl.handle.net/10289/13322
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.5.09||Education, School of (SOE)|
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