PSYCHOLOGICAL ASSOCIATE - Temporary

Durham District School Board; Whitby; On-site; CAD 70,000 - 85,000; Full time

Job summary

The Durham District School Board seeks a Temporary Psychological Associate to support students' academic and emotional well-being. This role involves assessment, consultation, and crisis response, requiring a Master's degree in Psychology and relevant registration. Applicants will engage in developing programs and training staff to enhance educational support, fostering a welcoming and inclusive environment.

Qualifications

• Completion of a Master’s degree from an accredited University in Psychology.
• Registration with the College of Psychologists of Ontario.
• Minimum 2 years of experience as a Psychological Associate.

Responsibilities

• Provide assessment and consultation to promote student achievement and well-being.
• Administer standardized assessment tools and provide psychotherapy.
• Respond to crises and provide professional development training.

Skills

Knowledge of relevant legislation

Skills in establishing therapeutic rapport

Proficiency in Microsoft programs

Education

Master’s degree in Psychology

Job description

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Reports To

Senior Manager and Clinical Lead - Psychological Services

Title

Psychological Associate - Temporary

Reports To

Senior Manager and Clinical Lead - Psychological Services

Department

Inclusive Student Services

Job Purpose

Provides assessment, consultation and direct support to students, schools and families in to promote student achievement and well-being. Responds to crises and provides professional development training.

Accountabilities

• CONSULTATION: Observe students, collect, review and analyze data, train school staff in how to collect behavioural data, complete functional behavior assessments in accordance with standards and regulations, and meet with teachers, administrators, parents, support staff, and/or community agencies to create effective programming based on student needs; coach staff in implementation of programming and evaluate programming on an ongoing basis. Review and interpret, and make recommendations on outside psychological assessment. Gather assessment information and make recommendations to support specialized funding and/or equipment for students and staff (e.g. personal protective equipment, laptops).
• ASSESSMENT: Administer standardized assessment tools to evaluate intellectual abilities, cognitive processes, social/emotional well-being, mental health needs, academic skills, and/or behavioural functioning. Perform the controlled act of formulating and communicating diagnoses to students and families where indicated.
• DIRECT SERVICE TO STUDENTS: Perform the regulated act of Psychotherapy to help the student understand the nature of a problem or personal issue, how best to solve or manage it, how to prevent future problems, and help the student and others plan for the future in the context of issues or problems related to school success, including meeting individually with students or groups of students to provide emotional and psychological support to promote well-being, using evidence-based psychological interventions such as relaxation training, social skills training, cognitive, behavioural, and rational emotive interventions when required, and/or meeting the needs of a number of students by organizing small groups, which focus on specific issues or the enhancement of specific coping skills.
• CRISIS RESPONSE: Provide direct support to students and staff when a traumatic event (e.g., death, suicide, serious violent incident in school/community) occurs; attend and assess the level of risk and ensure student safety when there is deemed to be a student at risk of suicide in a school; respond to serious threats within the required 72-hour time-frame, attending as part of the Violent Threat Risk Assessment (VTRA) team and participating in the VTRA process to evaluate and assess the level of risk to others.
• CAPACITY BUILDING: Prepare and provide professional development to build capacity in educational staff and school administrators through workshops and training sessions, including providing best practices for managing behaviour difficulties in the school setting, and psychoeducation around issues of stress and anxiety at school, supporting students with autism in the classroom; and understanding/supporting children with learning disabilities.
  
  

Qualifications

Knowledge and Skills

• Knowledge of relevant legislation and practice standards/guidelines, including but not limited to Standards of Professional Practice of the College of Psychologists of Ontario, Canadian Code of Ethics for Psychologists, Regulated Health Professions Act (RHPA), Personal Health Information and Protection Act (PHIPA) as well as relevant sections of the Education Act, Child and Family Services Act (CFSA), Occupational Health and Safety Act (OHSA), Criminal Code of Canada (CCC), Day Nurseries Act, Ontario Human Rights Code (OHRC), and Youth Criminal Justice Act (YCJA).
• Knowledge of administration and interpretation of standardized and non-standardized assessments to evaluate cognitive ability, social-emotional functioning, and academic skills, and child and adolescent development.
• Knowledge of the foundational content areas of psychology, i.e., the biological bases of behaviour, the cognitive affective bases of behaviour, the social bases of behaviour, and the psychology of the individual.
• Knowledge of psychopathology, personality theory/individual differences, psychological assessment, and diagnostics.
• Knowledge of learning, all relevant ethical, legal and professional issues, research design and methodology, statistics, psychological measurement, intellectual, social, behavioural and emotional assessment diagnostics, exceptional learners, normal lifespan development and cross-cultural differences in learning and socialization, developmental and general psychopathology, instructional and remedial techniques, multidisciplinary team approach for case management, counselling, psychoeducational and early intervention techniques, systems and group behaviours within, and related to, the school organization.
• The ability to perform an appropriate psychological assessment, formulate and communicate a differential diagnosis, and plan, execute and evaluate an appropriate psychoeducational intervention; the ability to plan, execute and evaluate appropriate prevention programs.
• Skills in establishing therapeutic rapport, eliciting information through interviewing, assessing fundamental psychological processes such as mental state, cognition, emotions and behaviours; skill in formulating and testing diagnostic hypotheses, communicating diagnostic information clearly and sensitively, and skill in assessment of change in relevant psychological processes.
• Proficiency in Microsoft programs (Word, Excel, PowerPoint, OneNote), electronic filing system (ONBASE), and student information system (TPM, Powerschool) an asset, but not required.
  
  

Education And Experience

• Completion of a Master’s degree from an accredited University in Psychology.
• Registration as an autonomously practicing clinician (Psychologist or Psychological Associate) with the College of Psychologists of Ontario is mandatory.
  
  

Additional training and certification in the following areas are also required for working within DDSB:

• Coursework and supervised experience in administering and interpreting assessment materials for a diverse range of problems
• Coursework and/or supervised experience in interviewing techniques
• Training in formulating and testing diagnostic hypotheses in a practice setting
• Supervised experience in communicating sensitive information.
• A minimum 2 years of work experience in the field of psychology as a Psychological Associate.
  
  

Equity and Inclusion

The Durham District School Board recognizes Indigenous rights are distinct. In the exercise of those rights, Indigenous staff and students shall not be subjected to actions with the aim or effect of depriving these distinct rights.

The DDSB is dedicated to creating a welcoming and inclusive environment for all. We are committed to reflecting the diverse communities we serve and encourage applications from candidates who bring a variety of experiences and backgrounds. We adhere to fair, transparent hiring practices and are committed to equity and accessibility throughout the recruitment process. If you need accommodation during the application process, please let us know, and we will work with you to meet your needs.

Ignite Your Career

At the Durham District School Board (DDSB), we inspire the lives of over 80,000 students. Our diverse communities are places where your impact will be felt every day.

Picture yourself in a workplace where your ideas are celebrated, and your growth is a top priority. Here, collaboration and innovation thrive. Whether you're directly inspiring young minds or providing essential support behind the scenes, your contributions will have a meaningful impact on students and the community.

We welcome you to bring your experiences, your passions, and your talents to our inclusive community. Join us and be part of a team that values your well-being as much as your contributions. Ignite your potential at DDSB and help us make a difference, one student at a time.

While we appreciate all applications received, only those to be interviewed will be contacted .

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