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Updated: Aug 6, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Toward a specialized competency framework and recognition of the unique context and role of Australian school
Kylie Rice1, Stephanie Cooper1, Warren Bartik1
1School of Psychology, University of New England.
Abstract:
There has been a call to establish a nationally consistent school psychology workforce in Australia in response to the growing psychological needs of children and young people. Despite educational settings being the dominant practice setting for Australian psychologists after private practice, there is limited research focused on the specific skills and challenges of the school psychology role in the Australian context, especially in regional and remote areas. This qualitative study aimed to explore what specialist competencies are inherent to the school psychologist role and the challenges associated. Thirteen school psychologists with experience in urban, regional, and remote Australian locations participated in the study. Reflexive thematic analysis identified three themes: (a) system symbiosis, (b) pressure, and (c) adapt for longevity. These themes captured the experiences shared by psychologists as they enter the school psychology context and face unique challenges to which to adapt. (PsycInfo Database Record (c) 2026 APA, all rights reserved).
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