Aspiring Youth Justice Worker - High Wycombe
Education and Training - Ideal LSA role for Criminology and Psychology graduates.
This LSA role is in a specialist provision for children aged 11-19, all of whom have experienced significant trauma, social, emotional, and mental health challenges.
There is a real focus on holistic and restorative practices, creating empathy at every opportunity. The school avoids punitive measures and only uses manual handling training when absolutely necessary.
A practical trial day will take place in school to ensure the role is suitable for you, depending on your availability to start ASAP, your notice period, or if you are finishing University.
Can you make the students' lives just a little bit better today, keep them safe, and demonstrate the value of education to them?
In addition, can you ensure the children's safety? You will receive extensive SEN and safeguarding training, including MAPA Training. As an aspiring clinical psychologist, over the course of 10 years of qualification, you will need to qualify and disqualify areas of genuine interest and identify where your skills need enhancement.
11-19:
Secondary aged students all with EHCPs, including those with Autism, OCD, and both verbal and non-verbal children with acute social anxiety. Physical work:
This role combines physical work with being pragmatic, making as much academic progress as each child's context allows. Anti-social behaviour:
Some anti-social behaviour may occur, which is part of the role when aiding society's most vulnerable children. All training and support will be provided by the school through their excellent training system. Therapies:
A number of therapies and holistic processes will be introduced; even a little progress is considered a success here. Pathological Demand Avoidance:
Understanding pervasive developmental disorders is essential. Cognitive diversity:
A real focus on all ages, as the cognitive ability of each student will be very diverse. Positive engagement:
Providing children with a sense of acceptance; different approaches may be required as talking therapy will not always work. Independence:
Giving students objectives and as much independence as possible, especially if they are in assisted living.
#J-18808-Ljbffr
Secondary aged students all with EHCPs, including those with Autism, OCD, and both verbal and non-verbal children with acute social anxiety. Physical work:
This role combines physical work with being pragmatic, making as much academic progress as each child's context allows. Anti-social behaviour:
Some anti-social behaviour may occur, which is part of the role when aiding society's most vulnerable children. All training and support will be provided by the school through their excellent training system. Therapies:
A number of therapies and holistic processes will be introduced; even a little progress is considered a success here. Pathological Demand Avoidance:
Understanding pervasive developmental disorders is essential. Cognitive diversity:
A real focus on all ages, as the cognitive ability of each student will be very diverse. Positive engagement:
Providing children with a sense of acceptance; different approaches may be required as talking therapy will not always work. Independence:
Giving students objectives and as much independence as possible, especially if they are in assisted living.
#J-18808-Ljbffr
