Lara Macleod

Individual Level

• Administered, scored and interpreted psychological tests including CBCL, BASC-3, UNIT-2, WISC-V, BYI-II
• Assisted with observing, documenting and evaluating classroom behaviours of individuals with difficulty regulating and engaging in learning
• Supported with individual education plans for students with neuro developmental disorders including Autsim Spectrum Disorder, ADHD, Foetal Alcohol Syndrome
• Assisted with behaviour support planning based on function of behaviour including escalation profiles.
• Assessed available case data and prepared reports outlining findings and recommendations.
• Provided parents with psychoeducation including Triple P Tip Sheets
• Implemented suicide risk assessments to evaluate and support individuals presenting with suicidal ideation
• Implemented individual interventions for mental health difficulties using cognitive behaviour techniques.
• Maintained and securely stored accurate psychological records.

Group Level

• Facilitated social and emotional program Drumbeat (Holyoak) groups and covered topics such as healthy relationships, friendships and peers pressure.
• Consulted with teachers and parents to gain in-depth understanding of students.
• Collaborated with educators, school administrators and external professionals in development of Individualised Education Plans (IEPs).
• Led staff and faculty training and development to support student behaviour, well-being and learning. Topics included: Trauma informed practice in schools, Responding to Selective Mutism
• Co-presented Triple P Parenting Program

Systems Level

• Worked cooperatively with external agencies including CAMHS, Child Development Service, NDIS, Child Protection and family services, Aboriginal agencies

Individual Level

• Implemented crisis intervention techniques (suicide risk assessment, safety planning to help adolescents through complex situations including suicidal ideation and non-suicidal self-injury.
• Administered, scored and interpreted psychological tests including BASC-3; DASS-42; BYI-II, Conners-3
• Delivered short-term counselling services using CBT and Solution Focused Brief Therapy techniques.
• Provided psychoeducation to students and parents. Topics included anxiety and depression, sleep hygiene, eating disorders, gender dysphoria, suicidal ideation and non-suicidal self-injury.
• Assessed available case data and prepared reports outlining findings and recommendations for allied health providers including GP's in support of mental health plans, CAMHS and emergency services.
• Maintained accurate psychological records

Group Level

• Led staff and faculty training and development to support program objectives. Topics included suicidal ideation and non-suicidal self-injury; Gender Diversity, ASD in the high school setting.

Systems Level

• Collaborated with external services including CAMHS, Headspace, Youth Focus

Individual Level

• Implemented crisis intervention techniques to help individuals through suicidal ideation.
• Assisted with observing, documenting and evaluating behaviours of students experiencing difficulties with regulating and engaging in the school setting
• Administered, scored and interpreted psychological tests including BYI-II; MASC-II, Conners-3, CBCL, UNIT-2, Leiter-3
• Ongoing evaluation of impact of Covid-19 on high risk students

Group Level

• Led staff and faculty training and development to support program objectives. Topics included Autism Spectrum Disorder in the classroom, Behaviour support planning and escalation profiles

Systems Level

• Researched and supported the implementation of social and emotional whole-school evidence based program MindUP.

• Planned lessons, activities and trips to cover all required course material.
• Collaborated with parents, administrators and school psychologist to develop support plans for struggling students.
• Established and enforced rules of behaviour to drive social development and maintain positive interactions.
• Drove student learning by establishing clear classroom plans and group objectives, as well as actionable strategies to achieve each goal.
• Worked cooperatively with other teachers, administrators, and parents to help students reach learning objectives.
• Incorporated multiple types of teaching strategies into classroom.