Mapping the Practice of Psychologists in Schools in Victoria, Australia

Eckersley, K.; Deppeler, Joanne Marie

doi:10.1017/edp.2013.14

Cited by 7 publications

(3 citation statements)

References 28 publications

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“…To illustrate, in some countries, it has been estimated that psychologists who work in schools spend approximately 50% of their time in assessment activities (Walcott & Hyson, 2018). Nonetheless, some psychologists working in school settings have expressed a desire to move beyond their role of assessor and engage in more preventative approaches (Eckersley & Deppeler, 2013).…”

Section: School Psychological Servicesmentioning

confidence: 99%

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

Schaffer¹,

Hagen²,

Allen

et al. 2022

School Psychology

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This exploratory study aimed to identify the ways psychologists working in schools supported students' mental health during school closures related to the COVID-19 pandemic. An online survey was developed to determine (a) how psychologists working in schools across the United States, Canada, Germany, and Australia supported students' mental health during COVID-19, (b) how their services changed during and (c) potential differences between countries concerning difficulties supporting students' mental health during this time. The survey was based on previous research and was subsequently piloted. Using convenience and snowball sampling, 938 participants (U.S. n = 665; Canada n = 48; Germany n = 140; Australia n = 85) completed the online survey. Overall, school psychology services across these four countries pivoted from psychoeducational assessments to virtual counseling, consultation, and the development/posting of online support directly to children or parents to use with their children. There was some variation between countries; during the pandemic, significantly more psychologists in Germany and Australia provided telehealth/telecounseling than those in the United States and Canada, and psychologists in Germany provided significantly more hardcopy material to support children than psychologists in other countries. There is a need to ensure psychologists have the appropriate technological skills to support school communities during periods of school closure, including, but not limited to, virtual counseling and the administration of psychoeducational assessments. Impact and ImplicationsThis study provides insight into the practices of psychology practitioners working in schools across the United States, Canada, Germany, and Australia during the COVID-19 pandemic. There was a broad shift from the provision of psychoeducational assessments to virtual counseling, consultation and the development/posting of online interventions and resources. It is critical that psychologists working in schools have the appropriate technological skills to support students, parents, and school staff during periods of school closure.

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Section: School Psychological Servicesmentioning

confidence: 99%

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

Schaffer¹,

Hagen²,

Allen

et al. 2022

School Psychology

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“…A position framework and practice guide for effective delivery of school-based psychology services is offered by the Australian Psychological Society (APS, 2016(APS, , 2022 to circumvent such ambiguities. However, researchers considering the degree to which aspects of the framework have been incorporated in SPC school practice have suggested that change can be slow (Thielking et al, 2018), unlikely to occur (Russell, 2019), or met with 'ambivalence' by schools (Eckersley & Deppeler, 2013). It is therefore possible that SPCs who are trying to shift to more effective whole school practices may experience stress associated with continuing role ambiguity (Culbreth et al, 2005).…”

Section: Role Ambiguitymentioning

confidence: 99%

Australian school psychologists’ and counsellors’ experience of stress

Pennell,

Campbell,

Juri

et al. 2023

Journal of Psychologists and Counsellors in Schools

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There are few studies examining the wellbeing of Australian school-based psychologists/counsellors (SPCs) despite the research indicating there are unique stressors associated with the role. The purpose of this study was to measure the stress perceived by working Australian SPCs. Data were collected via an online survey within which the Perceived Stress Scale – 10 item version (PSS-10) was embedded. Mean global stress for 162 participants was calculated then compared with the general population and a previous cohort of Australian SPCs. Four variables of influence were also statistically analysed: school level, years of experience, amount of time participating in supervision and alignment with two differing professional identity statements – ‘I see myself as an educator with a counselling/psychology specialisation’ or ‘as a psychologist/counsellor who works in an education setting’. Moderate – high frequency of stress, in excess of the general population and stress levels reported previously, was found. No significant relationships were found between stress and school level, years of experience or professional identity. A negative relationship was found between stress and the amount of supervision received. The level of stress experienced by Australian SPCs warrants that policies and practices monitor and protect Australian SPC wellbeing.

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“…Negotiating the collective and individual networks of psychoeducational reports. Existing literature often characterises the barriers that impede school psychologists' engagement with systemic and relational practice in discrete and general terms, such as widespread demand for individual assessments (Bell & McKenzie, 2013;Eckersley & Deppeler, 2013). However, the relational framework of this inquiry, and the narrative of each knowledge-making practice, suggests that while participants faced common barriers, they are not stable or structured universally across all practices.…”

Section: Translating Psychoeducational Reports: a Relational Material...mentioning

confidence: 99%

Translating reports: School psychologists, knowledge-making and pedagogy

Lindelauf

2022

School Psychology International

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This paper is a post-qualitative inquiry (PQI) exploring how, and with what effect, school psychologists support the translation of psychoeducational reports into pedagogy for children who experience learning difficulties. Using the knowledge-making practices of three Australian school psychologists, and my own experience as a practicing school psychologist, Rhodes & Lancaster’s (2019) evidence-making framework is utilised to analyse reports through the theoretical perspectives of relational materialism. This analysis suggests acts of translation are produced by the way in which the authoring psychologist is positioned within relational assemblages of material (e.g., report format) and psychosocial (e.g., beliefs) components found at the intersection of education and psychology. By evidencing the utility of reports through theory and practice, the inquiry illustrates how the practical meaning, value and effect of reports is not pre-determined and fixed. Instead, it suggests their utility is relational and dependent on context-specific conditions and the way in which school psychologists respond within these conditions. Implications for practice are discussed.

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Mapping the Practice of Psychologists in Schools in Victoria, Australia

Cited by 7 publications

References 28 publications

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

Australian school psychologists’ and counsellors’ experience of stress

Translating reports: School psychologists, knowledge-making and pedagogy

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