Demystifying the Non-Government Schools Psychology Service

Transcription

1 Demystifying the Non-Government Schools Psychology Service Helen Thomson, Terry Andrews & Tim Wong SPA Conference 2009 Helen 1

2 FTE = 23.8 Perth 20 Psychologists Bunbury 2 Psychologists Albany 1 Psychologist Kimberley 1 Psychologist + 1 position Geraldton 1 position Kalgoorlie 1 position Less than the number of Psychologists in the Swan Education District Tim - Each psychologist has an allocation of schools (up to 16) that they service on a needs basis Most of the psychologists have both a metropolitan and country load Most of the psychologists are heavily involved in systems level work Most of the psychologists are involved in some supervisory or mentoring role 2

3 The NON GOVERNMENT SCHOOLS PSYCHOLOGY SERVICE MYTHS 3

4 You have to be Catholic to join the NGSPS MYTH Matt Groening and Fox Broadcasting Company 4

5 We re a fly in fly out testing service MYTH Have WISC will fly! 5

6 Medieval Psychology practices MYTH 6

7 The NGSPS works totally in isolation from DET MYTH Illustration by Michael Gelen, JD '88 7

8 The NGSPS just works with individual kids MYTH 8

9 The NON GOVERNMENT SCHOOLS PSYCHOLOGY SERVICE FACTS 9

10 The Non Government Schools Psychology Service (NGSPS) Managed and employed by the CEOWA Helen Organisation expectations To seek our involvement in interagency or cross-sectoral committees, a request may be made to Wilson MacNeil, NGSPS Team Leader, and if we re representing CEO, to the Director. 10

11 BUT: A service for the whole Non Government education sector, i.e. Catholic and independent schools Uses funds from the State Government Operates under an agreement, between CEOWA and WA Office of Non Government Education Goal is equity of service to Catholic and independent schools 11

12 NGSPS Priorities Problem solving at a system group and individual level Social-emotional Behavioural Learning Child Protection etc Helen 12

13 NGSPS Priorities Service agreement negotiated Effective, efficient, equitable service Enhancing resources of school communities Early intervention and mental health promotion Evidence and best-practice-based programs Services are provided in a manner which meets professional and legal requirements, including informed consent, the appropriate management of confidential files and privacy legislation. In schools which employ their own psychologist or counsellor, NGSPS does not generally duplicate services which can be provided by that person. Emphasis is placed on services which assist with developing understandings, processes, skills, knowledge and other resources within the school community to address student needs. e.g. We offer: Early child development workshops, parent forums Understanding and preventing aggression Staff professional development in resilience-building and mental health promotion Workshops on any area needed by the school and within our expertise 13

14 NGSPS Priority Programs 14

15 NGSPS Priorities - Parenting Programs As well as actual parenting programs, we individually run parent forums negotiated with schools we service. We don t have the resources (or government agreement until recently) to train in Triple P. 15

16 NGSPS Priorities Policies and processes to address NSSF - Bullying and cyber-bullying/ harassment/violence - AGQTP funded events/training - PART Training Helen The NGSPS, and I in particular, have accountability to CEO through the Strategic Plan for addressing areas relating to the NSSF in the Catholic sector. Last year, seminar & workshop on understanding the impact of trauma on neurobiological functioning (Joe Tucci, ACF) and a Countering Bullying conference This year that funding has gone to the Making Secure Connections conference, A PATHS Morning with Mark Greenberg, and a Cyber-bullying conference, as well as PATHS, PART and Aussie Optimism training All 3 of us are also trainers for PART 16

17 NGSPS Priorities Policies and processes to address NSSF Child Protection - AGQTP funded events/training Mandatory Reporting 17

18 NGSPS Priorities Crisis Management Gatekeeper Suicide Prevention Training 1. Centralised CMP training once/year in Perth. Individual psychs run training in the schools they service, and we may include this training with other workshops for country & remote schools/regions. 2. Responding to crises takes precedence over all else. In conjunction with Wilson and the contact psych, CSPs are responsible for organising an approriate level of response to support whole-school planning. We re in the process of revising all our sample documents and processes. 3. Accredited Gatekeeper trainers offer annual training. All psychs are expected to do Gatekeeper training 18

19 The NON GOVERNMENT SCHOOLS PSYCHOLOGY SERVICE CHALLENGES 19

20 Challenges WORKLOAD MANAGEMENT They like us to earn our pay checks at the NGSPS. The average number of schools for each psychologist is around 12. Some schools are country. You can imagine that at points during the year, just about every school you service wants you at their school right now. In addition to the normal school workload most of our psychologists are heavily involved in systems level work. For example I am also a trainer in the Aussie Optimism program as well as PART (which teaches participants to deal with challenging/aggressive behaviour). It is a requirement that I run at least 4 AO workshops a year and at least 2 PART workshops. Usually we run more than the required minimum per year. There is no extra time given to do these workshops. 20

21 Challenges TRAVEL EXPECTATIONS Travel is an inevitable part of work as an NGSPS psychologist. 21

22 Travel to country in 2009 My country schools load is a huddle of schools in the South West region Boyup Brook, Bridgetown, Manjimup and Pemberton. Servicing these schools takes me out for about 1 week a term. I also travelled to Dardanup to do PART training and Broome to do Aussie Optimism training. Finally I had to fly to Kalgoorlie for a crisis situation. 22

23 Challenges RESOURCES/SUPPORT COUNTRY/REMOTE 23

24 The Kimberley The road from Broome to Beagle Bay Trying to support our remote and country schools is a big challenge for our service and it really revolved around the notion of equity. Some of our schools in the country have the least resources and high needs and yet are not serviced regularly or regularly enough. One of the ways our service has tried to combat this is by metropolitan psychologists taking on country loads so that our country psychs have a reduced load. 24

25 Challenges VARIETY - DIFFERENCES Undoubtedly one of the greatest challenges we face is the diversity amongst our schools. The variety of schools means differences in philosophies and beliefs and ultimately differences in the way that schools operate. So as psychologists we are continually adjusting to these different operating styles. 25

26 Christian Denominations Anglican Catholic Free Reformed Lutheran Uniting Baptist Church of Christ Greek Orthodox Seventh Day Adventist Now each of these denominations will function slightly differently from each other. 26

27 = 27

28 Non-Christian Islamic Jewish Non-Denominational Steiner Montessori Community Schools Islamic schools Shouldn t be alone in the company of a woman who is a stranger I shouldn t shake hands with a woman Some of our female staff have worn clothes that cover the wrists and ankles 28

29 A Steiner Classroom Steiner schools are based on the philosophy that schools should cater for the needs of the child rather than any government or economic forces and is based on 3 developmental stages of children. Formal instruction for reading and numeracy is delayed until the 2 nd developmental stage which is physically marked by the change of teeth around about 7 years of age. Computers and technology are not generally introduced until secondary school or late primary years. Classrooms are carefully created so as to be a place of beauty and calm. Hence there is an emphasis on natural materials such as wood to help children better connect with the natural environment. Now think of the adjustments you have to make working as a school psych in a Steiner school. First of all you have to get educated on what the Steiner philosophy is all about and what it means at a school level. Second, standardised assessments of reading and maths before the second developmental stage aren t going to be useful. 29

30 Positives Autonomy Variety Travel opportunities Valued by schools Team size collegiality Willingness of staff to be involved Tim & others 30

31 How to Contact Us All psychs have the same address format: Thus: 31