ACQ Vol 10 No 2 2008

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ACQuiring knowledge in speech , language and hearing, Volume 10, Number 2 2008 69
Work– l i f e balance : preserv i ng your soul
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:
It 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.
Clinical Insights
Erica Dixon
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