ACQ Vol 10 No 2 2008

Work– l i f e balance : preserv i ng your soul

C linical I nsights

Erica Dixon

I t seems life as a speech pathologist in the educational setting is very different depending on the region in which you are located. In Student Services of the Highlands Network, Grampians Region, Department of Education and Early Childhood Development in Victoria, we feel privileged to be part of a highly dynamic and innovative multi­ disciplinary team of speech pathologists, psychologists, social workers, and visiting teachers (visual impairment, hearing impairment, physical disability, mental health and autism spectrum). The unique drive for entrepreneurship and innovation and co-location of the Student Services team, as well as the service methods has attracted state-wide interest. In 2005, our service delivery model altered from a cluster model to a centralised system, allowing Student Services staff to be all based in the same office. Since this change we have noticed very valuable professional dialogue both between and within disciplines. This model also means that we are able to have weekly Student Services meetings and speech pathology team meetings which all contribute to team cohesiveness. Our team is managed, supported and inspired by a full time coordinator of student services. Our service is based in Ballarat in Regional Victoria, but we service a relatively large geographical area (from Inverleigh to Yandoit, to Bacchus Marsh, to Waubra, to Trentham). The distances involved mean that we have to work “smarter” to provide support to our clients, families, schools and school communities. The types and amount of support that we are able to offer our stakeholders (students, teachers, principals, school communities and families) is vast and highly responsive. Our high level of responsiveness is mostly attributable to our “Consultation and Intake Phoneline”. This phone system allows school personnel to contact a member of Student Ser­ vices from 8:30 a.m. until 4:30 p.m. each school day to discuss options for support for students. Possible referrals to our team are discussed and, where appropriate referral to other more suitable community organisations or professionals is recommended. Schools in our network have reported that they are delighted with the unprecedented support that the phoneline offers them. It has greatly enhanced our re­ lationships with schools and built our skills as individual professionals. The process has also broadened our knowledge of the greater services that our Student Services team pro­ vides. The intake system has allowed us to determine the exact number of referrals that we receive. Each referral has greater detail than before this process which allows for an effective triage process. All of this means better service for our clients. Our caseload consists of children aged from grade prep through to year 12. We predominantly work with children with articulation, fluency and language difficulties. These broad categories are made up of students with cleft palate, hearing impairment, and childhood apraxia of speech, severe language disorder, intellectual disability, autism and other syndromes.

Our team usually offers one-on-one therapy in blocks of 5 weeks (i.e., once a week for 5 weeks) followed by a “break”. We have found that this schedule is a much more effective manner of service delivery than our previous fortnightly or monthly service. Subjectively, we have observed that clients can make gains in consolidation during the “break” from direct therapy. This approach has allowed us to provide more frequent and consistent service and increased our discharge rates. This type of service delivery has also increased our sense of job satisfaction and has allowed clients to experience success and the time they need to consolidate their skills. The changes to funding structures and the increasing demands on our service, as well as the flow-on effects of pressures on Early Intervention services has encouraged our team to seek out and further develop and implement a new oral language program. And this has led to two members of the team to take on a network-funded research project on col­ laborative approaches to language in the classroom and their own study into the effectiveness of this collaborative approach. The very nature of communication cannot occur in isolation and the education setting is no exception. The collaborative approach is something that is vital to us and we could not work in schools without the excellent support we get from the teachers, integration aides and other school staff in our schools. The willingness of teachers to provide support for the therapy of their students is always welcome. The enthusiasm that integration aides have when they participate in therapy sessions is also invaluable. This team approach that we take to our students when we work with teachers and integration aides is a vital ingredient in our successful outcomes. The spirit of collaboration has also lead to the speech path­ ology team offering a vast array of professional development programs for teachers and aides. We offer early years, middle years and secondary training, as well as cued articulation. School personnel are provided with training and ongoing support to implement the oral language program in their schools. MAKATON and other specific topics for individual schools are also available on request. Our work environment is changing and the need for work– life-balance is an important concern for us as much as any other setting. The “new” Victorian government Department of Education and Early Childhood Development is in the pro­ cess of developing new structures and potentially expanding our clinical caseload. The aim is for seamless service delivery from birth to 24 years. Whatever the final outcomes, we see endless opportunities for dynamic thinking on the horizon. Correspondence to: Erica Dixon Speech Pathologist Highlands Network, Grampians Region Department of Education and Early Childhood Development

401 Macarthur Street Ballarat, Victoria 3350 email: dixon.erica.a@edumail.vic.gov.au

Visit www.speechpathologyaustralia.org.au

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ACQ uiring knowledge in speech , language and hearing , Volume 10, Number 2 2008