School Psychologist - Leave Replacement

TITLE:           SCHOOL PSYCHOLOGIST - NON-TRADITIONAL   

QUALIFICATIONS:    
 

1. Possession of New Jersey School Psychology Certificate.
2. Hold a Master’s Degree (or higher) from an accredited college or university.
3. Have excellent integrity and initiative.
4. Have excellent experience in working with children and adolescents.
5. Demonstrate knowledge and understanding of child growth and development, learning assessment and diagnosis, psychological research related to learning, group and individual counseling.
6. Exhibit a personality that demonstrates enthusiasm and the interpersonal skills to relate well with students, staff, administration, parents, and the community.
7. Demonstrate the ability to communicate effectively in English, orally and in writing, using proper grammar and vocabulary.  Ability to speak Spanish is highly beneficial in this position.
8. Experience with high risk children and adolescents.
9. CBT, DBT, and ACT expertise preferred.
10. Experience in providing evidence-based treatment to a diverse population.
11. Ability to connect and recommend appropriate community resources to students and families.

1. Utilize observation and various assessment techniques as a certified psychological examiner to make psychological diagnostic evaluations of individual students in terms of social, emotional, behavioral, and cognitive development in order to identify and diagnose learning strengths, difficulties and adjustment problems which manifest themselves in the school setting.
2. Assist in the development of social, emotional, and behavioral goals for students with significant social, emotional, and behavioral difficulties and/or severe mental health issues.
3. Monitor and determine whether the present educational program is the one best suited for a student’s development and make appropriate recommendations for change where indicated.
4. Administer, score, and evaluate standard psychological tests for the purpose of assessing the intellectual, educational, emotional, social and behavioral characteristics of those students referred with significant social, emotional, and behavioral difficulties and/or severe mental health issues.
5. Assist with group testing programs for measuring the aptitudes, achievements, interests, and social-personal development of students, and assist the instructional staff in interpretation of the findings so that programs are developed or modified to meet the needs of students with significant social, emotional, and behavioral difficulties and/or severe mental health issues.
6. Share findings in writing and orally with appropriate staff and family so that effective interventions and programs are provided.
7. Provide counseling in individual and group settings for students with significant social, emotional, and behavioral difficulties and/or severe mental health issues.  Assist students with learning to take responsibility for behavior and attitudes, developing problem-solving and decision-making skills to resolve conflict and crisis situations, and improving interpersonal relationships.
8. Participate in program planning and evaluation activities that assess, develop, evaluate and monitor school-wide practices to support/promote learning and student resiliency.
9. Ensure that decisions regarding individual, group, and system-wide prevention and intervention programs are grounded in research, and are evidence-based.
10. Serve as a liaison and coordinate services between the school and the mental health professional agencies and resources in the community.
11. Participate in multidisciplinary team meetings to determine that educational programs are appropriate to the needs of those students with significant social, emotional, and behavioral difficulties and/or severe mental health issues upon classroom observation, teacher conferences and a comprehensive review of the pupil’s cumulative folder.
12. Conduct in-service training for staff as required within particular area of expertise.
13. Offer consultation to parents, administration, and other school personnel.
14. Keep the community informed of the school’s programs, and the function of the School Psychologist-Non-Traditional.
15. Assist in the development and implementation of school-wide, classroom, and individual positive behavior support plans.
16. Notify immediately appropriate personnel and agencies of evidence of substance abuse, child abuse, child neglect or severe medical or social conditions.
17. Protect confidentiality of records and information gained as part of exercising professional duties, and use discretion in sharing such information within legal confines.
18. Complete in a timely fashion all records and reports as required by law and regulation, or requested by Supervisors.
19. Keep current with the latest concepts in the area of school psychology and related fields.
20. Attend required staff meetings and serve, as appropriate, on staff committees.
21. Complete high-risk screening assessments such as Columbia Suicide Severity Rating Scale (C-SSRS).
22. Perform all other duties as assigned.

 
Physical Demands, Visual Acuity and Working Conditions:
 
The School Psychologist – Non-Traditional must demonstrate physical strength, agility, and energy to perform essential job functions and to ensure health, welfare, and safety of all students and of self. The following physical demands are representative of those that must be met by the employee to perform the essential functions of the job: sitting, standing, reaching, walking, lifting, bending, crouching, kneeling, climbing, pushing, pulling, finger dexterity, carrying, repetitive motions, speaking, listening, visual acuity and the ability to lift and/or move up to 50 pounds.