Job Overview
The main role will entail the delivery of evidence-based, neuroaffirmative psychological therapy to children, young people, and their parents. The Psychologist will adapt therapeutic approaches based on age, i.e., parenting support and/or play based therapy for younger children, and individual therapy for older children. Experience with working with children under 5 years of age would be desirable, and experience of working therapeutically with school aged children and young people (age 5-17) is essential. Experience of at least 2 therapeutic modalities is essential.
The Psychologist will be responsible for conducting initial parent intake appointments for therapy and collaboratively deciding on an evidence-based plan for therapy. The Psychologist will work collaboratively with the systems around the child/young person, e.g., school and family to ensure a holistic approach to therapeutic support. The Psychologist will be clinically responsible for their caseload and will adhere to all local safeguarding guidelines. They will be comfortable with managing an appropriate level of risk for an outpatient clinic and liaise with psychiatrists locally to support this endeavour. The Psychologist will be responsible for keeping timely online clinical records, including a formal ICD-11 diagnosis to aid with insurance claims.
The Psychologist will from time to time provide talks or coffee mornings to key stakeholders, e.g., schools in the local community, or parent groups.
The testing psychology part of the role entails leading multidisciplinary neurodevelopmental assessments for school aged children (aged 5 to 17).
As the professional leading the neurodevelopmental assessment, the Psychologist will meet parents and collect information from teachers to consider suitability for assessment pathways and/or referral to other services.
Neurodevelopmental diagnosis may include but are not limited Autism, ADHD, Intellectual Disabilities, Specific Learning Disabilities (Dyslexia and Dyscalculia), Developmental Coordination Disorder and Developmental Language Disorders. Knowledge of DSM-5 clinical criteria and relevant differential diagnosis is essential. Competency in conducting a range of relevant standardized assessments is important which may include but not limited to WISC-5, WPPSI-4, WIAT-3, CTOPP-2, DASH-2, ADOS-2 or MIGDAS, DIVA-5, Conners CPT-3, Trails-X, CTMT-2. The Psychologist should be competent in using such psychometric questionnaires as BASC-3, Conners-4, SRS-2, Sensory Profile, and in interpreting assessments conducted by wider members of the multidisciplinary team including MABC-3 and CELF-4.
The Psychologist will liaise with other members of the multidisciplinary team (Assistant Psychologists, Educational Therapists, Speech and Language Therapists and Occupational Therapists) to conduct testing and make diagnostic conclusions.
Reports must include clear, practical strategies to support the child at home and in school settings.
The role requires the Psychologist to lead on feedback meetings with parents and subsequent ‘team around the child’ meetings with schools.
Key Accountabilities
1. Clinical Quality and Accuracy
* Use of appropriate standardised tools and evidence-based therapy.
* Clinical formulation of presenting difficulties and accurate diagnosis given.
* Accurate interpretation of assessment data and formulation of diagnoses.
* Diagnostic reports aligned with DSM-5 criteria and company standards.
* Inclusion of clear, specific strategies for use at home/school where appropriate.
* Understanding of JCQ exam accommodation requirement
* Effective risk assessments, safety plans, and onwards referrals for risk management where appropriate.
* Referrals to Child Protection and the CDA where appropriate.
2. Neurodiversity and Affirmative Practice
* Demonstrate neurodiversity-affirmative approaches in all aspects of the role from communication to therapeutic approaches, and any documentation.
* Engage in ongoing training and reflective practice to promote an inclusive, respectful, and strength-based approach for neurodivergent clients.
3. Timeliness and Productivity
* Completion of assessments and reports within agreed timelines.
* Efficient caseload management and appropriate scheduling of assessments and therapy sessions.
* Meeting weekly/monthly targets for psychological therapy sessions and completed assessments.
4. Communication and Collaboration
* Clear, respectful, and timely communication with families and caregivers.
* Effective collaboration with multidisciplinary team members.
* Liaising with schools, psychiatrists, and external stakeholders to support holistic care.
Qualifications/Requirements
* A minimum of a Master’s Degree in Psychology that meets the requirements for CDA licensing or A minimum of a Master’s Degree in Clinical Psychology (M.Clin Psych) or a Doctorate in Clinical Psychology (PhD or Clin Psych) required to obtain a DHA license.
* Hoopful Blog: CDA Licensing CDA Website
* Hoopful: DHA licensing DHA Website
* Strong skills in delivering evidence-based psychological therapy in at least 2 modalities, e.g., CBT and EMDR.
* Strong proficiency in administering and interpreting a wide range of standardised assessment tools.
* Understanding and/or a willingness to learn diagnostic skills aligned with DSM-5 criteria.
* Effective communication and interpersonal skills to engage with families, schools, and multidisciplinary teams.
* Ability to work collaboratively within a multidisciplinary framework and to coordinate care across systems.
* Commitment to maintaining high standards of clinical documentation and ethical practice.