School psychologists or psychologists in schools: the professional practice of psychology in Victorian schools

Abstract

School psychology applies the principals of psychology to education with a primary aim of providing support for the learning and the development of all children. In Victoria, Australia the professional practice of psychology in schools is undergoing a period of rapid change. Legislation to include psychological services as part of the nations Medicare health scheme, the introduction of national accreditation for all allied health professionals, national initiatives targeted specifically at schools to promote mental health together with initiatives by the Australian Psychological Society to support psychologists practicing in schools are shifting long established patterns of employment. The aim of this study is to map the practice of psychology in Victorian schools and to explore the issues around it. Implicated are concerns expressed in the international research related to dealing with diversity, assessment practices, evidence based practice, collaboration and system reform, all intrinsically linked to the practice of psychology in schools. A further aim of this study is to identify the contextual barriers and facilitators which influence the professional practices of psychologists in Victorian schools. This study utilises a qualitative research design because this methodology is best placed to explore the complexity and intricacies implicated in practice. While this research recognises that each school psychologist‟s professional practice is unique it presumes that there is merit in studying similar situations and striving to identify the implications for others in presumably parallel situations. The conceptual framework is based upon ecological and contextual considerations that have shaped and framed practice, training and research agendas across the field. It was developed from an extensive review of the research literature which identified eight interacting and overlapping domains; Theoretical foundations; Preparation and training; Roles and functions; Leadership and professional organisations; Legal and ethical issues; Policies and reports; Research and History. These domains are placed into a hierarchy at a systems level illustrating the ecological aspect, their influence in shaping the practice of psychology in schools is conceptualised as mediated by the degree to which psychologists are able to negotiate how psychological services are delivered. Sixteen psychologists currently practicing in Victorian schools were interviewed on two occasions to explore the barriers and facilitators around their professional practice. The interview questions were based on the domains which form the foundation of the conceptual model. Each interview was semi structured to invite school psychologists to participate in conversations around the domains and to allow for other relevant topics and issues to arise, resulting in over 60 hours of transcribed data. The interpretation of the responses to the two sets of interview data form the basis of the results. This data was coded using the grounded theory model of open, axial and selective coding. Snapshots of professional practice for each psychologist were constructed and subjected to further analyses shaped by the conceptual model. Summary tables for each domain together with tables summarising the barriers and facilitators for professional practice are presented as results and were confirmed by further analyses conducted via the NVivo.8 software program. Contextual barriers to the practice of psychology in Victorian schools included leadership by those outside of the profession which denied psychologists opportunities to use skills and frequently involved them in being asked to compromise professional standards. Assessment practices mandated by legislation act to restrict roles further, assigning school psychologists to gatekeepers of special needs. Inadequate supervision, practice in isolation which does not support communication or collaboration were also identified as barriers to professional practice. Facilitators for professional practice included credentialed professional learning, professional community, developing areas of expertise, making the role explicit, setting negotiated goals, creating a language for discussing psychology, developing policies and assuming leadership positions. These findings were examined and discussed framed by the conceptual model to compare and contrast the contexts in which the sixteen school psychologists practice and found that external and internal forces limit the scope of practice. The tendency to have non psychologists oversee the field who are unable to fully appreciate the possibilities restricts professional practice and is driving the profession to become little more than an assessment program for special education in the state of Victoria. Victorian school psychologists need to be given opportunities to better use their skills. Creative ways must be found to support the profession to provide services to schools while being less constrained by them.