Monica Thielking · Mark D. Terjesen Editors Integrating International Research, Practice, and Policy

Monica Thielking · Mark D. Terjesen Editors Handbook of Australian School Psychology Integrating International Research, Practice, and Policy Handbook of Australian School Psychology Monica Thielking • Mark D. Terjesen Editors Handbook of Australian School Psychology Integrating International Research, Practice, and Policy Editors Monica Thielking Mark D. Terjesen Department of Psychological Sciences St. John’s University Swinburne University of Technology Jamaica, NY, USA Hawthorn, VIC, Australia ISBN 978-3-319-45164-0 ISBN 978-3-319-45166-4 (eBook) DOI 10.1007/978-3-319-45166-4 Library of Congress Control Number: 2016959214 © Springer International Publishing Switzerland 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Preface ‘Growing up’ for many young people can be both rewarding and challenging. In the time that it takes for children to mature and to independently enter the world as adults, the education system has had many years of precious oppor- tunities to inspire, guide, shape and even repair young lives. This Handbook is dedicated to those individuals who work both in schools and alongside schools and who strive to educate and instil a sense of hope, meaning and purpose in children and young people. It is for those individuals who make the process of growing up easier and who never stop believing in the power that education has to transform lives. We hope that the vast amount of research evidence, intervention strategies and practice wisdom contained within this Handbook will greatly benefit the work of all school psychologists. In putting this Handbook together, we were overwhelmed by the multispecialist nature of this role, evidenced by the number of topics covered. We are fortunate to have so many experts in Australia and internationally that contribute knowledge and research evidence to ensure students are receiving the best possible service to meet their needs. School psychologists are such an important resource for students, parents, teachers and school leadership alike. It is our hope that the Australian school psychology profession will continue to thrive in future research, practice and policy and it is exciting to present this first Australian Handbook of School Psychology to the school psychology profession. Hawthorn, VIC, Australia Monica Thielking Jamaica, NY Mark D. Terjesen v Vale Virginia Smith Harvey and Antony Kidman Sadly, Professor Emerita Virginia Smith Harvey died on August the 4th 2016. Thus her contribution to the chapter on supervision and self-care in this vol- ume was, we believe, the last publication in her illustrious career. As ever, her collaboration in the creation of the chapter was marked by her open, coopera- tive and supportive nature, in addition to her scholarship. Her continuing legacy for school psychologists is her very substantial contribution to the academic and professional understanding of supervision of psychologists in schools. She will be greatly missed. The authors of Evidence-Based Assessment and Intervention for Oppositional Defiant Disorder and Conduct Disorder in School Psychology wish to acknowledge the outstanding legacy of their professional colleague and friend, Dr Antony Kidman. Dr Kidman was to be a co-author of this chapter before his sudden death in September 2014. vii Foreword This book has been a long time coming for psychologists who work in schools. Every school day, school psychologists across Australia deal with com- plex moral, ethical and just plain tricky issues as they support children and young people with their learning and their lives. There are a number of jour- nals and papers, including guidelines from the Australian Psychological Society, which support psychologists with the complexities of working with young people in our schools. However, until now, there has been no single text in Australia that combines relevant evidence-based research in the field with school psychologist practitioner expertise and which offers sound advice about best practice for school psychology. The Handbook of Australian School Psychology: Integrating International Research, Practice, and Policy offers practical strategies for school psychologists and gives the opportunity for clinicians to reflect on their practice. The years that young people spend at school are critical in determining many of their life pathways. During the early years, students establish the foundation skills of literacy and numeracy that form the basis of future learning. They also learn the skills for successful social relationships. They learn to navigate the world of their peers as they move towards the community outside of school. It is often during the years at school and early adulthood that emerging mental health difficulties become apparent and young people can learn strategies to manage social and psychological difficulties. The role of the school psychologist is critical in supporting children and young people at each stage of their development. School psychologists also provide expert knowledge to support teachers and school staff in their work. Research indicates that a psychologist who is a part of the school staff and who is embedded in the culture of a school is able to assist children and young people in ways that are not available to a clinician who is only seeing the student outside school. The Handbook of Australian School Psychology explores these various roles of the school psychologist. It also reviews the history of school psychology within Australia, in the context of international trends in research and practice. The ethical questions and practice issues that arise when psychologists work with young people in schools are explored. Primary prevention and school-based programmes that contribute positively to mental health out- comes for children and young people are also described in detail. A series of case studies provide a helpful guide for clinicians, giving them the opportunity to reflect critically on their own work. ix x Foreword Australian school psychologists work in a range of different school envi- ronments, from large suburban schools to small schools in rural and remote regions of Australia. They are employed in a number of different systems, including government schools, Catholic schools and independent schools, with each system having its own culture and employment conditions. They work with students across a wide developmental spectrum, from kindergarten to young adults. However, irrespective of the setting or the age of students, there are underlying principles of educational and developmental psychology and a common body of research and experience that informs this work. The Handbook of Australian School Psychology brings this together in one single book for the first time. Thielking and Terjesen have identified the key areas in the work of school psychologists, and each of these has been addressed in chapters written by Australian and international experts in the field. Theoretical perspectives based on the latest research are balanced with practical applications aimed at supporting clinicians in their day-to-day work. There are a section devoted to learning disorders and an extensive section detailing best practice in supporting students who are experiencing mental health disorders within the school setting. The text also explores best practice in the support of specific student cohorts such as students from disadvantaged backgrounds, gifted students, gay and lesbian youth and students with medical issues including sleep prob- lems. There is also a chapter on new technologies and their impact on assessment, training, service delivery and possible accompanying ethical issues. The final chapter explores future directions for school psychologists throughout Australia. The authors discuss the need for increased recognition of the profession, for the use of a consistent title throughout the country and for a dedicated postgraduate school psychologist training programme designed to develop a set of core competencies, such as those set out by the Department of Education, Western Australia. The authors also discuss incon- sistencies across Australia in the eligibility criteria for assistance for students with a disability. The assessment of students for these programmes often

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