I employ a variety of strategies tailored to individual student needs, including cognitive-behavioral techniques, social skills training, and academic interventions. I also collaborate closely with teachers and parents to create a supportive learning environment. For example, I might use differentiated instruction to cater to different learning styles or implement mindfulness exercises to help students manage stress and improve focus.

In cases of resistance, I first seek to understand the student's perspective and build rapport through empathetic listening and validation of their feelings. I then gradually introduce interventions in a non-threatening manner, emphasizing the benefits to the student. For instance, I might start with a low-stakes activity like journaling before moving to more structured therapy sessions.

In my previous role, I successfully implemented a social skills group for students with autism spectrum disorder. The group focused on teaching communication, empathy, and conflict resolution skills through role-playing and interactive games. The intervention led to significant improvements in social interactions and reduced behavioral issues, as evidenced by teacher and parent feedback.

I prioritize tasks based on urgency, complexity, and the potential impact on the student's well-being. I use a task management system to track deadlines and progress, ensuring that critical cases receive immediate attention. For example, I prioritize crisis intervention and safety planning over routine assessments, while also balancing long-term therapy goals.

Technology plays a crucial role in enhancing the efficiency and effectiveness of school psychology services. I utilize digital tools for assessment, data analysis, and communication with stakeholders. For instance, I use online platforms for conducting virtual sessions, which can be particularly beneficial for students with mobility issues or those in remote areas.