BLUE charts: respondents with M.E. who have received
GREEN charts: respondents with M.E. who would like to receive counselling.
RED charts: respondents with MS who received counselling.
The number in brackets after the question number at the bottom of each chart is the percentage of respondents in the group who submitted a value for the question. This is an important indicator in some sections of the survey for showing how many respondents worked with different items in their counselling. The bars in the graph and the bottom numbers in the grid represent the percentage of the total number of respondents for each survey who ticked the corresponding value for the item. The rating value (1 to 7) is in the top row of the grid. The sum of percentage values may fluctuate due to standard rounding in calculations. Note the different scales on the left of each chart - for those who had counselling the scale goes up to 50%, for those that want counselling the scale goes up to 80%. Using a lower scale where possible makes reading the graphs easier.
In this type of chart the scale on the left is the rating scale 1 to 7. They key at the bottom shows the source criteria from the spreadsheet and the criteria name. In the above chart the criteria are examined for correlation between the composite rating 'Counsellor' and the composite rating 'Efficacy2'. The numbers beside the key correspond to the spreadsheet rows containing the data. The scale at the bottom of the graph is the number of respondents represented in the graph. In this type of chart 2 ratings can be read for each respondent. e.g., look at the sharp peak above 40, this respondent's efficacy2 rating is 6 and their counsellor rating is 4.
27/ 'My self-esteem increased.' The self-esteem of chronically ill people can be diminished (Donoghue and Siegel 2000, p.31; Lubkin and Larsen 2002, p.73) so for this research increased self-esteem is a useful measure of counselling efficacy.
43/ 'Counselling helped'. This allows an overall impression of how helpful the respondent found the counselling experience to be. This allows the respondent to take into account indirect factors such as doing something for oneself or liking the counsellor etc., if this is their experience. Clarkson (2002, p.47) remarks:
There is accumulating evidence (Lambert 1976; Bergin and Lambert 1978) that extra-analytical factors may be as, if not more, important as that which actually transpires during the therapeutic hourů
44/ 'My emotional health improved.' This is included as a measure of a fundamental purpose of counselling in addressing the client's emotional needs. The BACP Ethical Framework for Good Practice in Counselling and Psychotherapy (2003) includes:
The fundamental values of counselling and psychotherapy include a commitment to: ... Alleviating personal distress and suffering
These items affect some people with M.E. and are frequently described in literature.
These qualities of the counsellor as perceived and rated by respondents provide insights into how clients experienced the relationship and mostly correlate to counsellor qualities that are widely researched and written about in counselling text books. These items also correlate to some of the 'Personal Moral Qualities' described in the BACP (2003) ethical framework. Item 24/ 'I trust my counsellor', is slightly different from the others in that it could be described as requiring ownership as well as attribution. The BACP Ethical Framework for Good Practice in Counselling and Psychotherapy (2003) states, 'The practice of counselling and psychotherapy depends on gaining and honoring the trust of clients.'
Respondent comments are in BLUE TEXT like this sentence and include comments from people with M.E. who do not want counselling
References from publications are in GREEN TEXT like this sentence
Some questions from the surveys included in the text contain words in brackets which indicate the different wording in the questionnaires for people with M.E. who want counselling, e.g.: