Prime Responsibilities Of A Psycho Educational Consultant

The Psycho-educational Consultant provides professional expertise regarding learning, social, emotional and behavioural development and evidence-based, evidence-informed interventions for all students. You’ll also offer a range of appropriate interventions, such as learning programmes and collaborative work with teachers or parents. You might also provide in-service training for teachers and other professionals on issues such as behaviour and stress management. A further aspect to the job is research and advising on educational provisions and policies. Drawing upon its own knowledge base and that of related fields, including clinical and educational psychology, psychoeducational consultant focuses on the individual study of children’s learning and adjustment primarily in educational settings. School psychologists assess the cognitive, academic, social, emotional, and behavioural functioning of children and adolescents using observations, interviewing and standardized tests to provide a broad-based understanding of their functioning.

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Psychoeducational consultant spends at least 50 percent of their time administering psychological and educational tests, conducting observations and interviews, and gathering relevant information in the assessment of students experiencing learning and adjustment problems. It is generally known that those who have a thorough understanding of the challenges they are facing as well as knowledge of personal coping ability, internal and external resources, and their own areas of strength are often better able to address difficulties, feel more in control of the condition(s), and have a greater internal capacity to work toward mental and emotional well-being. The assessment often includes tests of cognitive ability, school achievement, psychomotor skills, adaptive behavior, social skills, and personal-social adjustment. Such assessments also involve interviews with parents and teachers, observations in school, and inspection of school records. Each case study is summarized in a written report.

Desirable Assets:

  • Evidence of experience in psychoeducational assessment and behaviour management as well as staff development leadership
  • Develop and apply effective interventions to promote psychological wellbeing, social, emotional and behavioural development, and to raise educational standards.
  • Ability/attitude to be a positive, contributing member of a multidisciplinary team within a number of school settings Psychological assessment/intervention and prevention services on behalf of students
  • Consultation with school personnel and parents and community agencies
  • Provide professional training workshops and courses to graduate students and to others in the field both through university professional training programmes and through inservice training programmes.
  • Work as a member of a multidisciplinary team under the administrative and professional supervision of the Chief Psychologist.
  • Participation in ongoing professional/leadership development activities
  • Consult with teachers to support them in the implementation of class-room wide interventions that address the learning, social, emotional, and behavioural difficulties of their students.
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  • Evidence-based interventions that prevent or remediate learning difficulties and teach learning strategies
  • Familiarity with a wide range of special education programs and services
  • Knowledge and experience in providing consultation with teachers, administrators and parents on the intellectual, academic, social and emotional development of students
  • Assess children’s learning and emotional needs by observing and consulting with multi-agency teams to advise on the best approaches and provisions to support learning and development
  • Develop and support therapeutic and behaviour management programmes
  • Development and evaluation of new programmes (e.g., prevention programmes for mental health problems)
  • Clearly communicate the results of assessment findings in face-to face meetings and in written form to the students themselves, parents, teachers, school administrators, and other professionals, and follow-up with them to support the implementation of the recommendations.

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