心理咨詢師招聘--招聘職位-今日招聘網(wǎng)

職位描述：

北京德道幸福生活心理醫(yī)學(xué)研究院現(xiàn)面向全國招聘專職心理咨詢師，具體崗位要求如下：招聘實習(xí)心理咨詢師（一）報名條件 1、年齡22——65歲，男女不限； 2、學(xué)歷要求：大專及以上學(xué)歷； 3、普通話標(biāo)準(zhǔn)，能與來訪者輕松交談，善于語言表達(dá)，性格開朗大方； 4、熟練操作電腦，熟悉各類辦公軟件； 5、有文字功底，能夠撰寫心理學(xué)文章； 6、心理健康，沒有明顯的心理問題甚至障礙，需具備良好的心理素質(zhì)； 7、有較強的學(xué)習(xí)能力，有敏銳的洞察力，善于思考和總結(jié)，有自我成長和自我完善的動力； 8、具有較強的抗挫折和抗壓能力； 9、為人謙虛、誠實、大度，正視自己的不足；做事勤奮、嚴(yán)謹(jǐn)、踏實，懂得節(jié)制，自律性強； 10、能夠與人建立良好的關(guān)系，樂于助人，有愛心和同理心； 11、將心理咨詢作為終身的事業(yè)，能夠吃苦耐勞,有團(tuán)結(jié)協(xié)作和奉獻(xiàn)精神； 12、具有強烈的事業(yè)心和責(zé)任心，成熟穩(wěn)重，處理問題細(xì)致周到； 13、耐心了解德福心理的文化，并且能夠融入德福的文化中；（二）實習(xí)內(nèi)容： 1、學(xué)習(xí)德福的幸福理論及咨詢理念； 2、學(xué)習(xí)中外各心理學(xué)流派的咨詢技術(shù)； 3、進(jìn)行咨詢實操技能訓(xùn)練； 4、案例督導(dǎo)； 5、案例討論； 6、咨詢演練； 7、個人成長（個體督導(dǎo)、成長小組）； 8、督導(dǎo)咨詢師指導(dǎo)下的實習(xí)咨詢（限實習(xí)人員）；（三）實習(xí)時間全程實習(xí)，每周6天，每天8小時（有特別情況，可以對實習(xí)時間進(jìn)行調(diào)整）；（四）實習(xí)地點鄭州：鄭州市管城區(qū)紫荊山路與商城路交叉口北一百米，華林·新時代廣場1430室；西安：蓮湖區(qū)北大街238號宏府大廈20614室；昆明：五華區(qū)小西門香宮國際1707

職位描述：

崗位職責(zé)：

1. ?年齡：18-45歲。
2. 有無心理咨詢經(jīng)驗均可，學(xué)歷不限，有經(jīng)驗者優(yōu)先。
3. 具備良好的溝通能力和表達(dá)能力，善于傾聽，有耐心，有一定的分析能力。
4. 對情感咨詢行業(yè)、婚戀行業(yè)等相關(guān)工作有信心，并且有長遠(yuǎn)職業(yè)規(guī)劃。
5. 情感經(jīng)歷豐富者，情商高者優(yōu)先。
6. 對心理學(xué)感興趣，有自主學(xué)習(xí)能力。
工作內(nèi)容：
1.線上一對一和線下面對面心理咨詢。
2.積極主動關(guān)懷客戶，在提供優(yōu)質(zhì)客戶服務(wù)的同時，挖掘客戶的潛在需求，完成目標(biāo)。
3.完成領(lǐng)導(dǎo)交代工作，簡單，聽話，照做。
4.維護(hù)咨詢師的形象，提高客戶滿意度。
薪資待遇：
1.所有咨詢客戶均是先付費后咨詢，按時間分鐘收費，咨詢師平均月收益8千1.5W左右，高提成?績效獎金?激勵獎金。
2.免費提供崗前培訓(xùn)，技能培訓(xùn)。
3.公司氛圍好，無拘無束的管理模式，工作時間彈性，自由。
4.新公司晉升空間大，與公司共同成長，優(yōu)秀者可晉升管理，負(fù)責(zé)人，以及培訓(xùn)師。

職位福利：周末雙休、不加班、全勤獎、彈性工作、績效獎金、多次晉升機(jī)會、

職位描述：

Key Responsibilities: ? Use applied psychology and work in collaboration with professionals from other disciplines to develop supports and mechanism that lead to positive outcomes for children and young people and mitigate barriers to learning. ? Undertake needs analysis with services we support (internal and external to the school) to ensure needs are captured and supported effectively. ? Engage in consultation and assessment using specialist assessment tools and knowledge of complex needs, and produce specialist psychological reports for schools, families and key stakeholders where needed. Provide counselling support for students by: ? In collaboration with the pastoral leaders to evaluate the needs of referred students and determining the correct level of support that is required for each one; ? Managing a caseload of students who require confidential one to one counselling or therapeutic group work, ensuring that support is provided in a timely and time-bonded manner; ? Identifying next steps for students for whom the school has worked and who require further support. ? Maintaining accurate and detailed records of work undertaken with each student; ? Building positive relationships with the parents of students who are receiving support; ? To be a visible and known member of the staff community to students across the School such that they are aware of the support available. Support the work of pastoral teams by: ? Developing schemes of learning for identified students to support positive mental health, well-being and barriers to learning; ? Proactively support the pastoral program through the delivery of assemblies that address issues related to well-being, emotional resilience and self-confidence, among other agreed topics; ? Being a source of informal support and provide formalised training for teaching and support staff that are providing support to students; ? Contributing to the pastoral daily operations by ensuring that all students that visit the team are dealt with professionally and are able to return to lessons, if appropriate, following an evaluation of their needs; ? Any other actions that are deemed necessary by the Chinese Principal in order to develop Therapeutic input and provision at Harrow School. Professionalism ? Proactively and accurately reporting safeguarding concerns; ? Maintaining an expertise in issues such as mental health well-being and counselling strategies in order to be able to provide expert support to the students; ? Maintaining confidentiality, except in those circumstances outlined by BACP/ School safeguarding; ? Maintaining high standards of professional practice, complying at all times with counselling regulatory body guidelines and pastoral team expectations. ? Attending supervision, training courses and team meetings as required. Welfare and Discipline Matters ? To handle sensitively and in line with Pastoral Team guidelines and expectations and the safeguarding policy the support of students with social, emotional, behavioural, and mental health needs. Leadership in Action ? Proactively participate in the well-being and therapeutic direction across the Whole School in close collaboration with key stakeholders Professional Development ? Seek out opportunities for professional development to support the role. ? Actively engage in CPD opportunities within the School/Family of Schools. Collegiality ? Attend meetings designed to share information necessary for the smooth running of the school and the successful delivery of its programmes regarding students that are/may require counselling input. ? Behave at all times in a manner befitting a role model for the students of the school and in a manner that brings only respect to colleagues and the reputation of Harrow School. Safeguarding ? Take seriously the responsibility to safeguard and promote the welfare of students, and to work together with others to ensure adequate arrangements within the Boarding House help to identify, assess, and support students who are suffering harm. ? Ensuring that the School’s safeguarding policies on child protection and health and safety are implemented effectively. Requirements: Educations, qualifications, and training: ? (Essential) Degree in either Educational Psychology or (Clinical/Child) Psychology ? (Desirable) Training/specialism in autism, special educational learning Needs Experience and skills ? Post qualification experience supporting in educational settings. ? Experience of working with children or young people with complex needs including learning disabilities and/or Autism Spectrum Conditions and/or with mental health needs. ? Experience of undertaking psychological assessments and providing recommendations and support plans.

心理咨詢師 Educational Psychologist

面議南寧應(yīng)屆畢業(yè)生本科

心理咨詢師 Educational Psychologist 南寧

南寧哈羅禮德學(xué)校 ·Jay Li

感興趣

職位描述：

Key Responsibilities:
61 Use applied psychology and work in collaboration with professionals from other disciplines to develop supports and mechanism that lead to positive outcomes for children and young people and mitigate barriers to learning.
61 Undertake needs analysis with services we support (internal and external to the school) to ensure needs are captured and supported effectively.
61 Engage in consultation and assessment using specialist assessment tools and knowledge of complex needs, and produce specialist psychological reports for schools, families and key stakeholders where needed.
Provide counselling support for students by:
61 In collaboration with the pastoral leaders to evaluate the needs of referred students and determining the correct level of support that is required for each one;
61 Managing a caseload of students who require confidential one to one counselling or therapeutic group work, ensuring that support is provided in a timely and time-bonded manner;
61 Identifying next steps for students for whom the school has worked and who require further support.
61 Maintaining accurate and detailed records of work undertaken with each student;
61 Building positive relationships with the parents of students who are receiving support;
61 To be a visible and known member of the staff community to students across the School such that they are aware of the support available.
Support the work of pastoral teams by:
61 Developing schemes of learning for identified students to support positive mental health, well-being and barriers to learning;
61 Proactively support the pastoral program through the delivery of assemblies that address issues related to well-being, emotional resilience and self-confidence, among other agreed topics;
61 Being a source of informal support and provide formalised training for teaching and support staff that are providing support to students;
61 Contributing to the pastoral daily operations by ensuring that all students that visit the team are dealt with professionally and are able to return to lessons, if appropriate, following an evaluation of their needs;
61 Any other actions that are deemed necessary by the Chinese Principal in order to develop Therapeutic input and provision at Harrow School.
Professionalism
61 Proactively and accurately reporting safeguarding concerns;
61 Maintaining an expertise in issues such as mental health well-being and counselling strategies in order to be able to provide expert support to the students;
61 Maintaining confidentiality, except in those circumstances outlined by BACP/ School safeguarding;
61 Maintaining high standards of professional practice, complying at all times with counselling regulatory body guidelines and pastoral team expectations.
61 Attending supervision, training courses and team meetings as required.
Welfare and Discipline Matters
61 To handle sensitively and in line with Pastoral Team guidelines and expectations and the safeguarding policy the support of students with social, emotional, behavioural, and mental health needs.
Leadership in Action
61 Proactively participate in the well-being and therapeutic direction across the Whole School in close collaboration with key stakeholders
Professional Development
61 Seek out opportunities for professional development to support the role.
61 Actively engage in CPD opportunities within the School/Family of Schools.
Collegiality
61 Attend meetings designed to share information necessary for the smooth running of the school and the successful delivery of its programmes regarding students that are/may require counselling input.
61 Behave at all times in a manner befitting a role model for the students of the school and in a manner that brings only respect to colleagues and the reputation of Harrow School.
Safeguarding
61 Take seriously the responsibility to safeguard and promote the welfare of students, and to work together with others to ensure adequate arrangements within the Boarding House help to identify, assess, and support students who are suffering harm.
61 Ensuring that the School’s safeguarding policies on child protection and health and safety are implemented effectively.
Requirements:
Educations, qualifications, and training:
61 (Essential) Degree in either Educational Psychology or (Clinical/Child) Psychology
61 (Desirable) Training/specialism in autism, special educational learning Needs
Experience and skills
61 Post qualification experience supporting in educational settings.
61 Experience of working with children or young people with complex needs including learning disabilities and/or Autism Spectrum Conditions and/or with mental health needs.
61 Experience of undertaking psychological assessments and providing recommendations and support plans.

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