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Mapping the Practice of Psychologists in Schools in Victoria, Australia

Published online by Cambridge University Press:  19 November 2013

Kim Eckersley  and
Joanne Deppeler
Kim Eckersley
Affiliation:
Faculty of Education, Monash University, Australia
Joanne Deppeler*
Affiliation:
Faculty of Education, Monash University, Australia
*
Address for correspondence: A/Professor Joanne Deppeler, Faculty of Education, Monash University, PO Box 6, ClaytonVIC 3800, Australia. Email: joanne.deppeler@monash.edu
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Abstract

This article reports on a qualitative study aimed to map the professional practice of psychologists working in schools in Victoria, Australia. A review of school psychology research literature conceptualised seven domains that were used as a lens for understanding how the professional practice of psychology was enacted in schools. The domains were placed in a hierarchy to illustrate the ecological aspect of professional practice, drawing on the work of Altman (1987) and Brofenbrenner (1977). The influence of each of these domains in shaping professional practice was understood to be mediated by the degree of control (Oakland & Cunningham, 1998) psychologists were able to garner in negotiating how their psychological services were delivered to schools. Snapshots of the practice of psychologists nominated as ‘effective’ practitioners by senior administrators identified a number of contextual barriers and facilitators across the profession that are used to inform directions for reform. The authors argue for the development of alternative models that involve collaborative actions and multiple systems — combining professional efforts to serve students and families with multiple and complex needs.

Keywords

educational psychologyschool psychologist practicesschool psychologyinclusion
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 30 , Issue 2 , December 2013 , pp. 157 - 170
Copyright
Copyright © Australian Psychological Society Ltd 2013 

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