issue 1 09 - APS Member Groups - Australian Psychological Society

Education support programme97peers. We found that students represent ahighly valuable and accurate source ofinformation and knowledge that can be utilisedto develop innovative and effective solutionsfor difficult issues (e.g., homesickness,loneliness and peer conflict). Moreover,students have a strong sense of what is likelyto work or fail in practice, subsequentlyeffective education support programmes arethose that have the flexibility to incorporatethese ideas into their overall operations.By firmly establishing from the onset astudent focussed and relationship-firstenvironment around the programme, we weremore effectively able to target support andsupport student’s adjustment into residentiallife while they lived and studied away fromhome. We found that students greatly valuedand appreciated this relationship as it presentedas an independent alternative which studentscould access on their own terms and in amanner that they were comfortable with. Overthe long-term, we found this relationshipfostered the development of responsible andrespectful attitudes, as well as creating theopportunity to encourage students to exploreand appreciate the perspectives of others.Previous research has identified thateffective programme implementation issignificantly mediated by factors such as aprogramme provider’s personal efficacy,ability to communicate programme content,warmth, empathy, humour, relationship skillsand decision making processes (Kumpfer &Alvarado, 2003; Weissberg, Kumpfer &Seligman, 2003). We strongly concur with thisand feel that senior education administratorsneed to recognise the recruitment of highlytrained, qualified and committed staff isessential to the overall success of anyeducation support programme. A distinctionthat we would like to add is that working in aneducation support programme such as thisrequired a strong proficiency in specificinterpersonal skills such as attending skills,reflective listening skills, assertion skills, bodylanguage and conflict management skills.As qualified professionals fromdisciplines other than teaching (e.g., youth workand psychology) at times we found someaspects of working within educationdisempowering. On a number of occasions wefound that issues and models of practice that weidentified as important, were at times minimisedand overlooked (e.g., sexual health, mentalhealth, risk taking behaviour and identity).Similarly, at times we have been taken aback bystaff members undertaking roles they are notqualified to dispense. For example, a four yeartrained school psychologist trying to counsel astudent with serious mental health issues ratherthan referring on to a more appropriately trainedmental health practitioner (e.g., clinicalpsychologist). We feel, similar to the steadyshift being made in the health sector to helpmanage the mounting pressure placed onprimary healthcare infrastructure in hospitals,education sectors will also need to betterdevelop the ability to be inclusive of and valuethe skills that allied professionals bring toeducation support programmes.Effectively supporting the development ofyoung people is a dynamic and continuousprocess with education support programmesbeing most beneficial when they are customisedthrough the inclusive practice of involving allstakeholders in programme operations. Bytaking this step we found it allowed us to betteridentify and prioritise student support needs, aswell as allowing us to more cohesively supportthe key elements contributing to creating apositive educational experience which are thestudent, peers, parents (or family), the schooland the wider community.ReferencesAppleyard, S. (2002). Educational issues facingAboriginal families in rural Australia: Acase study. Australian Journal ofIndigenous Education, 30(1), 25-42.Australian Bureau of Statistics. (2009). Schools,Australia, 2008. Retrieved March 18,2009 http://www.ausstats.abs.gov.au/ausstats/subscriber.nsf/0/89FDF875BAAD7A43CThe Australian Community Psychologist Volume 21 No 1 June 2009