The psychologist at Jennings Street School works to support students at a Tier 2 and 3 level across the whole school cohort (P - year 12). The psychologist service involves, but is not limited to, individual therapy, classroom observations, psychological assessment (including assessment of risk) and behaviour support and intervention. The psychologist is also a member of the wellbeing and allied health team, contributing to whole-school approaches to mental health prevention and promotion and student wellbeing. Communication and consultancy are also central to the role of the psychologist, liaising with teachers, allied health staff, families and external agencies ensures the most appropriate and effective support is provided for our students.

Professional Practice

To provide a psychological service to students from prep to year 12 equivalent in a school for students with a diagnosis of autism.

Conduct assessment of a student based on referral, which may include observations, standardised assessments, baseline data collection, school file review, teacher and parent interviews.

Provide psychological preventions, interventions (including counselling) and post-intervention strategies to students at Jennings Street School, for students identified as vulnerable or have additional needs, following school based policy and protocols for referral. This may include individualised 1:1 sessions with students and/or consultation with teachers about how best to support students.

Provide consultation around conducting Functional Behaviour Assessments (FBA) to inform interventions and management plans (i.e. Behaviour Support Plans and Behaviour Response Plans). Plan interventions in collaboration with other relevant staff, professionals and parents.

Conduct risk assessments and create safety plans regarding suicidality, self-harm or harm to others.

Design and implement individualised treatment plans, liaising with teachers and families around the assessment feedback, intervention strategies and progress.

Conduct standardised assessments where appropriate (e.g. cognitive, educational, and diagnostic) to inform treatment interventions for students with ASD and or mental health concerns.

Document and report assessment and interventions in line with Jennings Street School and AHPRA policies.

Engage in ongoing professional development including peer consultation and supervision, in accordance with AHPRA continuing professional development guidelines.

Adhere to the Australian Psychological Society ethical guidelines and code of ethics.

Support the Disability Inclusion funding framework with Jennings Street School. This includes supporting the Enrolment Review process when students reach Grade 6 year equivalent. This also involves liaising with the Hobson¿s Bay Student Support Services Team.

Process for communication within Jennings Street School

Communicate with classroom teachers on a needs basis. E.g. when something comes up from an individual session that relates to the classroom environment/ student engagement in learning/ student-teacher interactions. Obtain verbal consent from student (where possible) to provide information or feedback to classroom teacher.

Communicate with the wellbeing team during regular weekly meetings.

Communicate with parents/carers on a needs basis (e.g. phone calls, emails, in person meetings).

Review ongoing cases at end of each school term. Provide feedback to wellbeing team/wellbeing coordinator about decision around intervention (e.g. short term intervention, ongoing counselling, BSP).

Provide feedback to wellbeing team/wellbeing coordinator and family when initial assessment is complete and appropriate intervention is determined.

Provide information about the nature and empirical basis for all interventions provided to students as required.

Other communication and consultation

Liaise with external medical professionals and health providers as required to support students¿ psychological needs.

Work as a member of a multidisciplinary team, providing expert knowledge within this discipline.

Attend and contribute actively to Wellbeing and Therapy Team frameworks.

Provide appropriate training, professional development and guidance to the school community regarding mental health and wellbeing issues.

Input into the development of policy and operational practices, such as risk assessment processes and policies.

Input into the strategic direction of the school identifying risks and Key Improvement targets and programs.

Liaise with team leaders on case management progress and program initiatives with particular emphasis on pro social and emotional development of students.

Input into Student Support Group forums where appropriate.

Input into PLC forums where appropriate.

Support the transition of students into and out of the school.

Establish and manage the psychology budget and purchase of resources.