School Psychology Blog

What career path do I take?

Making a choice about career is a hard one- but if we can understand ourselves better, it makes the decision a lot easier.

We will probably all change our career direction a few times in our lives; well that is what the statistics say!

I started out with doing a Science Degree – not dreaming about ever becoming a Psychologist! They didn’t even have psychology as a subject when I went to high school. Yet during my Science Degree I learned to question the natural world and explore it further. I discovered that I loved learning, I loved the scientific approach and I loved philosophy of science.

The fact is – that to understand what career will suit us best; we need to know ourselves better.

When I was in primary school I wanted to be a Vet or a Lawyer. I had no idea at all what a Lawyer did – but thought it sounded pretty cool! After working in an office during my summer holidays, I knew I could never work in an office administration position. It just wasn’t for me, but others loved it. I also taught swimming during Uni and that was great! I discovered my love of teaching and my love of children – so I tried school teaching. I enjoyed the interaction with students and the creative side of lesson planning, but once I had taught the material, I was ready for a new challenge. I also couldn’t stand the politics or the marking- URRRR!!! Finally I decided to become a Psychologist, completing a master’s degree in Educational Psychology.  I haven’t looked back – I had found a job that I really loved!

So what direction is best when making a career choice? And who can help?

Career assessments help understand individual job preferences.  They also help to discover areas of job preference and interest.  Career Counselling is often beneficial for young people, for they can talk about various careers openly and explore various options in a safe and supportive environment.

It is also important to talk with as many people as possible about jobs and how they came to work where they are working. Talk with friends, family and teachers – they can all help guide a young person.

My philosophy with career is the follow a path with heart. What on earth does that mean? It simply means follow the path where your heart leads you.  We need to make sure that our career is connected with our true values. That way – we are doing something we really love and we are more likely to feel satisfied.

What matters is simple. We must make certain that our path is connected with our heart………When we ask, “Am l following a path with heart?” we discover that no one can define for us exactly what our path should be. Instead, we must allow the mystery and beauty of this question to resonate within our being. Then somewhere within us an answer will come and understanding will arise. If we are still and listen deeply, even for a moment, we will know if we are following a path with heart. - Jack Kornfield.

School Psychology Services offers both career assessment and career counselling for young people over 14 years of age.

Don't Let VCE Stress get to you!

Stress and anxiety affect most of us from time to time.

Stress and anxiety during VCE is to be expected. Often young people put pressure on themselves to achieve. Parents and school expectations are also factors that contribute to rising stress levels in young people.

It is important to have some stress and anxiety about the approaching end of year VCE exams; otherwise no one would do any study! However, too much stress and anxiety leads to feelings of hopelessness, excessive anxiety and even depression.

Getting professional help to manage thoughts and emotions is sometimes helpful for young people.

Some quick stress release tips for VCE Students:

• Find some positive quotes and print them out and stick them on your wall or on the front of your folder.
• Write down everything good and wonderful in your life right now!
• Go for a walk and be in the moment – smell the roses, look at the colour of the leaves on the tress, look for the first signs of spring.
• Doing something you really enjoy, then make a list of things you really enjoy and do one each day for a week!
• Take a whole minute to eat a tiny square of chocolate.
• Find an inspirational song and listen to it when you feel a little uptight.
• Buy yourself a stress ball and squeeze it!
• Take time out from study each day to look at your goals and focus on your dreams!
• Play sport or do some strenuous physical activity.
• Take a bath or a shower.

Always focus on the positive and what you have achieved so far. If you are completing a VCE subject you are in your final years of high school – how wonderful! You have the rest of your life ahead of you and what potential each of us have for a truly wonderful future!

School Psychology Services enjoy working with young people to help them reach their full potential. If you would like to seek professional help for VCE Stress or anxiety, contact Deborah Jepsen.

Also ask about our Life Coaching for VCE Success. We have a 10 week program designed to help VCE students refine their study skills, learn specific study skills and reach their potential!

Girls love to talk!

A recent Stony Brook University study has found that too much talk about their problems may lead middle school-aged girls into more depressive symptoms (Scientific America Mind, July/August 2009).

Girls tend to co-ruminate about their problems – they spend their time dwelling on problems. This often leads them to feel sad and hopeless about situations and these problems remain the centre of their attention. While talking and sharing with others may promote healthy relationships with peers, it can also lead to more depressive symptoms.

Girls tend to analyse and discuss their problems.  This often leads to a negative thought cycle. Often their peers are uncertain of what advice to give to their friends and they simply talk about an issue, rather than find constructive solutions.

Skilled psychologist and counsellors play an important part, especially with teenage girls as they can help these young people develop coping strategies, look at different options and perspectives, and help re-frame dysfunctional thing patterns and styles.  It is important for young people to talk about their problems, but talking with a skilled professional is essential.

School Psychology Services provides expert counselling to help young people manage their problems and develop positive coping skills to manage everyday life. Navigating through the teenage years is difficult, however with support and counselling you can have wind in your sails to make the journey a little easier!

There is evidence based research that supports certain characteristics of gifted children. Gifted children display a certain set of characterises at certain ages. Below are some indicators of characterises that may be present in children. However all children may show some of these characterises and not all gifted children will show all of these.

If you suspect you child may be gifted, it is recommended that you take the following steps.

Step 1: Look at a variety of gifted check lists. There are hundreds up online.

Step 2: Obtain an intellectual assessment (IQ Test)  from qualified psychologist. Relevant tests include the WPPSI (under 6 years old) or WISC (for children over 6 years).

Step 3: Ensure the psychologist will offer you a detail report with specific strategies to assist with planning for the educational needs of your child.

School Psychology Services offers assessment services for children.

If your child is within the gifted range (1Q 130 +)

• Read as much as you can in the area of gifted.
• Speak with your child’s school about specialist programs that may be offered.
• Engage your child in specific areas of interest and hobbies.
• Connect your child with other gifted children.
• Engage in the help of a qualified psychologist to help you with this process.

Schooling and the Gifted Child

Don’t expect too much from your child’s school. Schools are places of learning, however for bright students they may also be places of frustration!
Teacher’s try their best to accommodate all needs of the academic spectrum, from the students who are struggling to read to those who are extremely bright and everyone in between!
Some general tips for parents in primary school:

• Inform the school about your child’s academic ability.
• Meet with the classroom teacher to discuss what can be done within the classroom setting.
• Teachers should be suggesting more depth of knowledge – rather than busy work for gifted students.
• Ask how the school can accommodate your child – but don’t have unrealistic expectations.
• Talk to your child about what they enjoy at school and help the teacher explore this with your child.

Traits in very young children:

Birth – 2 years

The following check list is a rough indication of what you may want to look out for after your child is born up to 2 years of age.

• Ability of recognise carers early (within a few months after birth)
• Early expressions (e.g. smiling)
• Unusual alertness
• As infants, may get fussy if facing one direction for too long. They like variety!
• As infants, they appear alert, looking around often.
• Need less sleep, even as infants. Appears to require less sleep (yet not sleepy or irritable due to lack of sleep)
• Frequently reach ‘milestones’ such as walking and first speech earlier than average
• May speak late, but then speak in complete sentences
• Strong desire to explore, investigate, and master the environment (opens up draws, takes things apart)
• Toys and games mastered early, then seem disinterested in them
• Very active, wanting to explore new things (but activity with a purpose, not to be confused with ADHD)
• High levels of energy (but not hyperactive)
• Can distinguish between reality and fantasy (questions about Santa or the tooth fairy come very early!)
• Interest in books (turning pages of books before 1 year of age and paying attention when read to within 6 months)
• Interest in computers and other gadgets
• Playing with shape sorters by about 11 months.
• Ability to form two word phrases by 14 months
• Ability to understand instructions by 18 months
• Ability to say and understand many words before 18 months
• Could stay still and enjoy a TV programs by the age of 1
• Has favourite TV shows or DVDs by age 1
• Recognition of letters/alphabets by age 2
• Recognition and rote counting of numbers 1 – 10 or higher by age 2
• Recognition of colours by age 2
• Recognition of first word by age 2
• Interest in puzzles by age 2
• Has long attention span in interest areas by age 2
• Ability to form at least 3 word sentence by age 2
• Interest in time by age 2

2 – 4 years

The following includes all/most skills in the check list above.

• Early and extensive language development and vocabulary, forms grammatically correct sentences as compared to peers
• Interest in computers
• Ability to solve a 20-piece puzzle by age 3
• Has a vivid imagination (includes having imaginary friends)
• Extraordinary feats of memory
• Extreme curiosity and asks many questions
• Ability to memorise and recall facts easily
• Early development of a sense of humour
• Ability to do one-to-one counting for small quantities by age 3
• Recognition of simple signs
• Written name by age 3
• Ability to write letters, numbers, words, and names between 3 and 4 years
• Ability to read easy readers by age 4 and has an interest in reading
• Independent on the computer by age 4
• Musical aptitude just after 2
• Can do simple addition and subtraction by age 4

In Victoria, children must be five years of age or older by the 30th of April in the year they start school. Often parents question why the 30th of April is the cut off date and there is clear explanation why. Children develop at different rates and the decision to begin school often only based on age.

Is my child ready for school?

How do you know if your child is ready for school?
Preschool field officers may visit your child’s preschool to assess your child. They may use a check list to assess your child in the following areas:

• Play skills
• Social development
• Cognitive development
• Fine motor skills
• Language and communication skills
• Emotional development
• Self care skills
• Gross motor skills

Is my child ready for school?
If you have doubts about your child being able to begin school and cope academically, it might be a good idea to have them assessed with a standardised intelligence test. This gives parents a clear indication of where their child fits or stands compared with children of a similar age.

You should also talk with your child’s preschool teacher. They are experts in this area as they see large numbers of children and can offer a professional opinion based on a child’s developmental stage.

Preschool teachers may also recommend a cognitive assessment to test intellectual capacity. There are also many other reasons to conduct a cognitive assessment.

Can my child start school early?
The answer is yes – but it is often a lengthy process! Parents will need to provide evidence that their child is emotionally ready for school and that they are academically ready for school.

• Evidence that a child is emotionally ready can be gained from a child’s preschool teacher.
• Evidence that a child is academically ready needs to be assessed by a qualified psychologist.

School Psychology Services offers an assessment that tests the intellectual capacity of young people. This assessment is called the Wechsler Preschool & Primary Scale of Intelligence (WPPSI – pronounced “WHIP SEE”). This test assesses intelligence. For a psychologist to support an early entry to school, a child must be in the gifted range on this test. The gifted range means that they are exceptional, not just above average.

More information about early entry to school in Victoria is available from the Department of Education.

I have always liked the poem, Don’t Quit. When things are not going our way it is important to persevere and move forward in the best way we can.

Don’t Quit

When things go wrong, as they sometimes will,
When the road your trudging seems all uphill,
When the funds are low and the debts are high,
And you want to smile, but you have to sigh,
When care is pressing you down a bit
Rest if you must, but don’t you quit.

Life is queer with its twists and its turns,
As everyone of us sometimes learns,
And many a failure turns about
When they might have won, had they stuck it out.
Don’t give up though the pace seems slow,
You may succeed with another blow.

Often the struggler has given up
When he might have captured the victors cup;
And he learned too late when the night came down,
How close he was to the golden crown.

Success is failure turned inside out
The silver tint of the clouds of doubt
And you never can tell how close you are,
It may be near when it seems so far;
So stick to the fight when your hardest hit,
It’s when things seem worst that you must not quit!
- ANONYMOUS

The secret of raising smart kids is to promote the “don’t quit” attitude. Teaching young people the value of perseverance is a quality not often promoted in schools or in society.

Those moments when a young person struggles with a new concept is the only time that they are learning!

Great he is learning something new!

When they find something hard or difficult that is when they are able to learn new things. We need to promote effort, rather than success – then we can raise really smart kids. We need to focus on not quitting and perservering when things get tough, that way young people can learn the value of hard work and experience real success.

Why use a WIAT to assess children?

I am often asked about the WIAT (Wechsler Individual Achievement Test). The WIAT is an individually administered test that takes from 30 to 90mintes to administer.

An achievement test measure how an individual is going in certain areas of academic school work.

The WIAT gives a good overall summary of functioning in the following areas: reading, maths, written language and oral language.

If an individual has a high or average IQ and is significantly below average in reading, maths or written language they may have a specific learning disability in a certain area. Dyslexia is a specific learning disability associated with problem in reading.

If an individual has an extremely high IQ, but is under achieving at school, they may fall into the category of “gifted – learning disabled”.

A WIAT is a good way to see how a child is going in a variety of academic subjects compared to other people their own age.

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Year 10 in Victoria is often seen as a transitional year for students. Many students are given the opportunity to sample a VCE (Victorian Certificate of Education) subject. This prepares them for what lies ahead in Year 11 and 12. Many schools also implement specialised programs at Year 10 to help students with subject selection and study skills. Work experience is also common at this year level.

Why Assess at Year 10?

Psychological Testing is beneficial at Year 10 for several reasons. Psychological Assessment seeks to answer some of the following questions:

• Is there is reason why a student does poorly on exams and tests?
• Is the student capable of achieving success in certain subjects? This will assist with planning for relevant subject selection.
• Should a student take verbally based subjects or opt for more practical subjects?  This will review an individual’s best learning style.
• Is the student under achieving? If so, is there a reason for this?
• Are there problems with the speed of processing information? If so, does the school need to apply for extra time for exams?
• Is the student struggling with reading and comprehension?
• Does the student experience problems with short term memory? If so, does the student need memory strategies?
• Does the student have problems with visually or verbally presented information? If so, do teachers need to modify the way the material is presented in class?
• Does the student have an auditory processing difficulty? If so, what needs to be put in place for the best possible outcomes?
• Does the student have a specific learning disability? If so, what specific help does the student need?
• Does the student need a specialised tutor to assist them in certain subjects?
• Does the student need help with organisation and planning?
• What areas will a student naturally succeed in?

The best way to answer many of these questions and many more is to conduct a full WISC-IV and WIAT –II assessment. This will give a learning profile that reflects both cognitive ability and academic achievement. Students many then benefit from specialised coaching programs that are designed to assist with maximising their potential to achieve VCE success.

One of the books that I enjoy using with young clients (ages 3 – 8 years) is called Angry Octopus by Lori Lite.  It is a nice little relaxation story for children.

When reading through the story, I ask the client to do the exercises as we read it. Sometimes the young person asks about how the octopus actually breathes under water! We often have a lively discussion about breathing and how it is important to relax and be control both our thoughts and emotions.

We often reflect upon situations where we might get angry and how we can express irritation or frustration in positive and assertive ways, rather than in angry and destructive ways.

I will then ask the client to complete this simple worksheet and practice the relaxation exercise during the week.

Intelligence testing of very young children can sometimes be problematic because young people develop so rapidly.

However, there are many benefits for psychological assessment and often the more information and the early the information is gathered, the more tailored the intervention programs can be.

Assessment is a way of gaining some understanding of a child in order to make informed and appropriate decisions.

Child Testing

Why should a child be tested?

• To screen for any cognitive deficits.
• To assess for eligibility for funding.
• To understand a child’s learning profile or preferred learning style.
• To assess for learning disorders (such as reading, mathematics or writing disorders, including dyslexia).
• To provide intervention programs for children with specialised needs.
• To assess gifted children in order to provide appropriate and stimulating learning environments.
• To test for school readiness.
• To gain early access to school or to remain in kinder another year.
• To identify developmental delays and provide appropriate interventions for psycho educational disorders or problems as early in a child’s life as possible.
• To understand uncharacteristic behaviours and/ or emotional issues that are presenting at either home or school.

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