School Psychologist

About the role

Staughton College is seeking a talented and dedicated School Psychologist to join our dynamic team. In this full-time role, you will be responsible for providing comprehensive psychological services to support the wellbeing and academic success of our students in our Melton South, VIC location.

Staughton College recognises the vital role of the School Psychologist in supporting student mental health, learning and wellbeing. This role is essential in providing psychological services to students, ensuring they have the support needed to succeed academically, socially and emotionally. The School Psychologist will work closely with students, families and staff to assess and address learning, emotional and behavioural challenges. They will play a key role in fostering a supportive and inclusive school environment, developing tailored wellbeing strategies, and guiding staff on best practices for student support. Collaboration with school leaders, external specialists and support services will be essential in ensuring a proactive approach to student wellbeing.

The successful candidate will be a psychologist registered with AHPRA with experience in supporting students from the ages of 11 to adulthood. A strong understanding of school-based psychological interventions and inclusive education is essential. This position offers the opportunity to shape and enhance student wellbeing practices at Staughton College, ensuring all students feel supported and empowered to reach their full potential.

What you'll be doing

1. Conduct individual assessments for students with complex needs, providing recommendations and evidence for Disability Inclusion Profiles.
2. Providing advice and professional learning programs to others, including teachers and other school wellbeing staff, to build capacity and improve students' wellbeing, learning and developmental outcomes.
3. Deliver and facilitate professional support services within the school, including mental health prevention and early intervention practices (including short-term counselling) that promote student social, emotional and educational development and the mental health and wellbeing of students.
4. Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk.
5. Facilitating effective working relationships and partnerships with parents, school staff and external support agencies, involving a multidisciplinary approach to prove comprehensive support, case management and a referral service that optimises students' access to and engagement in educational programs. Undertaking necessary prioritisation and triage of referrals and service requests.
6. Collaborating with staff to develop intervention strategies that enhance student learning, behaviour and mental health outcomes.
7. Working collaboratively to enhance mental health prevention and promotion across the school by ensuring policy and procedures for student protection, educating students with disabilities, behaviour support, the containment of critical incidents and mandatory record keeping are implemented. This may include the development, monitoring and review of individual student plans with teachers, staff and families.
8. Providing leadership and support in response to student protection issues and complex mental health incidents and emergencies, including the development and implementation of responsive programs for school and student needs. For example: anxiety and stress management, grief and loss, incident responding, risk management and behaviour support planning for students.
9. Assessing presenting issues and conduct activities such as intakes, student observation and psychoeducational assessment to determine the nature of student learning difficulties, disability, developmental levels, or psychological and emotional status to make recommendations for educational adjustments and interventions.
10. Balancing the ethical issues of consent, privacy and confidentiality for each student with appropriateness of sharing information with others and maintain a comprehensive and professional record-keeping system that complies with policy and the legal requirements for access to these official records.
11. Meeting relevant policies and legislative requirements in relation to student health information, privacy, consent, inclusion and Child Safety Standards.
12. Maintaining professional competence through continued participation in regular professional supervision sessions and relevant professional development.

What we're looking for

• Completion of a master's degree or doctoral degree in psychology, with a specialisation in school or educational psychology
• Registered or eligible for registration as a psychologist with the Australian Health Practitioner Regulation Agency (AHPRA)
• Strong interpersonal and communication skills, with the ability to build effective relationships with students, parents, and staff
• Excellent problem-solving and critical thinking skills, with the ability to develop and implement effective intervention strategies
• Thorough understanding of relevant legislation, policies, and ethical guidelines governing the practice of school psychology

About us

Staughton College is a leading secondary school in the Melton region, with a reputation for academic excellence and a strong focus on student wellbeing. Our school community is dedicated to fostering a nurturing and inclusive environment, where students can thrive and reach their full potential.

If you have any questions in relation to this position, please contact Staughton College on

If you're interested in this opportunity, please apply now through the Schools Jobs Vic website addressing the Key Selection Criteria below in your application.

Careers

1. Demonstrated experience delivering intensive therapeutic support to individuals and groups of students.
2. Ability to provide professional learning that informs and influences the work of others involved in the engagement and wellbeing of students, such as other wellbeing support staff and teachers.
3. Demonstrated experience in evaluating student wellbeing needs that translate to interventions at a multi-tiered level.
4. Highly developed communication, networking and interpersonal skills enabling effective liaison with a range of people in the education community and beyond.
5. Demonstrated experience in providing services with a trauma-informed approach within disadvantaged communities and school settings.