Psychological services delivered at school level play a significant role in the overall educational development and health of students. Across Australia, guidance and counselling services are currently in a state of flux, with reductions or redirections of services in most states. Some critical issues are raised in regard to present and future service provision for students, teachers and families. This paper presents a ‘case study’ of Victorian services, and an Australian ‘snapshot’ of existing school guidance services, as at April 1992.

Whilst there are many critical elements in the teaching of micro-counselling skills, feedback is an essential component of an effective training program. This paper describes supervision linked to a program of instruction. More particularly it examines the relative merit and contribution of utilising both instructor rating and self-rating as a means of providing educative feedback during the process of supervision in a brief counselling training program. Instructor rating and self-rating measures were taken on two occasions, first at the commencement of a six-week training program and secondly at the completion of the course. It was found that instructor rating was consistently lower than self-rating, but both reflected an improvement in counselling skills acquisition. Students indicated an ability to be self-critical after a period of counselling training to the extent that instructor rating matched more closely self-rating, after the second interview.

Action research enables guidance counsellors to use a variety of methodologies to evaluate the diversity of counselling programs. The emphasis is on helping the counsellor to make decisions about the development, improvement and continuation of specific programs in schools.

This research project at the Brisbane School of Distance Education investigated demographic characteristics of adult females enrolled for Matriculation English and their attitudes towards institutional processes for advertising, advising, teaching and supporting students during their studies. Three groups were sampled – those who continued their studies into second semester (Stayers), those who dropped out during first semester (Starters), and those who enrolled but did not start the course (Non-Starters). Non-starters were significantly more likely to be younger, have no children and register more changes of address. There was no significant difference in prior educational level between the three groups nor was there any significant difference between country and city based students. Stayers were significantly more likely to be caring for young children and have work responsibilities as well. Changes to school processes for advertising, advising and supporting students were recommended as a result of attitudes expressed by respondents. New methods for obtaining pre-enrolment counselling and maintaining communication links with the school were devised to address the attrition problem. Theories of distance education and school management principles are examined in the light of other research findings regarding retention in distance education.

A BASIC assessment for the use of school counsellors involves a multi-modal appreciation of all aspects of the student. This includes the student's Behaviour, Academic skills, Social setting, Intrinsic qualities (e.g. biological factors) and Cognitive processing skills. Assessment approaches and test instruments within each of these five areas are presented. Several case illustrations underline the importance of making a thorough assessment to the generation of intervention strategies.

Fritz Redl and his colleagues developed sophisticated and effective ways of working with extremely disturbed children – ‘children who hate’. Because this work was done several decades ago, there is the danger that this knowledge will be lost to contemporary counsellors and teachers who have to work with similar children today. The paper outlines the general approaches of milieu therapy and life-space interviews. It summarises seventeen techniques for controlling unacceptable behaviour in ways that do not contradict therapeutic goals and enable these difficult children to be helped.

The vision was to have a group of up to eight mildly – moderately intellectually handicapped children integrated into a Year 1/2 class at Monkland State School. The total class numbers were to be the same as for a regular class (for infants – 25) with two teachers, one of whom is trained in special education. The integrated group would progress through the school with their age peers. The needs of the children would be considered in the School Development Plan. The special needs group would be closely linked to the special school campus so its specific facilities could be utilised. Some students enrolled at special school would also have access to the Monkland group for some integration/link activities. In two years time a similar class in another school will be opened.