Generalists or Specialists? Guidance Officers in Queensland Schools

Abstract

The role and training of Queensland guidance officers appears to be set toward the practice end of the scientist-practitioner continuum. Yet data are presented which demonstrate that the expectations placed on many guidance officers are relatively sophisticated and specialised. Particularly in the areas of personal crisis counselling, family support and community-school development, today's guidance officers working in Queensland schools are required to demonstrate considerable specialisation. The profession seems to be facing a choice, attempt to develop into a group of true educational specialists with all the required training, supervision and in-service education or move to become a group of expert general practitioners. Some implications of these two options for the profession are explored.

Building Bridges in Teacher Education: Creating Partnerships With Parents

“…Further, students also reported a change in their perceptions of families, with a new understanding of the challenges of raising a child with a disability. Preservice teachers and school psychologists have little experience interacting with families of children with disabilities during their preparation (Epstein, 2005;Epstein & Sanders, 2006;Hedges & Gibbs, 2005;Hoover-Dempsey et al, 2002) and they often feel uncomfortable or unprepared for these situations (Bramston & Rice, 2000). Therefore, teacher education programs should ensure that candidates have access to these opportunities that allow them to build on the confidence in this new knowledge and ultimately enhance the parent-professional partnership (Murray & Mandell, 2006).…”

“…Unfortunately, many school systems do not provide enough time for school psychologists to engage families, as the majority of work time is devoted to determining eligibility and placement for students with disabilities (Fagan, 2002;Reschly & Ysseldyke, 2002). In addition, feelings of caution and unpreparedness to address diversity and family concerns often are linked to school psychologists' authentic experiences regarding collaboration with students with disabilities and their families (Bramston & Rice, 2000). When teacher preparation programs train educators together with school psychologists, their interdisciplinary team roles are modeled.…”

Supervision and Satisfaction Among School Psychologists

“…2002; Graden and Curtis, 1991;Roberts and Rust, 1994), very few Australian studies are available (Bramston and Rice, 2000;Jimerson et al, 2006;McMahon and Patton, 2000;McMahon and Solas, 1996). Moreover, given the socio-cultural subtleties, the findings from America may not directly translate into the Australian context.…”

“…During the past five years, four important Australian studies examining school psychology services have been completed and, with one exception, all came out of Queensland (Bramston and Rice, 2000;Jimerson et al, 2006;McMahon and Patton, 2000;McMahon and Solas, 1996). McMahon and Solas (1996) investigated Queensland guidance officers' participation in and delivery of supervision and found that the majority of guidance officers either did not receive supervision at all or if they did, it often occurred irregularly.…”

“…McMahon and Solas (1996) investigated Queensland guidance officers' participation in and delivery of supervision and found that the majority of guidance officers either did not receive supervision at all or if they did, it often occurred irregularly. In another Queensland study, Bramston and Rice (2000) found that guidance officers were often expected to work as 'multi-specialists' due to the complexity of student issues that they were confronted with, with many feeling inadequately trained and/or supervised to deal with the demands of their role. This was supported by McMahon and Patton (2000) who interviewed Queensland guidance officers and found that although there was overwhelming support for the importance and practice of supervision, the majority of participants believed that the time devoted to their own clinical supervision was insufficient.…”