{"id":17689,"date":"2026-02-13T08:39:24","date_gmt":"2026-02-13T13:39:24","guid":{"rendered":"https:\/\/demo-cssdulittoral.devkz411.com\/emplois\/psychoeducatrice-ou-psychoeducateur-rh2526-59\/"},"modified":"2026-02-13T09:38:06","modified_gmt":"2026-02-13T14:38:06","slug":"psychoeducator-rh2526-59","status":"publish","type":"emplois","link":"https:\/\/demo-cssdulittoral.devkz411.com\/en\/emplois\/psychoeducator-rh2526-59\/","title":{"rendered":"Psychoeducator \u2013 RH2526-59"},"content":{"rendered":"\n
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Workplace and Job Type<\/h2>\n\n\n\n

Centre Ste-Theresa, Blanc-Sablon (QC)<\/h4>\n\n\n\n

Full time, Regular, 35 hours per week<\/h4>\n\n\n\n
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Nature of the work<\/h4>\n\n\n\n

Here is a unique opportunity to work in a diverse and collaborative environment with excellent teaching resources and small and sometimes multi-level classes. Our warm, friendly and well-served communities will allow you to live at a relaxed pace and find a superb balance between your personal and professional life.<\/p>\n\n\n\n

We offer excellent employment opportunities in teaching and other important areas and we are looking for people who are interested in enhancing students\u2019 education.<\/p>\n\n\n\n

We believe that education is the key to success. A foundation in education will improve the lives of our children and our communities. The Centre de services scolaire du Littoral offers preschool, primary, secondary and adult education services in French and English.<\/p>\n\n\n\n

We have seven (7) English-speaking villages and three (3) French-speaking villages, spread out from Kegaska to Blanc-Sablon, including Port-Menier (Anticosti Island), over a total area of 460 kilometres, with a respective population ranging from 100 to 1,200 inhabitants.<\/p>\n\n\n\n

The position of psychoeducator encompasses, in particular, responsibility for carrying out prevention and screening activities, providing assistance and guidance as well as evaluating the adaptation difficulties and adaptive skills of students experiencing or likely to experience social maladjustments and determining a psychoeducational intervention plan and its implementation in order to create conditions to foster the student\u2019s optimal adaptation, restore and develop their adaptive skills and autonomy in interaction with their environment. They provide advice and support to school resources and parents.<\/p>\n\n\n\n

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Some characteristic duties<\/h4>\n\n\n\n

The psychoeducator participates in developing and implementing a psychoeducational service that meets the academic and administrative requirements of both the educational institutions and the school board.<\/p>\n\n\n\n

They contribute to the screening and identification of students experiencing problems, using an approach focussing on prevention and intervention; they plan and conduct evaluations of students\u2019 adaptation difficulties and adaptive skills, including students with handicaps or social maladjustments and students suffering from a mental or neuropsychological disorder attested to by a diagnosis or an evaluation conducted by qualified personnel in order to determine the student\u2019s overall functioning and psychosocial needs; they gather pertinent information from school or external resources and parents, select and use appropriate tests, conduct interviews, make observations and analyze data, as part of the individualized education plan, to meet the student\u2019s needs.<\/p>\n\n\n\n

They work with a multidisciplinary team to draw up and review a student\u2019s individualized education plan by including their action plan in the plan, if necessary; they participate in defining intervention objectives and means; they work with other team members to ensure concerted and coordinated interventions and assess the achievement of objectives.<\/p>\n\n\n\n

They work with teachers to develop and implement strategies and projects aimed at helping students who are experiencing or who are likely to experience social maladjustments.<\/p>\n\n\n\n

They provide assistance and advice to school resources and parents of students with social maladjustments; they recommend strategies for working with the students and guide them in adopting attitudes and approaches focussing on the development of desirable social behaviours and coping skills; they plan, organize and conduct training activities.<\/p>\n\n\n\n

They plan, organize and conduct, in conjunction with other school or external resources, activities with classes or groups of students experiencing common difficulties or specific problems.<\/p>\n\n\n\n

They design, adapt or prepare materials based on the needs and abilities of students experiencing social maladjustments.<\/p>\n\n\n\n

They advise management staff, prepare expertise, evaluation, briefing and progress reports and formulates appropriate recommendations to support decision making.<\/p>\n\n\n\n

They provide advice and support to school resources in matters pertaining to the integration of students into regular classes and propose appropriate intervention means or activities for students.<\/p>\n\n\n\n

They establish and maintain relationships and collaboration with partner organizations; they contact the other resources concerned to obtain or give advice and information; they may refer the student or their parents to resources appropriate to the situation and needs.<\/p>\n\n\n\n

They may be called upon to help defuse crisis or emergency situations and to propose solutions.<\/p>\n\n\n\n

They prepare and update files according to the standards related to the practice of the profession and the rules defined by the school board; they prepare progress notes or reports as well as end-of-process and follow-up reports on their interventions.<\/p>\n\n\n\n

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Qualifications required<\/h4>\n\n\n\n