The provision of school based psychological services in Victorian primary and
secondary schools dates back to well before the Second World War. Since then,
however, the activities that make up the role of school psychologists have changed
substantially. School psychologists' roles have become more varied than the original
psychometric focus and reflect a more systemic approach to the conceptualization of
student problems. Within Australia, school psychologists can be found servicing single
or multiple schools in the government, independent and Catholic school sectors,
fulfilling a range of functions and dealing with a diversity of student issues. However,
Australian academic research into the professional practice issues associated with the
provision of school-based psychological services is rare. Therefore, this thesis sought to
investigate a range of professional issues associated with the provision of school-based
psychological services for Victorian school psychologists working in single and
multiple schools in the government and non-government primary and secondary school
sectors. In addition to surveying Victorian school psychologists, principals and teachers
were also surveyed in order to ascertain their attitudes towards school-based
psychological services.
The sample consisted of 81 school psychologists, 21 principals and 86 teachers.
The results revealed that school psychologists participate in a variety of activities,
including a number of activities that reflect a systemic model of service delivery. They
also deal with a broad range of student issues, some of which are quite serious in nature.
However, the study also revealed a number of professional issues that were in need of
improvement. Some of these included a lack of participation in regular supervision for
school psychologists, school psychologists' dissatisfaction with some industrial and
professional conditions associated with their role and differences in attitudes between
psychologists, principals and teachers regarding the activities and responsibilities of
school psychologists. Results from the study provide plausible evidence for the need to
support school psychologists in the valuable work that they do within schools through
improved industrial conditions, appropriate professional development, and regular
supervision. Furthermore the results also reveal a need to educate and participate in
dialogue with the educational community in order to increase understanding of school
psychologists' roles and professional responsibilities.
| Identifer | oai:union.ndltd.org:ADTP/216580 |
| Date | January 2006 |
| Creators | Thielking, Monica, n/a |
| Publisher | Swinburne University of Technology. |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | http://www.swin.edu.au/), Copyright Monica Thielking |
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