Reporting to the Clinical Services Manager at the Regional Assessment and Resource Centre (RARC), the Psychometrist is expected to administer specialized testing and assessment services to current and incoming Queen’s students and other clients awaiting admission to post-secondary institutions.  The Psychometrist will be required to assist with writing reports and evaluating student performance to inform the Psychoeducational assessment process.

KEY RESPONSIBILITIES:

• Under the direction of the Senior Psychometrist, perform complex psychological and psycho-educational assessments for secondary and post-secondary students.
• Score tests, and begin formulating diagnosis for review and recommendations. Follow-up with clients as directed to gain additional information to complete diagnosis.
• Assist with written reports and summaries for students, outlining findings of the assessment.
• Assist with making recommendations for specific and appropriate academic accommodations such as extra time for exams, use of adaptive technology (text to speech software, speech to text software, use of a laptop, etc.), exams in a private or quiet setting, copies of instructor’s notes, recommendations for tutors, etc.
• Liaise with other departments to coordinate appropriate academic accommodations.
• Administer a variety of psychometric tests, as outlined by the Director. These tests will include, but are not limited to the Woodcock-Johnson Tests of Achievement, Learning and Memory Battery, CTOPP, etc.
• Ask detailed, clarifying questions to ensure the accuracy, validity, and suitability of the test being requested.
• Maintain, update and ensure accuracy and integrity of information and data contained within office databases and electronic and working files.
• Recognizes diversity of abilities and adapts content, tone, medium and style to audience to be inclusive.
• Undertake other duties as required in support of the RARC.

SPECIAL SKILLS:

• An understanding of the typical problems and developmental issues faced by University students, gained through professional and personal experience.
• Ability to listen, observe, evaluate, and respond in a helpful and appropriate manner is required, while respecting the rights and dignity of others and being non-judgmental.
• Must be able to maintain strict confidentiality.
• Understanding of and ability to administer score and interpret complex Psychological tests.
• Ability to guide and motivate others and to encourage cooperation and open communication.
• Excellent written and oral communication ability and interpersonal skills, as the incumbent must not only write complex reports, but must also interact with individuals in a variety of settings, both within the university and also with outside agencies.
• Ability to create novel solutions to a problem or approaches in resolving an issue. Adaptability and flexibility in dealing with a variety of people and situations. Understand challenges facing students with specific learning disabilities.
• Research and writing skills. Ability to analyze, process, and synthesize data as necessary. Planning and organizational skills are necessary.
• Knowledge of computer software relevant to the duties of the position, and ability to learn new software as required.
• Knowledge of current theories, developments, and issues in the area of learning disabilities and related disorders.
• Ability to maintain a high standard of professional conduct and ethics.

DECISION MAKING:

• In consultation with the Clinical Psychologist, determine most appropriate Psychological tests to administer.
• Determine content and format of detailed Psychological reports documenting findings.
• Makes recommendations on the most likely diagnosis for the presenting problem, and present this to the Psychologist for review.
• Determine best recommendation to make when approached for advice, guidance or counselling. Decide how to go about getting the information necessary to make an appropriate and helpful suggestion. Help students to realize their potential and make appropriate choices to maximize their success.
• Decide when to refer individuals to other services or departments as required. Determine when a crisis or policy matter should be referred to the director of RARC.
• Decide how best to allocate time and resources to meet demands of the centre.