Sue McGREGOR

• Provide diagnostic assessments and counselling support for children and adolescents who present with psychological issues including depression, anxiety, anger management, post-traumatic stress, social difficulties, relationship issues, autism spectrum, ADHD, OCD and conduct disorders.
• Provide written and verbal feedback and/or consultations to professionals including doctors, teaching staff, speech pathologists and educational consultants.
• Conduct cognitive and educational assessments of students with learning and/or behavioural difficulties and develop comprehensive reports that provide tailored intervention strategies.
• Ensure the completion of relevant professional development and attend regular peer support and supervision meetings.
• Keeping up-to-date records and client files.
• As it is my own practice, I also engage in a range of business management tasks, including invoicing, processing of payments and rebates, website content and intake processes.

• Develop and implement engaging lesson plans that align with Victorian curriculum standards and promote student-centred learning.
• Foster positive and inclusive classroom environments that encourage student participation, collaboration, and critical thinking.
• Provide differentiated instruction to meet diverse learning, social and emotional needs, including neurodiverse and EALlearners.
• Collaborate and lead my colleagues during weekly and termly planning meetings. Organise excursions, camps, open mornings and prep Expo days.
• Communicate effectively with parents regarding student progress, behaviour, and academic achievements through reports, regular meetings and running of Student Support Group meetings for students with Disability Inclusion funding.
• Develop Individual Learning Plans for students with disabilities and students working significantly above and below expected standards.
• Organised successful transition for year 6 students into year 7 – providing written and verbal feedback to ensure secondary schools have a thorough understanding of my students' needs, especially those with additional learning and/or social and emotional needs.
• Ran professional developments sessions for the staff on interpreting psychological reports and test results. Regularly meet with teachers 1:1 to provide strategies and support for managing challenging behaviours in their classrooms.
• Member of the Wellbeing Curriculum team since 2018; part of the working group that will help implement the School Wide Positive Behaviours Support program at Carnegie Primary School.

As a registered psychologist between April 2020-November 2021, I also provided the following services at Carnegie Primary School:

• Counselling support to students and parents
• Psycho-educational assessments
• Report writing and feedback sessions with families
• Analysed and interpreted cognitive assessments to support teachers with implementing appropriate psycho-educational strategies in their classrooms
• Ran training sessions to develop teachers' capacity to understand and implement strategies from psycho-educational reports
• Advised and supported the development of Individual Learning Plans

• Provide diagnostic assessments and counselling support for a wide-range of clients (school-age to adult) who present with psychological issues including depression, anxiety, anger management, post-traumatic stress, social difficulties, relationship issues, autism spectrum, ADHD, OCD and conduct disorders.
• Provide ongoing written and verbal feedback and/or consultations to professionals including doctors, psychiatrists, teaching staff, speech pathologists and educational consultants.
• Conduct cognitive assessments of students with learning and/or behavioural difficulties and develop comprehensive reports that provide intervention strategies to support students both at home and at school.
• Ensure completion of relevant professional development and attend regular peer support and supervision meetings.
• Keeping up-to-date records and client files.

• Provide diagnostic assessments and counselling support for a wide-range of clients (school-age to adult) who present with psychological issues including depression, anxiety, anger management, post-traumatic stress, social difficulties, relationship issues, autism spectrum, ADHD, OCD and conduct disorders.
• Provide ongoing written and verbal feedback and/or consultations to professionals including doctors, psychiatrists, teaching staff, speech pathologists and educational consultants.
• Conduct cognitive assessments of students with learning and/or behavioural difficulties and develop comprehensive reports analysing the results and providing intervention strategies to support the students both at home and at school.
• Ensure completion of relevant professional development and attend regular peer support and supervision meetings.
• Keeping up-to-date records and client files.

• Successfully led and worked collaboratively within a small multi-disciplinary team of professionals, providing a curriculum and learning environment that was responsive to the needs of all students and provided ongoing support to their families.
• Created an environment that supported the social, emotional and academic needs of all students, ensuring a successful re-integration into mainstream school through solution based, family centred practice.
• Coordinated and oversaw the administration structures required within the school to ensure a cohesive and responsive school environment, which also met all government and funding requirements.
• Developed strong, positive working relationships with the families of the Cheshire School students, mainstream schools, regulatory and funding bodies, and other relevant external organisations.
• Guide and assist teachers to maintain a safe, supportive, creative and hands on learning environment that is challenging, rewarding, pursues excellence, addresses the needs of students and is focused on assisting students to re-integrate into mainstream or appropriate alternate schooling.
• Facilitate referrals, intakes and student trials and assist in the identification of the social, emotional and academic needs of students and facilitate professional discussions that broaden staff understanding.
• Provide support within the classroom to manage students' behaviour Guide and assist teachers to maintain a safe, supportive, creative and hands on learning environment that is challenging, rewarding, pursues excellence, addresses the needs of students and is focused on assisting students to re-integrate into mainstream or appropriate alternate schooling.
• Facilitate referrals, intakes and student trials in conjunction with the school Counsellor and class teachers.
• Assist in the identification of the social, emotional and academic needs of students and facilitate professional discussions that broaden staff understanding.
• Ensure the preparation of outcome-focused work programs, and the development of individual education plans.
• Provide support within the classroom to manage students' behaviour and provide supervision of students on an in-school suspension.
• Assist families to find appropriate mainstream schools. Manage the children's transition process to re-enter mainstream schools or appropriate alternative settings. Assist in maintaining an open communication with other schools, consultants and agencies to ensure a positive integration or re-integration process.
• Manage staff and resources, conducting teacher de-briefing and supervision as necessary.
• Prepare and submit the required data and applications to meet accountability and funding requirements and maintain on-going review of policies, procedures, manuals and supporting documentation to ensure that procedures and processes meet accountability requirements of regulatory bodies and the organisation.

• Company Overview: Royal Children's Hospital
• Neuropsychological assessment of children and adolescents with special needs, including learning disabilities, ADHD, and behavioural/social/emotional difficulties
• Counselling of children and adolescents, including anger and behaviour management, social skills training, anxiety and depression, relaxation training
• Consultation with parents, teachers and other professionals; attendance at school meetings and provision of classroom observations; preparation of reports, recommendations and strategies, and presentation of reports to parents/teachers

• Successfully led and worked collaboratively within a small multi-disciplinary team of professionals, providing a curriculum and learning environment that was responsive to the needs of all students and provided ongoing support to their families.
• Created an environment that supported the social, emotional and academic needs of all students, ensuring a successful re-integration into mainstream school through solution based, family centred practice.
• Coordinated and oversaw the administration structures required within the school to ensure a cohesive and responsive school environment, which also met all government and funding requirements.
• Developed strong, positive working relationships with the families of the Cheshire School students, mainstream schools, regulatory and funding bodies, and other relevant external organisations.
• Guide and assist teachers to maintain a safe, supportive, creative and hands on learning environment that is challenging, rewarding, pursues excellence, addresses the needs of students and is focused on assisting students to re-integrate into mainstream or appropriate alternate schooling.
• Facilitate referrals, intakes and student trials and assist in the identification of the social, emotional and academic needs of students and facilitate professional discussions that broaden staff understanding.
• Provide support within the classroom to manage students' behaviour Guide and assist teachers to maintain a safe, supportive, creative and hands on learning environment that is challenging, rewarding, pursues excellence, addresses the needs of students and is focused on assisting students to re-integrate into mainstream or appropriate alternate schooling.
• Facilitate referrals, intakes and student trials in conjunction with the school Counsellor and class teachers.
• Assist in the identification of the social, emotional and academic needs of students and facilitate professional discussions that broaden staff understanding.
• Ensure the preparation of outcome-focused work programs, and the development of individual education plans.
• Provide support within the classroom to manage students' behaviour and provide supervision of students on an in-school suspension.
• Assist families to find appropriate mainstream schools. Manage the children's transition process to re-enter mainstream schools or appropriate alternative settings. Assist in maintaining an open communication with other schools, consultants and agencies to ensure a positive integration or re-integration process.
• Manage staff and resources, conducting teacher de-briefing and supervision as necessary.
• Prepare and submit the required data and applications to meet accountability and funding requirements and maintain on-going review of policies, procedures, manuals and supporting documentation to ensure that procedures and processes meet accountability requirements of regulatory bodies and the organisation.

• Company Overview: Krongold Assessment and Programming Service (KAPS)
• Psycho-educational assessment of children and adolescents with special needs, including learning disabilities, ADHD, behavioural/social/emotional difficulties, developmental disabilities, and gifted abilities
• Counselling of children and adolescents
• Provide counselling and support to parents, particularly relating to appropriate parenting and behaviour management strategies
• Consultation with parents, teachers and other professionals
• Preparation of reports, recommendations and strategies, and presentation of reports to parents/teachers at case conference
• Supervision of students on placement

• Company Overview: Early Childhood Psychology Services
• Development of a psychological service to meet the needs of children (aged 0-6 years) residing in the City of Greater Dandenong
• Provide individualised developmental programs and support to children with developmental delays, disabilities and behavioural problems
• Provide services including family services coordination, therapy, behaviour management, education, outreach, school transition and support to the local service where the child attends