SAEPS – SCHOOL PSYCHOLOGIST

Description

Implement intersectoral and socioeducational actions within the SAEPS\-Psychosocial School Support Service, focusing on guaranteeing the right to quality education and promoting conditions for access, retention, learning, and holistic development of students enrolled in the Municipal Education Network. **Responsibilities and duties** * Provide individual or collective support for complex cases referred by Mobile Teams (ATELIÊ); * Support Mobile Teams and SME teams in attending to students experiencing severe impairments in the schooling and development process (ATELIÊ); * Offer specialized follow-up for children and adolescents presenting significant difficulties in learning and development processes (ATELIÊ); * Contribute to the care and protection of students diagnosed with dyslexia, Attention Deficit Hyperactivity Disorder (ADHD), or other learning disorders, aiming at their holistic development, supported by the territory’s SOCIAL PROTECTION NETWORKS (ATELIÊ); * Assist Mobile Teams and SME teams in addressing the specific needs of students experiencing psychological distress (ATELIÊ); * Maintain updated records of student follow-up in the information system designated by the SME (ATELIÊ); * Participate in student reception, conducting active listening, initial assessment, risk classification, vulnerability assessment, information gathering, identification of care intervention needs, and delivering humanized support (ATELIÊ); * Ensure intersectoral communication to promote holistic student care (ATELIÊ); * Attend team meetings to facilitate multidisciplinary student support (ATELIÊ); * Coordinate with Mobile Teams, NAAPA Coordinator, and other NAAPA and SME professionals operating in the territory, establishing case study schedules and feedback mechanisms (ATELIÊ); * Conduct specific assessments of students referred for therapeutic support, aiming to improve learning and development (ATELIÊ); * Provide therapeutic support to students referred by Mobile Teams, considering their developmental stage and individual needs (ATELIÊ); * Develop educational activities targeting children and adolescents, covering topics such as self-awareness and self-care, emotions, self-esteem, self-regulation, and prevention of risk behaviors (ATELIÊ); * Collaborate with the multidisciplinary team of the CEU ATELIÊ, promoting a comprehensive and integrated approach to child and adolescent care (ATELIÊ); * Refer high-complexity cases to specialized services (ATELIÊ); * Implement mental health promotion activities, including group interventions addressing bullying, racism, homophobia, among others (ATELIÊ); * Strengthen dialogue with families to enhance student care quality (ATELIÊ); * Maintain records of sessions, assessments, and interventions performed, ensuring confidentiality and tracking the student’s therapeutic progress (ATELIÊ); * Participate in supervision sessions for monitored cases (ATELIÊ); * Implement practices promoting demedicalization, depathologization, and de-psychiatrization of life (ATELIÊ); * Support EDUCATIONAL UNITS in cases of threat or violent acts occurring in Municipal Education Network (RME) units, in accordance with Intersectoral Action Protocols established by Joint Ordinance SGM/SMADS/SME/SMS/SMDHC No. 21/2020 and other applicable regulations (MOBILE TEAM); * Conduct educational activities with the school community, adopting a rights-based perspective for infants, children, and adolescents, and moving beyond individual complaints that locate educational and social processes solely within the individual (MOBILE TEAM); * Analyze sociopolitical-pedagogical relationships to improve educational process conditions (MOBILE TEAM); * Advocate for practices acknowledging the specificities of the educational environment, cultural diversity, and psychosocial dimensions of educational communities (MOBILE TEAM); * Support EDUCATIONAL UNITS in developing practices that strengthen bonds between students and the educational community, aiming to improve access, retention, learning, and development—fostering interpersonal relationships and family-community-school integration (MOBILE TEAM); * Collaborate with EDUCATIONAL UNITS in implementing actions that reinforce partnership among family, student, and school, with the goal of overcoming stigmas compromising student academic performance (MOBILE TEAM); * Provide support and follow-up—within the principles of School Psychology—to infants, children, and adolescents enrolled in Municipal Education Network (RME) EDUCATIONAL UNITS whose rights have been violated and/or who are experiencing distress, resulting in significant impairments in learning and development (MOBILE TEAM); * Support EDUCATIONAL UNITS in student care activities coordinated with the territory’s mental health services, addressing factors causing psychological distress and difficulties in social interactions (MOBILE TEAM); * Contribute to discussions with NAAPA institutional psychopedagogues to develop strategies supporting and monitoring EDUCATIONAL UNITS (MOBILE TEAM); * Promote discussions and provide guidance on themes related to diverse expressions of distress, upholding the ethical principle of sharing only essential information necessary for situational analysis and action planning (MOBILE TEAM); * Conduct technical visits to facilities of the PROTECTION NETWORK and the Child and Adolescent Rights Guarantee System to gather information about offered services, thereby expanding service possibilities for children and adolescents in situations of educational vulnerability (MOBILE TEAM); * Conduct home visits—when necessary—to students followed by the service who, due to physical or mental health conditions, exhibit irregular school attendance resulting in significant impairments to their schooling process, with the objective of supporting the EDUCATIONAL UNIT in understanding students’ educational needs (MOBILE TEAM); * Observe how infants, children, and adolescents interact with the educational environment, learning materials, peers, and time-space structures, in order to understand aspects of these interactions and thereby support and monitor the learning and development process (MOBILE TEAM); * Implement actions outlined in the Early Childhood Care Protocols, as per the Municipal Early Childhood Plan 2018\-2030, contributing to the implementation of workflows (MOBILE TEAM); * Analyze documents, records, medical reports, student productions, or any other materials containing information contributing to understanding the learning and development process (MOBILE TEAM); * Support EDUCATIONAL UNITS in situations involving school-related violence—violence in, by, or against the school—in order to address implications of such situations for the educational community (MOBILE TEAM); * Interview students, educators, guardians, or student groups to deepen understanding of monitored situations (MOBILE TEAM); * Maintain absolute professional confidentiality regarding all student information and contexts monitored, adhering to the profession’s ethical principles and institutional regulations to ensure confidentiality, respect for privacy, and protection of sensitive data (ATELIÊ/MOBILE TEAM); * Perform other duties pertinent to the role, as required or at the discretion of the immediate supervisor, to ensure flexibility and respond to emerging institutional needs (ATELIÊ/MOBILE TEAM); * Participate in training and capacity-building activities defined by SPDM and SME, aiming at professional development and institutional alignment (ATELIÊ/MOBILE TEAM); * Work in educational units and Ateliês across the territory through in-person support, meetings with school teams, and student follow-up, to ensure direct, continuous, and contextually aligned psychosocial support (ATELIÊ/MOBILE TEAM). **Requirements and qualifications** * Completed undergraduate degree in Psychology; * Postgraduate degree in Educational or School Psychology preferred; * Knowledge and training in Children’s and Adolescents’ Rights and Public Policies in Education and Mental Health preferred; * Experience in documenting and recording interventions, educational services, and clinical responsibilities; Active CRP registration. * **Additional information** * WORK LOCATION: JAÇANÃ The **SPDM** \- Paulista Association for the Development of Medicine is a non-profit, philanthropic civil association recognized as being of federal, state, and municipal public utility, respectively by Decrees Nos. 57\.925 of 03/04/1966, 40\.103 of 05/17/1962, and 8\.911 of 07/30/1970\. The Association’s primary guiding principle is its integration into the health system, oriented toward disease treatment, prevention, and promotion of primary, secondary, and tertiary health, strengthening ties with the local community and reaffirming its social commitment to serving everyone without discrimination. With institutional growth, the **SPDM** has expanded its scope of action through projects currently under development in the field of Social Assistance