In Australia, policies such as the Better Outcomes in Mental Health Care initiative have been the impetus for improved collaboration between medical practitioners and psychologists in general. However, policies that promote collaboration between school psychologists and community mental health, health, justice and/or human services professionals are yet to occur. This is despite known benefits arising from integrated service delivery to people with complex needs, including young people. School psychologists are an integral part of the service mix and are in an excellent position to promote collaborative practices and to assist students and families to navigate and access school-based and community-based support. This study, conducted in Queensland, Australia, investigated school psychologists’, guidance officers’ and school counsellors’ current and preferred levels of collaboration, their perceptions of the drivers and barriers to collaborative practices, and their views on how collaborative practices affect students. Results revealed that participants engaged more fully in within-school collaboration than collaboration with professionals and agencies outside of the school; they had a desire to collaborate more fully both internally and externally; and that concerns regarding confidentiality, time restrictions, and lack of access to appropriate services can sometimes make collaboration and information sharing difficult. Implications for school psychological practice are discussed.

中文翻译：

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澳大利亚学校心理学家、辅导员和学校辅导员之间的合作实践：学校心理实践的重要教训

在澳大利亚，诸如“更好的精神卫生保健成果”倡议之类的政策一直是改善医生和心理学家之间合作的动力。然而，促进学校心理学家与社区心理健康、健康、司法和/或人类服务专业人员之间合作的政策尚未出台。尽管众所周知，向有复杂需求的人（包括年轻人）提供综合服务会带来好处。学校心理学家是服务组合中不可或缺的一部分，在促进协作实践和帮助学生和家庭获得基于学校和社区的支持方面处于有利地位。这项在澳大利亚昆士兰州进行的研究调查了学校心理学家的、指导官员和学校辅导员当前和首选的协作水平，他们对协作实践的驱动因素和障碍的看法，以及他们对协作实践如何影响学生的看法。结果显示，参与者更充分地参与校内合作，而不是与校外专业人士和机构的合作；他们渴望在内部和外部进行更充分的合作；对保密性、时间限制和无法获得适当服务的担忧有时会使协作和信息共享变得困难。讨论了对学校心理实践的影响。以及他们对协作实践如何影响学生的看法。结果显示，参与者更充分地参与校内合作，而不是与校外专业人士和机构的合作；他们渴望在内部和外部进行更充分的合作；对保密性、时间限制和无法获得适当服务的担忧有时会使协作和信息共享变得困难。讨论了对学校心理实践的影响。以及他们对协作实践如何影响学生的看法。结果显示，参与者更充分地参与校内合作，而不是与校外专业人士和机构的合作；他们渴望在内部和外部进行更充分的合作；对保密性、时间限制和无法获得适当服务的担忧有时会使协作和信息共享变得困难。讨论了对学校心理实践的影响。并且无法获得适当的服务有时会使协作和信息共享变得困难。讨论了对学校心理实践的影响。无法获得适当的服务有时会使协作和信息共享变得困难。讨论了对学校心理实践的影响。