Bríd O'Connell Email and Phone Number

Doctorate in Clinical Psychology

• Responsible for assessment, diagnosis, planning, implementation and evaluation of intervention programmes for service users according to professional standards.• Arrange and carry out assessment and intervention programmes in appropriate settings, in line with local care pathways. • Communicate results of assessments and recommendations to the service user and relevant others as appropriate. Collaborate with service user, family and other staff in goal setting and intervention planning• Be responsible for maintenance of standards of practice of self

• Perform and document initial assessments including determining appropriate clinical hypothesis • Leading therapy sessions with clients who presented with challenging behaviors and several co morbid diagnoses• Execute intervention approaches with a variety of clients including preschool, school aged and adolescent populations• Consistently liaising with parents regarding not only regarding communication goals but also care-pathways, advising them regarding various home team intervention approaches• Conduct IEP meetings to address educational concerns related to communication goals • Working with clients diagnosed with Autism Spectrum Disorder, Cerebral palsy, apraxia of speech, motor speech delay, Attention Deficit Hyperactive Disorder, Articulation and Phonological Disorders

• Introduced to the play based developmental therapy approach Reference and Regulate (Loyst, 2006) and received one-on-one training from its’ previous director of research, Dr. Kate Chase (SLT, BCBA)• Completed six weeks of training encompassing both theoretical and practical experience• Worked exclusively with clients with ASD, predominantly those under 4 years of age • Implemented behaviour plans and designed functional solutions to support families in-home, at schools, and in the community• Worked not only in the realm of speech and language therapy but also developed transdisciplinary skills in carrying out occupational and physiotherapy goals as well as successfully managing challenging behaviour

• The caseload in this post predominantly presented with ASD; ranging from mild social communication challenges to more severely impaired clients • Carried out assessments of language and social communication skills to alleviate HSE waiting lists • Strictly abided by HSE service restraints while also carrying out 1:1 therapy aswell as leading several social skills groups • Carried out school visits and devised intervention programmes to be implemented at school