How Teachers Find Meaning in their Work and Effects on their Pedagogical Practice

This study addresses a gap in current literature by applying a qualitative phenomenological approach to understand how teachers with a calling orientation perceive meaning in their work. A calling orientation has been defined by Wrzesniewski, et al. (1997) as a commitment to one’s work as it contributes to the greater good and makes the world a better place. Individuals’ perception of participation in meaningful work has been closely linked to subjective wellbeing. The current study revealed that teachers’ reported that they found meaning in their work through having an impact on their students’ lives and through positive relationships with students and colleagues. However, there was an incongruence between activities that teachers find meaningful and the actual activities that they perform daily in their roles. Supporting teachers to find meaning in their work and to engage in meaningful work activities may serve to improve teacher wellbeing

The cost of youth homelessness in Australia study: snapshot report 1

Overview: This is the first national Australian longitudinal study investigating the economic, personal and social costs of youth homelessness over time across a broad range of locations. Too many young Australians are without any form of safe and secure accommodation. It is estimated that approximately 44,000 Australians under the age of 25 are homeless, but the actual number is likely to be higher. Homeless young people comprise some 42 per cent of the Australian homeless population. Participants have been tracked by researchers over a three year period to see what kind of issues young homeless people face: changes in their circumstances, health and quality of life; how many used services; the types of services they accessed; and whether or not they transitioned from homelessness to permanent accommodation

The Role of Teachers in Identifying and Supporting Homeless Secondary School Students: Important Lessons for Teacher Education

Young people entering homelessness often do so while still at school. This study explores Australian teachers’ and other student support staff perspectives of the experiences of students who are running away from home, the barriers to student help-seeking, and how local youth services can best support secondary schools to provide necessary services to keep students at school and at home or in some other form of safe and secure accommodation. The study revealed that although teachers and student support staff report awareness that student couch surfing exists; there are a range of barriers which prevent a student from seeking help. Teachers called for stronger relationships between schools and youth homelessness services to achieve a more effective and informed early intervention response. Teachers also asked for guidance on how to respond when students are homeless. The overall results have important implications for teacher education and practice as well as informing education welfare policies

What children really need

Letter to the editor commenting on Michael Bachelard's article on a school chaplains program. The original article is: Bachelard, M (2011) Non-religious chaplains idea angers Christians. The Age newspaper, 13 February 2011

How to complete your thesis and publish in four years

Abstract not available

APS support for psychologists in schools

Abstract not available

Student mental health: do chaplains have a role?

University of Melbourne Secular Society and University of Melbourne Psychology Association present Dr Monica Thielking (Psychologists in Schools advisor) giving the lecture: 'Student Mental Health: Do Chaplains Have a Role?

Searching for help: children's mental health and wellbeing

What do you do if your child is acting out? Ask parents and teachers at your school? Do nothing? Google a remedy? 1 in 7 Australian children have a mental health difficulty, but only 1 in 4 receives help. The KidsMatter website aims to to help parents and school about a child's health. As part of Mental Health week, Angus Randall spoke to Dr Monica Thielking, a psychologist specialising in youth and school psychology at the Swinburne Institute for Social research about getting assistance for a child's mental health and well being

Charities are alarmed by the growing number of homeless young Australians

A study conducted by Swinburne and Charles Sturt universities reveals at least 44,000 Australians under 25 are homeless. 612 ABC Brisbane spoke to Lily who first experienced homelessness at 16. (Dr Monica Thielking's interview appears at 13:40

An investigation of attitudes towards the practice of school-based psychological services

The provision of school based psychological services in Victorian primary and secondary schools dates back to well before the Second World War. Since then, however, the activities that make up the role of school psychologists have changed substantially. School psychologists' roles have become more varied than the original psychometric focus and reflect a more systemic approach to the conceptualization of student problems. Within Australia, school psychologists can be found servicing single or multiple schools in the government, independent and Catholic school sectors, fulfilling a range of functions and dealing with a diversity of student issues. However, Australian academic research into the professional practice issues associated with the provision of school-based psychological services is rare. Therefore, this thesis sought to investigate a range of professional issues associated with the provision of school-based psychological services for Victorian school psychologists working in single and multiple schools in the government and non-government primary and secondary school sectors. In addition to surveying Victorian school psychologists, principals and teachers were also surveyed in order to ascertain their attitudes towards school-based psychological services. The sample consisted of 81 school psychologists, 21 principals and 86 teachers. The results revealed that school psychologists participate in a variety of activities, including a number of activities that reflect a systemic model of service delivery. They also deal with a broad range of student issues, some of which are quite serious in nature. However, the study also revealed a number of professional issues that were in need of improvement. Some of these included a lack of participation in regular supervision for school psychologists, school psychologists' dissatisfaction with some industrial and professional conditions associated with their role and differences in attitudes between psychologists, principals and teachers regarding the activities and responsibilities of school psychologists. Results from the study provide plausible evidence for the need to support school psychologists in the valuable work that they do within schools through improved industrial conditions, appropriate professional development, and regular supervision. Furthermore the results also reveal a need to educate and participate in dialogue with the educational community in order to increase understanding of school psychologists' roles and professional responsibilities