Position Description
Title:
School Psychologist
This Position Reports to:
Headmaster
Deputy Headmaster
Deans of Students
Department:
Student Services
Date:
July 2015
PREAMBLE
As you join the staff of The Southport School, it is crucial that you understand the
underpinning philosophy and aims of this school, its routines and administration, and more
importantly, that you actively support the implementation of these matters. The School
Prayer gives a clear understanding of the School Aims.
Make us a truly Christian Community where education embraces the whole of life. With
the school may we find acceptance, healing and growth through faith in Christ and in turn
service to others.
We expect you to support the philosophy and aims.
PURPOSE OF THIS DOCUMENT
To provide the team member with a list of the duties of the job, together with the
framework against which your performance on the job will be assessed.
If you do not possess the skills needed to perform your duties, the Headmaster will be
responsible for the provision of further training, supervision and instruction to ensure your
level of performance improves.
As part of the team you will be expected to know the policies and procedures that govern
some of the tasks you will be performing.
DUTIES AND RESPONSIBILITIES FOR THE POSITION
This part of the document outlines the responsibilities required to competently perform the
duties of the position. Of course, you will also be required to perform any other duties that
your School Executive Management may direct you to perform and which could
reasonably be considered relevant to the position.
Goals:
To ensure all policies and procedures listed in the School Handbook are
complied with by:
•
Complying with legal obligations of an education establishment.
•
Complying with the Child Protection Policy and the Child Protection from Harm
protocols
•
Complying with established industrial relations practices and requirements.
•
Delivering a high quality of service.
•
Identifying and assessing the needs and expectations of others.
•
Encouraging the achievement of individual educational excellence with students.
•
Ensuring the high standards expected of students in dress, manner and behaviour are
adhered to.
•
Ensuring that the well-being of all students in the program is closely monitored, and
any concerns are reported to the appropriate support and leadership staff.
•
Understanding that at no time does any worker have the authority to reprimand any
student or any co-worker, but to take responsibility to report any issue to the Dean of
Students or any member of the School’s senior management panel.
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KEY RESPONSBILITIES
Goal:
As a School Psychologist the role will provide professional expertise, leadership and
support to the school community and networks in the development and implementation of
plans, programs and procedures to assist students in achieving positive educational,
developmental and lifelong learning outcomes.
It is expected that the position will collaboratively negotiate, develop and implement
programs for students that have a focus on preventative and early intervention strategies;
are responsive to identified personal, social emotional and educational needs; and aim to
foster resilience and personal skills development.
The role will contribute towards, and is accountable for the provision of a comprehensive
student support program that is responsive to the identified and changing needs of students
and will:
•
Advocate; provide counselling, psychoeducation assessment and individual student
support recommendations and advice to students, teacher and parents concerning
educational, behavioural, mental health and family issues.
•
Work as part of a multidisciplinary team and facilitate effective working relationships
and partnerships with parents, school personnel and external support agencies in order
to provide a comprehensive support, case management and referral service that
optimise students access and engagement in education programs.
•
Provide a counselling and referral service to assist students in decision making about
critical educational, social, emotional development and provide ongoing support during
the implementation phase of their decision.
•
Conduct activities such as student observation and psychoeducational assessment in
order to determine the nature of student learning difficulties, disability, developmental
levels or psychological and emotional status in order to make recommendations for
educational adjustments and interventions.
•
Assist the school in the implementation of student protection, gifted and talented
education, behaviour support policies and risk management processes that may involve
the development of individualised student plans, including educational support plans.
•
Balance the ethical issues of privacy and confidentiality for each student with the
appropriateness of sharing information with others, and maintain a comprehensive and
professional record keeping system that complies with policy and legal requirements of
parental and legal access to official records.
•
Participate in relevant professional development, and prepare and implement
professional and personal skill development programs and in service activities for
administrators teachers and parents.
•
Provide leadership and specialised support in response to student protection issues,
critical incidents and emergencies; and the transition of students into alternative
education programs, and their reintegration back into mainstream schooling.
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Specific functions:
•
Support of applications for Special Provision for internal assessment. Where complex
learning difficulties exist or where an external assessment is desirable e.g. for EAS
(QTAC) or QCST Special Provision the referral process is managed and resultant
reports considered.
•
Support the Gifted and Talented Program. Where further urgent assessment is required
WISC-IV (Registered Psychologist only) IQ testing can be completed.
•
Support for Admissions. Reading and commenting on enrolment requests and reports
for students with complex learning needs.
•
Participation in Show Cause and Behaviour of Serious Concern meetings
•
Counselling of individual students either self-referred or referred by teachers,
housemasters, Deans of Students, Headmaster or parents.
•
Issues such as; behaviour regulation, anger management, impulsivity(ADHD),
motivation, depression and anxiety, suicidal ideation, self-harming, obsessive and
compulsive behaviours, eating disorders, grief and loss.
•
In cases of complex/clinical mental health issues, referral to an appropriate clinical
service is facilitated e.g. Private Clinical Psychologist, Paediatrician, GP or agencies
such as Headspace
•
Work as part of an Additional Learning Needs team to contribute into NCDD census,
special considerations,
•
Attend and contribute to Additional Learning Needs meetings
Gifted and talented/Education support:
•
Conduct activities such as student observation and psychoeducational assessment in
order to determine the nature of student learning difficulties, disability, developmental
levels including gifted and talented or psychological and emotional status in order to
make recommendations for educational adjustments and interventions such as;
-
WISC or Stanford Binet IQ assessments
-
Connors Behavioural Rating Scales
-
DASS (Depression and Anxiety and stress scale)
-
Self-esteem/Concept and efficacy scales
-
WIAT
•
Assist in the implementation of gifted and talented and learning support education,
behaviour support policies and risk management processes that may involve input into
the development of individualised student plans, including Educational Support Plans
in consultation with the Additional Learning Needs Team
•
Provide a counselling and referral service to assist Additional Learning Needs
including gifted and talented students in decision making about critical educational,
personal, social, emotional and career development
•
Be knowledgeable of ASD, ADHD inattentive and Hyperactive, Dyspraxia,
Dysgraphia, Dyslexia and social and emotional characteristics of Learning Support and
Gifted students and be able to advocate and advise staff, students, teachers and parents
concerning educational, behavioural and social needs
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•
Collaboratively negotiate, develop and implement programs for Learning Support and
Gifted students which are responsive to identified personal, social, emotional and
educational needs; and aim to foster resilience and personal skills development
EMPLOYEE RELATIONS
Goals:
To display positive interpersonal skills needed for the delivery of quality service, with a
particular emphasis on communication and teamwork by:
•
Communicating effectively one on one in the workplace.
•
Communicating effectively in the workplace.
•
Participating effectively as a member of a team.
•
Presenting a positive image of the School.
•
Providing confidential employee and client relations for counselling and any grievance
procedure that may take place.
•
Presenting a professional and dynamic image to employees, clients and visitors to The
Southport School at all times.
•
Initiating and driving the business forward by directly representing the School’s ethos
and motto.
SELF MANAGEMENT
Goals:
•
To demonstrate the very highest level of personal insight, initiative and maturity in all
that is done and to display a sense of flexibility and willingness to work as an integral
member of the team.
WORKPLACE HEALTH AND SAFETY
Goals:
To ensure a safe and healthy work environment is provided for students, employees and
visitors to The Southport School and that all areas in the control of the Facilities Manager
are in compliance with the current legislation by:
•
Complying with the Workplace Health and Safety Legislation.
•
Complying with The Southport School Workplace Health and Safety Manual.
•
Implementing documented basic safety practices.
•
Implementing documented basic security practices.
•
Implementing hygienic practices through adherence to policy and procedures.
•
Preventing hygiene risks and problems through adherence to policy and procedures.
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QUALIFICATIONS:
•
Registered Psychologist with Australian Health Practitioners Registration Agency
(AHPRA)
•
Current full registration or current provisional registration as a teacher in Queensland –
is preferred
•
Member of the Australian Psychological Society (MAPS)
•
Member of the BOND University Human Research Ethics Committee (BUHREC).
SKILLS AND EXPERIENCE:
•
An understanding of boys’ education, male adolescent development and an ability to
work effectively with boys and young men in a school setting
•
Ability to liaise effectively with parents and staff, medical professionals and support
services (EAP) – Headspace, Beyond Blue, etc.
•
Knowledge, understanding and experience in dealing with contemporary
environmental and social issues or challenges facing adolescents in a school setting and
boarding school environment.
•
A theoretical and ideally operational understanding of the philosophies of Positive
Psychology
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