Hostname: page-component-5c6d5d7d68-xq9c7 Total loading time: 0 Render date: 2024-08-17T00:06:12.604Z Has data issue: false hasContentIssue false
  • English
  • Français

Forces for Change and Future Directions: An Examination of the Guidance Officer Role

Published online by Cambridge University Press:  29 October 2015

Hal Swerissen
Hal Swerissen*
Affiliation:
Lincoln Institute of Health Sciences
Get access

Extract

In Australia, compared to the United States and Britain, guidance officers havea relatively undeveloped and insecure professional identity. They are an emerging professional group with an uncertain allegiance to both teaching and psychology. While their role has many shared characteristics with that of their overseas counterparts (school psychologists and educational psychologists), compared to these groups, requirements for postgraduate training are limited and formal registration and certification vary from state to state. Moreover, until recently, there was neither a national professional organization, nor a journal to represent their interests. It is therefore not surprising that, despite considerable criticism of the guidance officer role, there has been little published about its future. While some of the broader issues affecting the profession have been raised recently by Haskell (1984) and Rice (1984), for the most part discussion has focussed on issues like training and certification (e.g., Keats, 1985), testing (e.g., de Lemos, 1985) and counselling (e.g., Frydenberg, Lee & Mckenzie, 1985; McMullen, 1984) in a relatively parochial and uncritical manner.

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 3 , Issue 1 , May 1986 , pp. 17 - 23
Copyright
Copyright © Australian Psychological Society 1986

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Arter, J.A., & Jenkins, J.R., (1979). Differential diagnosis – Prescriptive teaching: A critical appraisal. Review of Educational Research, 49, 517–555.Google Scholar
Barton, L. & Tomlinson, S., (Eds.) (1984). Special education and social interests. London: Croom Helm.Google Scholar
Block, N. & Dworkin, G. (Eds.) (1977). The IQ controversy London: Quartet.Google Scholar
Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. London: Routledge & Kegan Paul.Google Scholar
Carlberg, C, & Kavale, K. (1980). The efficacy of special versus regular class placement for exceptional children: A meta-analysis. Journal of special education, 14, 296–309.Google Scholar
Clarke, A.M., & Clarke, A.D.B. (1976). Early experience. London: Open Books.Google Scholar
Collins, M.K. (1984). Integration in Victorian Education. Melbourne: F.D. Atkinson.Google Scholar
Connell, R.W., Ashenden, D.J., Kessler, S., & Dowsett, G.W., (1982). Making the difference. Sydney: George Allen and Unwin.Google Scholar
Conoley, J.C. & Conoley, C.W. (1982). School consultation New York: Pergamon. de Lemos, M.M. (1985). Issues in testing. The Australian Educational and Developmental Psychologist, 2,812.Google Scholar
Dessent, T. (1978). The historical development of school psychological services. In Gillham, B. (Ed.) Reconstructing educational psychology. London: Croom Helm.Google Scholar
Freeman, A. & Topping, K. (1976). What do you expect of educational psychologists? Association of Educational Psychologists Journal, 4, 4–9.Google Scholar
Frydenberg, E., Lee, R., & McKenzie, V., (1985). From teacher to school psychologist: A programme of counsellor training. The Australian Educational and Developmental Psychologist, 2, 4–7.Google Scholar
Galagan, J.E., (1985). Psychoeducational testing: Turn out the lights the party’s over. Exceptional children, 52, 288–299.CrossRefGoogle ScholarPubMed
Georgiades, N., & Phillimore, L. (1975). The myth of the hero innovator. In Kiernan, C.C. & Woodford, F.P. (Eds.). Behaviour modification with the severely retarded. Amsterdam: Associated Scientific Publishers.Google Scholar
Gilham, B. (Ed.) (1978). Reconstructing educational psychology London: Croom Helm.Google Scholar
Gillham, B. (Ed.) (1981). Problem behaviour in the secondary school. London: Croom Helm.Google Scholar
Glasser, R., & Resnick, L.B., (1972). Instructional psychology, Annual Review of Psychology, 23, 207–276.CrossRefGoogle Scholar
Gould, S.J., (1981). The mismeasure of man. New York: Penguin.Google Scholar
Hargreaves, D.H., (1978). Deviance: the interactionist approach. In Gillham, B. (Ed.). Reconstructing educational psychology. London: Croom Helm.Google Scholar
Hargreaves, D.H., Hester, S.K., & Melior, F.J., (1975). Deviance in classrooms. London: Routledge & Kegan Paul.Google Scholar
Hartshorne, T.S. & Johnson, M.C., (1985). The actual and preferred roles of the school psychologist according to secondary school administrators. Journal of School Psychology, 23, 241–246.Google Scholar
Haskell, S.H. (1984). Counselling, guidance and clinical services: “A therapeutic pastime for an age of leisure?” Australian Educational and Developmental Psychologist, 1, 28–34.Google Scholar
Kavale, K. & Mattson, P.D. (1983). “One jumped off the balance beam”: Meta-analysis of perceptual-motor training. Journal of Learning Disabilities, 16, 165–173.Google Scholar
Keats, D.M., (1985). The professional training of educational psychologists: A discussion paper. The Australian and Educational Developmental Psychologist, 2, 1–3.Google Scholar
Leach, D.J. (1981). Preventing classroom failure: The problems of innovating behaviour-based practices in schools as organisations. Association of Educational Psychologists Journal, 5, 23–31.Google Scholar
McMullen, G. (1984). Do we need counsellors in the schools? The Australian Educational and Developmental Psychologist, 2, 38–39.Google Scholar
Murphy, G.C., Remenyi, A.G., & Taylor, K.F. (1979). The school psychologist’s work: A comparison of sent and received roles. Melbourne Psychology Reports, 61.Google Scholar
Quicke, J. (1984). The role of the educational psychologist in the post-Warnock era. In Barton, L. & Tomlinson, S. (Eds.). Special education and social interests. London: Croom Helm.Google Scholar
Reppucci, N.D. (1977). Implementation issues for the behaviour modifier as institutional change agent. Behaviour Therapy, 8, 594–605.CrossRefGoogle Scholar
Reppucci, N.D. & Saunders, J.T. (1974). Social psychology and behaviour modification: Problems of implementation in natural settings. American Psychologist, September, 649–660.Google Scholar
Reynolds, D. (1977). The delinquent school. In Hammersley, M. & Woods, P. (Eds.) The process of schooling. London: Routledge & Kegan Paul Google Scholar
Rice, A., (1984). Teachers and counselling services in Victoria. The Australian Educational and Developmental Psychologist, 1, 14–17.Google Scholar
Rosenfield, S. & Rublnson, F., (1985). Introducing curriculum-based assessment through consultation. Exceptional Children, 52, 282–287.Google Scholar
Rutter, M., Maughan, B., Mortimore, P. & Ouston, J., (1979). Fifteen thousand hours. Somerset: Open Books.Google Scholar
Shepard, M., Oppenheim, B., & Mitchell, S. (1971). Childhood behaviour and mental health. London: University of London Press.Google Scholar
Strain, P.S. & Kerr, M.M., (1981). Mainstreaming of children in schools: Research and pragmatic issues. Sydney: Academic Press.Google Scholar
Tomlinson, S. (1982). A sociology of special education. London; Routledge & Kegan Paul.Google Scholar
Topping, K., (1983). Educational systems for disruptive adolescents. London: Croom Helm.Google Scholar
Ysseldyke, J.E., & Algozzine, B., (1982). Critical issues in special education. Boston: Houghton Mifflin.Google Scholar