Job Interview Preparation PDF

Job interview preparation: Why do you want this job? Over the past 5 years I've developed a deep passion for supporting children and young people with additional educational needs. Working as a 1:1 teaching assistant, a HLTA and now a trainee SENCO have given me invaluable insight into the challen...

Job interview preparation: Why do you want this job? Over the past 5 years I've developed a deep passion for supporting children and young people with additional educational needs. Working as a 1:1 teaching assistant, a HLTA and now a trainee SENCO have given me invaluable insight into the challenges these students face but more importantly how tailored support and intervention can make a transformative impact in a child's life and it is what has fuelled my passion my aspirations of one day becoming an educational psychologist. The position as an assistant psychologist is the perfect opportunity for me to deepen my knowledge and understanding in this field as well as give me the opportunity to work even closer with an educational psychologist which would give me greater exposure to psychological assessments and be able to contribute to creating inclusive environments for learners. It is a role where I can apply my experience in schools while learning and growing in preparation for the next step in my career. How would you approach building rapport with service users from diverse backgrounds? Start by listening actively and without judgment. Show genuine interest in understanding their experiences, concerns, and perspectives. Example: Use open body language, maintain eye contact (if culturally appropriate), and acknowledge their feelings. For instance, saying, “I understand that this situation might feel challenging for you. I’m here to listen and help.” If working with a family from a specific cultural background, you might say, “I’d love to learn more about your family’s values and traditions so that we can tailor support in a way that works best for you.” In my current role I done this by introducing termly SEN coffee mornings for parents and carers, to give them an opportunity to share their views with not only myself by other parents and carers. I found that in the school that I current work, where the majority of our pupils and parents are African there was a lot of stigma around children having Special educational needs as In some African cultures, SEN is sometimes misinterpreted as a spiritual issue, such as being "possessed by the devil." To address this, I worked to raise awareness through open discussions as well as giving the parents a space where they share their experiences with each other. Build Trust Through Consistency Key Action: Be reliable, consistent, and transparent in your interactions. Follow through on commitments and set realistic expectations. What are your strengths and weaknesses? Strenghths: Strong Interpersonal Skills and Empathy Example: “Having worked closely with children, families, and professionals in my roles as a SEN Teaching Assistant, HLTA, and trainee SENCO, I’ve developed the ability to build rapport quickly and work collaboratively. I approach every interaction with empathy and strive to understand the unique perspectives and needs of each individual.” I have significant experience supporting children with a range of additional needs, including autism, ADHD, and social, emotional, and mental health challenges. This has equipped me with the skills to adapt my approach and implement tailored interventions to support development and learning. Weaknesses: “While I have extensive experience working in educational settings, I have not yet worked in a psychology-specific role. However, I believe the skills I’ve gained—such as conducting observations, designing interventions, and working with multi-agency teams—are highly transferable. I’m eager to bridge this gap through hands-on experience in this role.” “As I’ve had limited experience with formal psychological assessments, this is an area I am eager to develop further. I’m committed to gaining hands-on experience under supervision and building my confidence in this area.” Describe a scenario where you had to use your critical thinking skills to assess a child's needs? The Situation: “In my role as a SEN Teaching Assistant, I worked with a reception child who exhibited extreme anxiety when asked to complete tasks, often responding with avoidance behaviours, such as running away, defiance, or engaging in disruptive play. These behaviours were particularly pronounced during structured activities, leading to difficulties in accessing the curriculum and socializing with peers. The class teacher suspected the child might have traits consistent with Pathological Demand Avoidance (PDA), a profile within the autism spectrum.” What You Did: “I started by observing the child across different parts of the day, including structured tasks, free play, and transitions. I noted that the child often displayed anxiety when they felt they had no control over a situation, especially during teacher-directed activities. However, they were more engaged during self-initiated play or when given choices about their activities. To gather more insights, I consulted with the class teacher, parents, and SENCO to explore the child’s developmental history and whether similar behaviors were observed at home. Through these discussions, we identified patterns of heightened anxiety in response to perceived demands, as well as a strong preference for autonomy. I researched PDA strategies and referred to frameworks like the Low Arousal Approach to develop an individualized support plan. This included: Reducing the use of direct demands and instead using indirect language, such as, “I wonder if you’d like to try this?” Incorporating choices and flexibility in their day, allowing the child to feel a sense of control. Embedding tasks into playful contexts to make them feel less pressured, such as using puppets to introduce new activities. Building a strong rapport through shared interests to reduce the child’s anxiety and increase their willingness to engage.” The Outcome: “With these adjustments, the child became more comfortable participating in activities and showed improved social interactions with peers. For example, they began engaging in group storytelling when it was presented as an imaginative game rather than a structured task. Over time, their avoidance behaviours decreased as their anxiety levels reduced, and they felt more empowered in their learning environment.” Reflection: “This experience required me to think critically about the underlying causes of the child’s behaviours and adapt strategies to meet their unique needs. It highlighted the importance of a flexible, child-cantered approach, collaboration with colleagues and families, and using psychological principles to inform practice. Supporting the child also strengthened my understanding of neurodiversity and the role of anxiety in shaping behaviour.” How would you approach assessing the needs of a child in an early years setting? When assessing the needs of a child in an early years setting, I would adopt a collaborative, child-centered approach that combines observation, consultation, and evidence-based strategies. Here’s how I would structure my approach: 1. Initial Preparation and Contextual Understanding I would start by reviewing any existing reports, observations, or documentation from the setting, parents, or other professionals to understand the child’s developmental history, strengths, and areas of concern. Engage Key Stakeholders: I would meet with parents, carers, and setting staff to gain their perspectives on the child’s needs and the strategies already in place. This ensures a holistic understanding of the child’s environment and experiences. 2. Observation in the Natural Environment Play-Based Observation: Observing the child in their natural setting during different activities, such as free play, structured tasks, and transitions, would provide insight into how they interact with peers, engage with activities, and respond to demands. Focus on Strengths and Needs: I would document the child’s strengths, communication style, social interactions, sensory preferences, and triggers for anxiety or withdrawal. 3. Use of Developmentally Appropriate Tools Standardized Assessments: If appropriate, I would use tools such as checklists or developmental screeners (e.g., the EYFS profile) to gather quantitative data on the child’s development. Informal Assessments: I might also engage the child in structured play activities to explore specific areas, such as language, problem-solving, or motor skills, while keeping the experience fun and engaging. 4. Collaborative Consultation Feedback from Setting Staff: I would have detailed discussions with key staff, such as the teacher, to understand their observations and experiences with the child. Parent/Carer Input: I would consult with parents to explore the child’s behavior and needs at home, ensuring consistency in support between settings. 5. Analyzing and Synthesizing Information Holistic Review: I would combine information from observations, assessments, and consultations to identify patterns and key areas of need. Focus on Function: I would consider what the child is communicating through their behavior and how their needs might impact their engagement, learning, and relationships. 6. Providing Tailored Recommendations Strengths-Based Strategies: I would develop practical recommendations that build on the child’s strengths, such as visual supports, sensory accommodations, or social scaffolding. Capacity Building: I would ensure that setting staff feel equipped to implement the strategies and provide opportunities for ongoing support or training. 7. Monitoring and Reviewing Progress Action Plan: I would work with staff and parents to agree on an action plan with clear goals and timelines. Follow-Up: Regular reviews and feedback loops would ensure the strategies are effective and adjusted as needed based on the child’s progress. Key Considerations Cultural Sensitivity: I would ensure that the assessment process is inclusive and considers the child’s cultural and linguistic background. Child Voice: Where possible, I would involve the child in the process by observing their preferences and allowing them to guide some of the interactions. What psychological models or approaches have you used in your practice, and how have they informed your work with children? In my practice, I have drawn on several psychological models and approaches, adapting them to the needs of children and the specific contexts in which I work. Below are a few models I’ve found useful and how they have informed my work: 1. The Developmental Model (Piaget and Vygotsky) Application: Understanding cognitive development is central when working with young children, particularly in early years settings. Piaget’s stages of cognitive development provide a framework for understanding the child’s evolving capacity to solve problems, engage with their environment, and develop language. Vygotsky’s theory of the Zone of Proximal Development (ZPD) has been especially influential when working with children with SEND. It emphasizes the importance of scaffolding learning just beyond the child’s current ability, ensuring that they receive the right level of support to progress. Piaget's Stages of Cognitive Development: Sensorimotor Stage (0–2 years): During this stage, infants explore the world through their senses and motor actions. They begin to understand object permanence—the idea that objects continue to exist even when they are not visible. Preoperational Stage (2–7 years): At this stage, children develop language and symbolic thinking, allowing them to use words and images to represent objects and experiences. However, their thinking is still egocentric, meaning they have difficulty seeing things from another person's perspective. They also lack the ability to perform operations mentally (e.g., conservation tasks), meaning they struggle to understand that quantities remain the same despite changes in shape or appearance. Concrete Operational Stage (7–11 years): Children in this stage begin to understand logical operations, such as conservation (quantity remains constant despite changes in appearance), classification (grouping objects based on shared properties), and seriation (ordering objects according to a dimension). Their thinking becomes more organized, but it's still concrete and tied to actual objects and events. Formal Operational Stage (12 years and up): This stage marks the development of abstract thinking. Adolescents can think logically about hypothetical situations, solve problems systematically, and engage in reasoning beyond the here and now. They can think about abstract concepts, like justice or freedom, and engage in deductive reasoning. Impact on Educational Practice: Active Learning: Piaget emphasized that children learn best by actively exploring their environment, so education should be hands-on and experience- based. Stage-Appropriate Instruction: Piaget’s stages suggest that children at different ages are capable of different types of thinking. For example, teaching strategies for young children should focus on concrete experiences, while older children can engage in abstract thinking tasks. Individualized Learning: Piaget believed that each child develops at their own pace, which means that educational approaches should be flexible and cater to the individual developmental level of the child. 4. The Social Learning Theory (Bandura) Application: Social Learning Theory has been particularly relevant in shaping my approach to promoting positive behavior and teaching social skills. Bandura’s theory highlights the role of observation and imitation in learning. Impact on Practice: I use modeling and reinforcement techniques in my work with children, especially in group settings. For example, I model appropriate social behaviors, such as turn-taking, conflict resolution, and sharing, to support the development of peer relationships. I also incorporate peer interactions, encouraging children to learn from each other. 5. The Ecological Systems Theory (Bronfenbrenner) Application: This approach emphasizes the complex, interrelated systems that affect a child’s development, including the family, school, and community environments. It’s been useful when I work with children whose challenges may  stem from broader systemic factors, such as family dynamics or community issues. Impact on Practice: I assess the different layers of influence around the child (e.g., home, school, peers) and consider these in the development of interventions. This model supports a holistic approach, where I work with parents, teachers, and other professionals to create a supportive network around the child. 6. The Person-Centered Approach (Rogers) Application: Carl Rogers’ person-centered approach emphasizes empathy, unconditional positive regard, and the importance of building a strong therapeutic relationship. While more often used in therapeutic settings, I’ve found this approach to be valuable when working with children and families, particularly those who may feel marginalized or misunderstood. Impact on Practice: I focus on building trust and a supportive relationship with the child and family, ensuring they feel heard and understood. This approach helps create a safe space for the child to express themselves and engage in the process, especially when working with children who are non-verbal or have difficulty expressing their emotions. Each of these models provides a framework that shapes how I approach the needs of children in different contexts. I adapt my use of these theories based on the child’s individual needs, family circumstances, and the broader educational setting. Combining insights from different models allows me to be flexible and responsive in my approach, ensuring that my interventions are comprehensive and effective.