Hostname: page-component-76fb5796d-r6qrq Total loading time: 0 Render date: 2024-04-26T21:39:25.718Z Has data issue: false hasContentIssue false
  • English
  • Français

Notes on Professional Practice Co-operation in the Classroom: A New Role for Guidance Officers

Published online by Cambridge University Press:  29 October 2015

Julie Boyd  and
Terry Lee
Julie Boyd
Affiliation:
Leongatha Student Services, P.O. Box 289, LEONGATHA VIC 3953
Terry Lee
Affiliation:
Leongatha Student Services, P.O. Box 289, LEONGATHA VIC 3953
Get access

Abstract

Guidance Officers have traditionally been seen as having different aims, goals and outcomes to those of schools. In fact, guidance officers have been seen as having a vested interest in maintaining this separation. We propose that for guidance officers to become more potent in effecting change, and in order to derive maximum benefit for their clients they need to become much more closely asociated with the goals and programs of mainstream education.

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 4 , Issue 2 , November 1987 , pp. 26 - 27
Copyright
Copyright © Australian Psychological Society 1987

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

Guidubaldi, J. (1981). School Psychology: Current status and future directions in a responsive and caring profession. Journal of Learning Disabilities, 14, 375,382.CrossRefGoogle Scholar
Maggs, A. & White, R. (1983). The educational psychologist: Facing a newera. Psychology in the Schools, 19, 129–134.3.0.CO;2-B>CrossRefGoogle Scholar
Sprinthall, N. (1980). Guidance and new education for schools. Personnel and Guidance Journal, 485–489.CrossRefGoogle Scholar
Swerissen, H. (1986). Forces for change and future directions: An examination of the guidance officer role. The Australian Educational and Developmental Psychologist, 3(1), 17–23.CrossRefGoogle Scholar
Ysseldyke, J. (1982). The Springhill Symposium on the future of psychology in the schools. American Psychologist, 547–552.CrossRefGoogle Scholar