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Published by jsmalpage, 2018-08-23 03:58:51

ASPS Newsletter Term 3 2018

Psychology Services



2018 Term 3 | Issue 1 2018 Term 3 | Issue 1 018 Term 3 | Issue 1 Page age


I keep an eye on job ads – as I’m sure many do – just to see what is moving (and who is changing jobs). Two
positions were recently advertised for school psychologists: one was interesting in that the position was
described as reporting directly to the Business Manager, and the other caught my attention as it was eventually
filled by a social worker rather than a psychologist.
Sadly, both these examples serve to reinforce the confusion that exists in the areas of human services –
especially as they operate (and should) operate in schools. Reporting to the Business Manager systemically
relegates the psychologist to the same space in the school as the accounts staff, the ‘computer guy’ or the
gardener – that of an additional service provided at the school rather than aligned to the school’s core business.
In the same way, advertising for a psychologist but employing a social worker reflects a fundamental ignorance
of the difference between the different professionals (and therefore, devalues both).

No-one should argue that psychologists, social workers, chaplains and youth workers are the same. Each bring
their own theoretical orientation and skill set to supporting people, even if all care for the wellbeing of those
they work with and desire change for the better.

At the heart of social work is a commitment to human rights and justice, and to effecting change in structures
that cause or create inequality, injustice and discrimination ( Psychology is a science that is centred
around how people think, feel, behave and learn – and is more focussed on improving mental health and
wellbeing, learning, performance, relationships, and societal cohesiveness from this perspective
Whether as a practitioner, a school leader or specialist school-based staff clearly being able to identify what is
needed in a school, how to best address these needs and importantly being able to articulate the distinctiveness
of the different professionals is essential. Thinking that there is no difference between psychologists, social
workers, chaplains and youth workers on the basis that “they all help people” makes no sense and runs the risk
of a less than effective service (and therefore poorer outcomes for the students).

It is useful to consider the specific skill-set that the varying professions bring, and importantly how to best match
the needs of the situation with the skill-set and training of the applicant.

In this edition we have included some information on the recent Law in Schools seminar, advanced waring about
NSCP funding, a notice about scholarships, and, some feedback on our recent service survey. I hope you find the
various articles and information in our Newsletter useful and inspiring. As always, I encourage you to contact me
on [email protected] if you have any comments or suggestions.

Paul Russell
Lead Psychologist
Coordinator AISWA School Psychology

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School Law

School Law WA: Addressing Challenging
Issues and Mitigating Risk at the Coalface

Law for School Counsellors
Wednesday 1 August, 2018

The day-long seminar with different morning and afternoon options focused on various aspects of School Law,
including managing risk and arrangements associated with higher risk activities like off-campus excursions,
camps and international trips, student-related legal issues such as the potential impact of the Royal Commission
into school policies, family law and court or custody orders, and, staff-related issues such as ‘toxic’ staff
behaviour, managing targeted social media complaints, and, responding to allegations against staff.
Of most immediate significance to school-based counsellors (and especially psychologists) was the morning
session which examined law for school counsellors and which included an opportunity to engage with
confidentiality, privacy and information-sharing, managing offences (or alleged offences) by students (including
bail conditions), the important area of note taking, report writing and record keeping, and, the “nightmare”
possibility of having to deal effectively with subpoenas (or being required to give evidence in Court).


Ian Curlewis (Partner at Lavan Legal and AISWA Board Member) addressed the topic of Confidentiality, Privacy
and Sharing Information, and especially the tension between balancing professional (and sometimes somewhat
different employment) demands with the wishes of the students to maintain confidentiality.

There were a number of insights in this area, including the reminder that the obligation to maintain
confidentiality does not merely sit with psychologists as part of the ethical practice requirements but also with
all school staff arising from privacy legislation. Confidentiality is not seen as something imposed on psychologists
(which has sometimes been seen as a barrier to effective pastoral care), but is an obligation of all staff in schools.
A discussion was also made of 28A of the Children and Community Services (WA) Act, which does permit the
exchange of information without consent if the information is, or is likely to be, relevant to the wellbeing of a
child or a class or group of children. Of significant interest was the comment that the same Act provides that a
disclosure made “in good faith” is not considered a breach of professional ethics or standards nor a breach of
any duty of confidentiality, and therefore the person has protection from civil or criminal liability. The Act is far
from perfect – and there is a distinction made between the ‘authority’ who releases or to whom is released
information (as well as the importance of delegation) – however, it is a significant step towards advancing the
wellbeing of a child.

Comment was also made with regard to psychologist’s files, that “ownership” by the School does not imply
access by Staff (including the Principal).

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School Law cont.

Genevieve Cleary (Barrister at Francis Burt Chambers) provided extensive resources as she helped the
participants engage with the various pieces of legislation that might come into play when a young person is
alleged (or charged) with committing an offence. One practical ‘take-home’ message to psychologists was a
simple one: “say no” – and she provided some examples of when this had not been the case.

The presentation (and the notes that came with it) focussed on the various relevant pieces of legislation that
might guide decisions by schools and school staff in relation to criminal behaviour and dealing with the police.
For example, this presentation covered Police interviewing students or counsellors and questions such as what
are a school’s rights and obligations to participate, the rights of the student (alleged student perpetrator),
potential student witnesses that police wish to interview, and key matters to consider in supporting a student or
participating in police interviews. It was noted, for example, that school psychologists are not a reasonable adult
in terms of investigations involving a child (and if a school psychologist is asked to be, “say no”).

Reference was also made to the rights and obligations in meeting requests for documents or other material from
the police – they have a great deal of power with a warrant, but not having a warrant does not mean that police
won’t ask for records (you can “say no” to requests, and in some cases even to warrants). This presentation also
examined bail conditions and how they can impact the school.

Gemma McGrath (Director at Panetta McGrath Lawyers) explored the important – although potentially
scarcely covered) area of note taking, report writing and record keeping. Keeping good records is an essential
part of ethical practice, and this presentation noted current laws and codes which applied to note-taking and
record keeping. Reference was made to the difference between ‘client service records’ and ‘confidential client
records’, and the minimum requirements of records (including best practice in storage and access to notes and
reports). In a similar way to the first presentation, reference was made to a NSW case in which a school
psychologist’s files usually kept in a locked cabinet were accessed by other school-based staff – and that this was
found to be a breach of the Privacy Act. The school should have gone so far as to ensure that the key to the
psychologist’s door was not able to be accessed by people with a ‘master key’.

Case studies and examples included examining good notes and bad notes, recording meetings and
conversations, considering good reports and bad reports, and computer notes versus hand written notes. In her
work with AHPRA, the presenter was able to reference a number of breaches. Reference was made to the
importance of a clear statement of diagnosis in reports, supported by facts (and not personal opinions). Reports
should avoid unnecessary jargon, be tailored to purpose and audience, and like all notes, be prepared in a
“timely manner”.

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School Law cont.

David Jones (Barrister at Francis Burt Chambers) presented on the challenges of dealing effectively with
subpoenas and giving evidence in Court. His presentation included an exploration of the Court (and what to
expect) – as well as the sage advice to ‘go and see’ if you are ever in a position to need to appear, and, ‘get

One of the presenters noted that “psychologist frequently lack familiarity with legal processes and obligations” –
and understandably so. However, increasingly at least a passing awareness of these issues is important for
professional practice. There are very obvious behaviours that fall always into “good” and “bad” but there are
also a range of behaviours that sit very firmly in the “it depends” space. An awareness of the playing field –
which increasingly means being somewhat familiar with legal processes and obligations – is important.


School Chaplains and National School
Chaplaincy Program (NSCP) Funding

Late last month the Australian Minister for Education and Training, Senator Birmingham, communicated that the
Australian Government has committed to funding to continue supporting schools to engage the services of a
school chaplain until 2022.
While the Australian Government funds the NSCP, states and territories are responsible for its administration in
their jurisdictions through a National Partnership Agreement with the Commonwealth. Currently the
Government and the different State and Territory authorities are working to finalise the arrangements. Once
these are known, AISWA Schools will be invited to apply.

While applications are not yet open, this clear commitment to extending the current funding will be a comfort
to schools who wish to see their current programme continue and to schools who wish to apply in the future. It
should be noted that the number of applications generally exceeds the funding available.

It is expected that the new arrangements will not deviate dramatically from previous requirements. For
example, the Chaplain must have the minimum qualifications, must comply with child protection requirements,
and must be recognised as a Chaplain by an accepted religious institution. In WA, the recommendation is that all
Chaplains complete both Gatekeeper Suicide training and Youth Mental Health First Aid.

The renewed NSCP will also have a greater focus on supporting students and school communities affected by
bullying, in particular cyberbullying. To this end, Chaplains will be required to complete training being developed
by the Office of the eSaftey Commissioner in anti-bullying and cyberbullying.

The AISWA School Psychology Service plans to offer specific training for both new and returning Chaplains early
in 2019. This will include as a minimum, Youth Mental Health First Aid and Gatekeeper.
For more information, contact us on [email protected]

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Annual Review – and future planning

The AISWA Psychology Service is generously supported by a grant from the Western Australian Government. As
part of this grant, we report activity on an annual basis, including the number of type of activity we have been
involved in. Last year, for example, our team presented a total of over 330 hours of professional learning to over
1100 staff from AISWA member schools. However, our service cannot easily be summed up in just hours or
sessions. Far more importantly, we seek feedback from schools and school-based staff about the value and
impact of the service, and, seek feedback on how we might adapt our service to increase our reach and improve
the way we service AISWA Schools and school staff.

Generally schools valued the availability, the professionalism and the consultation that the team provided. Staff
reported being supported in complex cases, through consultation about interventions and through specific
advice and policy areas. A number of schools made comment on professional learning, and the role the
psychologists had in up-skilling school-based staff. It was also significant that this year an increased number of
positive comments came from school-based counsellors and psychologists commenting on the support they
were able to access through peer consultation, supervision and networking with the psychologists.
Overall, responses rated our service well, with over seventy percent of respondents rating the service positively.

Indeed, in many cases the negative comments we hear are based on the lack of time that schools were able to
access services, sometimes based on unrealistic demands both from school-based staff and from external
sources (such as private paediatricians) for services that our current resourcing simply will not support.

This is the challenge we hear each year - that while the service is valued there isn’t enough of it, and each year
we hear that schools want more access to the Psychologists. While we continue to receive a Government grant
to support the service, the amount we receive is decreasing in real terms, is not indexed and is not increased as
enrolment increases in AISWA Schools. This is a real challenge and we have sought to address this in two ways:
first of all, we are seeking to implement a more systems/consultation model of service delivery. This model is
more effective in managing time, and therefore while a slight re-orientation in the way people might expect
services to be delivered, is a far better model with significant time efficiencies and better coverage and service
outcomes for schools. The second model we are examining is how to increase our resources in order to increase
time allocation to schools.

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Priority School Partnerships

Priority School Partnership:
Increasing access to psychology services

Consistently, AISWA Schools report that they value the AISWA School Psychology Service (‘ASPS’), and would
welcome more access.
We are currently exploring the possibility of increased access and services for schools – potentially by
providing a psychologist to schools for as much as an additional day each week.

The ASPS is supported in part by a grant provided by the Government of Western Australia specifically to help
AISWA to continue to provide a psychology service to all Independent schools within WA, in order to support
Independent Schools in four main areas:
 learning;
 attendance, behaviour and engagement;
 wellbeing and mental health; and
 emergency and critical incident management.

The aim of this service is to assist schools with individual, group, whole school and system interventions in order
to help build capacity in schools and school staff.
While schools report that they value the service we currently provide, it is clear that many schools both desire
and could effectively use an increase in services. The reality is that current resourcing does not permit
substantial increases to some schools without a significant disadvantage to others. While services are prioritised
to some degree according to need, dramatic changes to service allocation under current resourcing would not
permit an equitable service to be offered across all Independent Schools.

Partnership Schools

We are currently examining options to increase service to schools in order to be in a position to deliver direct
services (such as student counselling or parent initiatives) or through short-term increased support for school-
based projects (such as staff mentoring or delivery of specific agreed services).

Under this school partnership, the ASPS would provide a psychologist on a regular and agreed level at partner
schools (such as one day each fortnight or each week) in order to provide services that would not normally be
covered, or which are beyond the resourcing level that would normally be possible. This option is aimed at
providing additional services to the normal service provision to Independent Schools (such as attendance at PL,
wider systemic work and training, etc).
This would be a fee-for-service arrangement, but would be expected to still be substantially below the cost of
accessing such services commercially.

Any schools interested in more information or of expressing an interest in the possibility of participating in a
limited trail should contact Paul Russell on [email protected].

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Anika Foundation Youth Depression
Awareness Scholarship

As a result of the generous support of The Anika Foundation, applications are invited for The Anika
Foundation Youth Depression Awareness Scholarship for Western Australia for 2018.

The Anika Scholarship provides $15 000 for (up to) a four week study program in Australia or overseas.
Time need not all be spent in formal study but may involve a program of visits to schools and
institutions to conduct interviews, observe exemplary practices and collect resources for preparing
teaching materials related to a specific aspect of youth depression awareness. The study program must
be completed within 12 months of being awarded and a further three months for report submission.

1. Who is eligible to apply?

Staff currently working with secondary school aged students at risk of depression including:
 teachers
 school psychologists
 student services personnel
 principals and deputy principals
 school chaplains.

2. What should applications focus on?

Applications should focus on preventing depression in young people or building awareness of youth
depression. Applicants may include strategies for dealing with, or referring on, young people who may
be suffering from depression. Applications with a focus on indigenous students are particularly
welcome although the scholarship is open to all staff in WA.

Applications must be received by 4.00pm Friday, 12 October 2018.
How can I find out more …

Follow the link to the WA Scholarship page (link here), or search “Anika Foundation Scholarship”
or contact [email protected]

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Whole School Wellbeing

What actually is “Whole
School Wellbeing”?

The role of schools in promoting wellbeing and building both mental health and resilience is recognised by both
research literature and by Government Policy. The recent review of mental health services, and the response by
the Australian Government, highlighted the importance of school-based promotion, prevention and early
intervention initiatives to support child and youth mental health. A scoping report for the Department of
Education, Employment and Workplace Relations on approaches to student wellbeing identified the
comprehensive literature base that strongly linked student wellbeing to student learning outcomes.
The significant impact of wellbeing on engagement and learning, and the direct relationship between both
overall wellbeing and good mental health with attendance, behaviour and academic success is well known. The
extent of this relationship is such that increasingly schools and policy-makers are stating unequivocally that
wellbeing and mental health promotion forms part of the core business of schools.

Best practice suggests that the most effective wellbeing efforts are “whole school”. This does not simply mean
that no year level misses out on getting something: It means that wellbeing efforts impact the whole school
community. Every person in the school is involved, every aspect of the school is involved, and every effort is

‘Whole school’ is not merely having a set of wellbeing activities every year or in each year level. A ‘Wellbeing
Week’ or marking R U OK Day annually is not a whole school wellbeing programme (even if every year level does
something). These “one-offs” are merely one small part of a school’s wellbeing processes.
A school with a real commitment to a whole school approach will start with evidence-based initiatives, and move
from there. In this way, a real whole-school programme is one which starts with a commitment to involving
every year level, to one that has a commitment to involve all students, all staff, and all parents.

A whole-school approach impacts and guides not only what is done,
“There is an ongoing need for raising
but how and why things are done – right across all aspects of the
awareness around the difference
school. It is best guided and supported by a collaborative team
between wellbeing and welfare,
involving leadership, teaching and non-teaching staff, specialists
prevention and intervention and
(like the school chaplain or counsellor), parents, students and
whole school strategic approach
representatives of the wider community or Board.
versus programmatic
responses” (CEOM June 2008) An example of some of the descriptors that map a school moving
from good practice to advanced practice in whole-school wellbeing
is outlined in the table. Sadly, recent research suggests that too often schools were implementing wellbeing
initiatives that were largely reactive and targeted at perceived issues rather than being focused on cultural
change and universal mental health advancement. The heart of a whole school approach is that planning
ensures that efforts are sustained across the school community and not limited to one-off, topic-specific
initiatives or efforts that are delivered in a way that carried a risk of missing the students who needed it most.

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Whole School Wellbeing cont.

Implementing a whole-school approach

There are a number of key criteria for starting and sustaining a whole school approach to wellbeing.

A real whole-school effort requires both a top-down and bottom-up engagement.
It must be embraced by all staff who see its value, and, it must be resourced by leadership which gives
evidence to its importance (rather than paying simple ‘lip service’).
It should be integrated.
Wellbeing and social learning must be curriculum based and evidence-supported. Initiatives must be cross-
curricula and extra-curricular. They must be sustained and coordinated. They should be in the forefront of
policies and practice (including discipline models, behaviour management processes, and assessment and
teaching practices).
It should be proactive.
There is no doubt that some children need specialist intervention (sometimes, but not essentially, at school).
A whole-school model recognises the need for all children to learn and develop good mental health through
initiatives to build wellbeing and resiliency. The best initiatives are universal and preventative, not topic-
oriented or targeted.
It must be valued and pervasive.
Wellbeing is something that everyone does, and it must be a part of ‘the dna’ of a school. It cannot be
simply ‘something else’ that we do (like a wellness day or an SEL programme that has to be ‘squeezed in’
between everything else).
It must be effective and sustainable.
Implementing an off-the-shelf SEL package is good, but it is a not whole-school initiative. Efforts must start
with everyone embracing the importance of wellbeing as ‘buy-in’ from everyone will increase effectiveness.
Initiatives must also start with training, as this also increases sustainability. Resources in building capacity
are far more effective than manuals or programmes in the long-term.

Good Practice … Progressing … Advanced Wellbeing Practices

A school has processes to identify and Schools track referrals and services to A school has processes that promote
respond to students with mental guide initiatives and support staff, positive wellbeing and create and
health issues, and appropriate programs are delivered to address sustain a supportive environment,
referral and support pathways group needs (such as implementing validates activity against national data
targeted programs). and in line with research evidence, and,

Pastoral and student services staff ALL staff have access to mental Ongoing review of wellbeing practices in
have access to training and staff health literacy training, curriculums light of ongoing knowledge
sessions (like Gatekeeper and MHFA) include training for students in development, staff leading innovations
mental health and wellbeing with all aspects of school,

Parents are aware of access to staff School has visible wellbeing School offers opportunity for
for student concerns, and key support processes, and promotes wellbeing collaboration, for parent training and
staff. across the school community skill building. Parents are involved

Adapted from Stirling & Emery (2016).

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Whole School Wellbeing cont.

Where to from here?

A school audit to see what areas are working well, what areas need improvement and to identify priority areas is
a useful place to start, and provides data to measure change. This data also provides good evidence for the need
to change and informs process change, and therefore helps wider ‘buy-in’.
The Australian Government’s Student Wellbeing Hub suggests there are nine possible target areas for change. A
2008 Report identifies seven ‘pathways’ (or dimensions) to school wellbeing. It is not necessary to do all at once
– but it is important to start something meaningful. Your ASPS psychologist can provide mentoring, advice and
support on measuring, identifying and supporting change in schools.

Seven pathways into building whole-school resilience

Noble, McGrath, Wyatt, Carbines and Robb (2008) use the term “pathways to student wellbeing” to capture the
many directions that schools can take to enhance student wellbeing, while highlighting both the fact that
wellbeing has many dimensions and that these dimensions are interrelated but able to be articulated and
detailed separately. They have identified seven from wide research literature, and their review supports the
position that high levels of wellbeing increases academic achievement, school retention, mental health, and, pro-
social lifestyle choices (including reduced drug use and improved behaviour).

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News from the Field (August 2018)

Gaming Disorder

In the 2013 revision of the DSM the decision was made that Internet Gaming Disorder, similar in criteria to other
non-substance related addictive disorders, was a condition which still needed further research. Recently it was
announced that the new version of the International Classification of Diseases (ICD-11) would include gaming
disorder – a shift away from the recent trend that saw the DSM and the ICD becoming more closely aligned
(although the ICD draft has been available since 2016, the formal announcement was only made this year).
The inclusion appear to have been met equally with score and acclaim. Concern has been raised at the
pathologising of high-levels of otherwise acceptable behaviour. The use of internet gaming as a social
connection, for example, and the potential negative associated with behaviour now potentially seen as
‘disordered’ (Finke et al reported on the positive impact of gaming with ASD students), and, a number of scholars
have commented that the new disorder is fundamentally flawed, suffers from a lack of quality empirical support,
is too heavily reliant on diagnostic criteria for substance use disorders, and, lacks a fundamental consensus on
symptomatology and assessment (Aarseth et al).

In response to this, however, authors from Japan pointed to clinical data from one specialist addiction treatment
centre that showed the vast majority of treatment seekers are addicted to online games, and that their
symptoms were often quite severe. The failure to formally recognise the disorder was causing delays in
treatment and significant hardship.

What should be clear (especially when talking to worried parents) that “a lot of use” is not the same as
disordered use, and, preferring to play games than either do household chores or talk with the parents is not the
same as “significant impairment in personal, family, or social functioning”. If nothing else, the disorder requires
persistence of behaviour of sufficient severity, resulting in significant impairment, for at least 12 months.

Kovess-Masfety, V., Keyes, K., Hamilton, A., Hanson, G., Bitfoi, A., & Golitz, D. et al. (2016). Is time spent playing video
games associated with mental health, cognitive and social skills in young children?. Social Psychiatry And Psychiatric
Epidemiology, 51(3), 349-357. doi: 10.1007/s00127-016-1179-6
Aarseth, E., Bean, A., Boonen, H., Colder Carras, M., Coulson, M., & Das, D. et al. (2017). Scholars’ open debate paper
on the World Health Organization ICD-11 Gaming Disorder proposal. Journal Of Behavioral Addictions, 6(3), 267-270.
doi: 10.1556/2006.5.2016.088

Higuchi, S., Nakayama, H., Mihara, S., Maezono, M., Kitayuguchi, T., & Hashimoto, T. (2017). Inclusion of gaming
disorder criteria in ICD-11: A clinical perspective in favor. Journal Of Behavioral Addictions, 6(3), 293-295. doi:

Finke, E., Hickerson, B., & Kremkow, J. (2018). “To Be Quite Honest, If It Wasn't for Videogames I Wouldn't Have a
Social Life at All”: Motivations of Young Adults With Autism Spectrum Disorder for Playing Videogames as Leisure.
American Journal Of Speech-Language Pathology, 27(2), 672. doi: 10.1044/2017_ajslp-17-0073

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News from the Field (August 2018)

Brain training apps

Brain-training apps or games (such as Lumosity or Elevate) are popular. Why wouldn’t they be – if the claims
that improvement s in working memory or IQ can be achieved by a few hours of game-playing.

There has been some controversy, and differing advice about their positive impact. A recent study published in
Neuropsychologia calls into question the benefit of cognitive training. The study used a targeted training
approach to investigate whether training on two different, but related, working memory tasks produced
transferable benefits to similar untrained test tasks finding that despite significant improvement on the training
tasks, participants did not improve on either test task. In fact, performance on the test tasks after training were
nearly identical to a passive control group suggesting that brain training does not generalize, even to very similar

The lead author commented that, in summary, "despite hours of brain training on that one game, participants
were no better at the second game than people who tested on the second game, but hadn't trained on the first
one”. As for what does actually work: “If you're looking to improve your cognitive self, instead of playing a
video game or playing a brain-training test for an hour, go for a walk, go for a run, socialize with a friend. These
are much better things for you."
REF: Stojanoski, B., Lyons, K., Pearce, A., & Owen, A. (2018). Targeted training: Converging evidence against the
transferable benefits of online brain training on cognitive function. Neuropsychologia, 117, 541-550. doi: 10.1016/

Body dissatisfaction – from selfies (‘Snapchat dysmorphia’)

It comes as no surprise that young people (especially) are dedicated to their social media use – sometimes,
overly so. Indeed, most apps also offer the opportunity to edit – by adding puppy ears or bunny noses, but also
to smoothen skin, whiten teeth or make eyes and lips appear larger.
A new viewpoint article raises the concerning trend that people are seeking plastic surgery in order to improve
selfie appearance, with patients presenting to cosmetic surgeons requesting procedures in order to look like the
filtered versions of themselves (often unattainable requests which blur the line between reality and fantasy) – a
trend which has been dubbed “snapchat dysmorphia”, and which is seen as linked (and potentially a precursor
to) body dysmorphic disorder.

The increase in these patients (with cosmetic surgeons reporting that 55% of people presented as wanting to
“improve their appearance in selfies”, up from 40% three years previously), has been raised as a concern with
surgeons being urged to refer for CBT and not surgery.

The selfie pressures is seen to be especially harmful for teens and those with BDD.
REF: Rajanala, S., Maymone, M., & Vashi, N. (2018). Selfies—Living in the Era of Filtered Photographs. JAMA Facial
Plastic Surgery. doi: 10.1001/jamafacial.2018.0486

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News from the Field (August 2018)

Hay fever, anxiety and depression.

As we head towards hay fever season, a review has found the negative and wide-reaching impact of the
condition – especially in adolescents.

Adolescents with hay fever were found to have higher rates of anxiety and depression, and a lower
resistance to stress, and also showed more hostility, impulsivity, and changed their minds often. According
to the report, adolescents are affected differently by hay fever than children or adults – partly due to issues
surrounding sleep which itself can be a huge issue for adolescents and has been shown to impact memory,
creativity, .school attendance, performance, and academic achievement.

REF: Blaiss, M., Hammerby, E., Robinson, S., Kennedy-Martin, T., & Buchs, S. (2018). The burden of allergic
rhinitis and allergic rhinoconjunctivitis on adolescents. Annals Of Allergy, Asthma & Immunology, 121(1), 43-
52.e3. doi: 10.1016/j.anai.2018.03.028

Narcissism and school performance in teens.

Hardly a trait parents would wish for their children, apparently narcissism (or at least sub-clinical
presentations of some narcissism traits) is associated with improved school performance in young people.

A recent study published in Personality and Individual Differences suggested that subclinical narcissism
presenting with some of the same features of the clinical syndrome (such as grandiosity, entitlement,
dominance, and superiority), was indirectly associated with school performance.

Teens with higher levels of subclinical narcissism tended to be more "mentally tough", and this toughness
was associated with better school performance. In this way while narcissism did not correlate significantly
with school achievement, subclinical narcissism was seen to have a significant positive indirect effect on
school achievement through mental toughness.
REF: Papageorgiou, K., Malanchini, M., Denovan, A., Clough, P., Shakeshaft, N., Schofield, K., & Kovas, Y. (2018).
Longitudinal associations between narcissism, mental toughness and school achievement. Personality And
Individual Differences, 131, 105-110. doi: 10.1016/j.paid.2018.04.024

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AISWA School Psychology Service Contacts

The role of the AISWA Schools Psychology Service (ASPS) is to provide a specialist psychology-based service to
AISWA schools in order to creatively and effectively assist schools and school staff in their mission of supporting,
engaging and educating their students.

To find the Psychologist who services your school, login into the AISWA website and go to the
ASPS information page under Inclusivity and Wellbeing.

Please contact Sue Mulholland on 9441 1632 or [email protected] if you require assistance.

Tammy Barnes mmy Barnes
Paul Russell aul Russell
P Ta
Psychologist ychologist
Lead Psychologist Psychologist
[email protected] [email protected]
[email protected] [email protected]
Ph. (08) 9441 1634 . (08) 9441 1634
Ph. (08) 9441 1674 . (08) 9441 1674

Mandy Marett andy Marett Julie Townsend ulie Townsend
Senior Psychologist enior Psychologist
Senior Psychologist enior Psychologist S
[email protected] [email protected]
[email protected]
Ph. (08) 9441 1675 . (08) 9441 1675
Ph. (08) 9441 1635 . (08) 9441 1635
Bas Snijder Snijder
Bas Toni Tomli
Toni Tomlin n
Psychologist ychologist S
Senior Psychologist enior Psychologist
[email protected] [email protected]
[email protected] [email protected] tt
Ph. (08) 9441 1629 . (08) 9441 1629
Ph. (08) 9441 1640 . (08) 9441 1640 Ph
Katy Dias y Dias
Wendy Vasquez endy Vasquez
Senior Psychologist enior Psychologist
Senior Psychologist enior Psychologist
[email protected] [email protected] [email protected] [email protected]
Ph. (08) 9441 1677 . (08) 9441 1677
Ph. (08) 9441 1615 . (08) 9441 1615 Ph
Dana De Bunnetat De Bunnetat
Larissa Roy rissa Roy Dana
Psychologist ychologist
Senior Psychologist enior Psychologist
[email protected]
lroy [email protected] [email protected]
Ph. (08) 9842 2100 . (08) 9842 2100
Ph. (08) 9441 1676 . (08) 9441 1676
Jane Kirkham ane Kirkham
Roger Coghill ger Coghill J
Psychologist ychologist
Senior Psychologist enior Psychologist
[email protected] [email protected]
rcogh [email protected] [email protected]
Ph. 0437 194 506 . 0437 194 506
Ph. (08) 9441 1622 . (08) 9441 1622
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2018 Term 3 | Issue 1 018 Term 3 | Issue 1

Suite 3/41 Walters Drive
Osborne Park WA 6017
+61 (08) 9441 1600
[email protected]

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