School psychological and guidance services in Australia: Critical issues and implications for future directions

Whitla, Mardie; Walker, Gordon; Drent, Ailsa

doi:10.1017/s1037291100002223

Cited by 6 publications

(4 citation statements)

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“…Since 1984, the number of school psychologists in Victoria has fallen by more than half; from 334 in that year to less than 160 at the beginning of 1994, with a psychologist:student ratio now in excess of 1:3000, a ratio well below figures in other states (Whitla, Walker, & Drent, 1992). A consultancy report commissioned by the Directorate of Education on support services to government schools (the unpublished Byrnes-Fleming Report, 1993) found that schools strongly valued the support of school psychologists.…”

Section: Implications: Scenarios For School Psychology For the Remain...mentioning

confidence: 93%

Managerialism and the professions: The case of school psychology in the 1990s

Faulkner¹

1994

J. Psychol. Couns. Sch.

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The rise of managerialism in public administration over the last decade in Australia has had dramatic implications for schooling systems and for the school psychology profession. An overview of the character of managerialism and its impact upon public administration, and schooling in particular, is provided in this paper. The school psychology profession in Victoria provides the basis for exploring some dimensions of managerialism's impact. As part of a futures projection for the remainder of the decade, some broad suggestions are offered which argue the importance of both values analysis and strategy development for the school psychology profession.

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Section: Implications: Scenarios For School Psychology For the Remain...mentioning

confidence: 93%

Managerialism and the professions: The case of school psychology in the 1990s

Faulkner¹

1994

J. Psychol. Couns. Sch.

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“…The school counsellor's responsibilities include behaviour management, psychological assessment, program development and evaluation, resource coordination, administration and clerical duties, consultation, professional development, as well as individual and group counselling (Barletta, 1996;Whitla, Walker, & Drent, 1992). These duties include involvement with children, teachers, parents, administrative personnel and professionals external to the school system.…”

Section: Role Of the School Counsellormentioning

confidence: 99%

Supervision for school counsellors: when will we get what we really need?

Barletta

1996

Aust. j. guid. couns.

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This paper addresses the issues associated with providing quality supervision for school counsellors. The variety of tasks that are required of school counsellors makes it essential that appropriate supervisory support is provided by the employer. Clinical supervision should be carried out by a counsellor who has training in supervision methods and techniques, as well as clinical experience in the tasks being supervised. Administrative supervision can be conducted by a member of the school administrative team. School counsellor competence can be developed in the workplace with the support of a colleague or supervisor until expertise develops.It is accepted that supervision is a crucial part of the professional support for counsellors. Bernard and Goodyear (1992) suggest that supervision serves three basic and important purposes. First, supervision ensures that those entering the profession have appropriate fundamental skills, second, it enhances the functioning of counsellors, and finally, it ensures the quality of service to clients. The supervisor needs to be competent not only in the process of supervision and the specific issues within the educational setting, but also aware of the particular preference of style school counsellors have for supervision, which research has found tends to be quite directive (Usher & Borders, 1993).

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“…It is disappointing then that little research attention has focussed on the wellbeing of Australian SPCs themselves and seems neglectful given the unique stressors within the school counselling role (Fye et al, 2022; Holman et al, 2019; Kim & Lambie, 2018). School counsellor stress is important to monitor because it can be a contributor to diminished job satisfaction, burnout and attrition, potentially compromising service provision to school students (Bardhoshi et al, 2014; Greenham et al, 2019; Hemi & Maor, 2020; King et al, 2018; Mullen et al, 2018; Whitla et al, 1992).…”

Section: Introductionmentioning

confidence: 99%

“…Historical reviews of the Australian SPC profession suggest there have been many expectations placed on SPCs stemming from shifts in government policy, educational agenda or professional practice priorities (Campbell & Glasheen, 2017). SPCs have reported difficulties at the juncture of some these changes, such as those that have required the provision of support to a wider and more complex array of student issues (Bramston & Rice, 2000; Rice & Bramston, 1999; Whitla et al, 1992). Adding to the impact of role incongruence is the research suggesting there has been unsatisfactory levels of engagement with professional clinical supervision to equip SPCs with the necessary new learning and mentorship needed at such times (McMahon & Patton, 2000, 2001; Thielking et al, 2006).…”

Section: Introductionmentioning

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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School psychological and guidance services in Australia: Critical issues and implications for future directions

Cited by 6 publications

References 0 publications

Managerialism and the professions: The case of school psychology in the 1990s

Managerialism and the professions: The case of school psychology in the 1990s

Supervision for school counsellors: when will we get what we really need?

Australian school psychologists’ and counsellors’ experience of stress

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