Mapping the Practice of Psychologists in Schools in Victoria, Australia

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.