Child & Educational & Developmental Psychology
ABetter_Life Resource offers child psychology services. We provide a comprehensive range of specialized services for children, adolescents, families and organizations. Services offered by our specialist child Psychologist include assessments, diagnostic reports, counselling and therapy for individuals, siblings or family groups, early intervention, youth mentoring, as well as resources for parents and professionals, mediation and play therapy. When working with families, we draw on best practice criteria as well as information from parents, the young person and referring sources in order to establish clear goals for our intervention.
Our team is rewarded by the process of motivating and empowering young people. We focus on providing parents and teachers with practical strategies for home and school, and can proudly say that we have the knack for solving issues from the child’s perspective. The diverse skills and creativity of the ABetter_Life Resource team has lead our younger clients learning practical solutions to address common issues such as separation and divorce, making friends, changing schools, managing anger and excessive worry. We value difference and humour in our work with young people to initiate change.
Our specialist Child Psychologist is registered with the Psychology Board of Australia, and is a member of the Australian Psychological Society College of Educational & Developmental Psychology. Our specialist Child Counsellors are well placed to assist with a broad range of Child and Adolescent psychological, developmental and mental health matters, including:
Ascertainments, Individual Education Plans (IEP's),
and Special Circumstances for Schools NAD Universities
Ascertainment or ‘Education Adjustment Profile’: the purpose is to support the education of students with disability (SWD) in schools, and promote the educational outcomes of these students. Students who are eligible for support under the program are those who meet the Queensland criteria used by all three education sectors, including students with:
- Autism Spectrum Disorder (ASD)
- Hearing Impairment (HI)
- Intellectual Disability (ID)
- Physical Impairment (PI)
- Speech-Language Impairment (SLI)
- Vision Impairment (VI)
- Social Emotional Disorder (SED)
Students with temporary medical conditions, or long-term episodic conditions such as epilepsy, are not eligible to receive support under this program. The funds are to be used to support eligible students through the improvement of in school resourcing for students with disabilities. In school support may include: teacher aide time, professional development for teachers working with Students with disabilities, purchase of external support services (including therapists and other specialist support), the purchase of specialised equipment and resources for the student and/or their teachers, and the provision of centralised or regionalised services to support students with disabilities.
Individual Education Plans: Children with delayed skills or other disabilities might be eligible for special services that provide individualized education programs in public schools. Understanding how to access these services can help parents be effective advocates for their children. Parents can now work with educators to develop a plan — the individualized education program (IEP) — to help children succeed in school. The IEP describes the goals the team sets for a child during the school year, as well as any special support needed to help achieve them. A child who has difficulty learning and functioning and has been identified as a special needs student is the perfect candidate for an IEP. Children struggling in school may qualify for support services, allowing them to be taught in a special way, for reasons such as learning disabilities, attention deficit hyperactivity disorder (ADHD), emotional disorders, cognitive challenges, autism, hearing impairment, visual impairment, speech or language impairment, and developmental delay. In most cases, the services and goals outlined in an IEP can be provided in a standard school environment. This can be done in the regular classroom (for example, a reading teacher helping a small group of children who need extra assistance while the other children in the class work on reading with the regular teacher) or in a special resource room in the regular school. The resource room can serve a group of children with similar needs who are brought together for help.
Special Circumstances for University Studies: A goal for any student with needs is to encourage, promote, and maximize independence. An assessment can be undertaken for developing and implementing a program at University that promotes that independence. An assessment for a University Student to provide a report to the University for special consideration in their study, is beneficial when natural supports and/or existing staff supports are not adequate for the student to participate and progress in the general education program; b. additional support is necessary to assist classroom staff in facilitating the student in: • advancing appropriately toward the annual goals and/or; • involvement in and progress in the general curriculum and/or; • participation in extracurricular and other non-academic activities and/or; • participation with other disabled and non-disabled students. c. how quickly it anticipates the support can be faded and develop a method for systematic evaluation toward independence and more natural supports.