Professional Certificate in Special Needs Interventions
The Professional Certificate in Special Needs Interventions will equip learners with the following competencies:
- Understanding the needs of clients with neurodevelopmental conditions across the lifespan, with a specific focus on intellectual disability, autism spectrum disorder, and attention-deficit/hyperactivity disorder.
- Applying behavioural and systemic interventions to the management of clients with special needs, in particular, applied behavioural approaches of functional analysis, positive behavioural support, and active support.
- Understanding the common mental health issues of anxiety, depression, and Obsessive-Compulsive Disorder (OCD) in the special needs population.
- Adapting mental health interventions when working with special needs populations.
- Understanding and managing behaviours of risk and forensic implications when working with the special needs population.
- Consulting and collaborating with colleagues from other disciplines in the context of special needs management.
For enquiries, please email Nur Zahirah at zahirah@nus.edu.sg.
Mode of Delivery
The mode of delivery is face-to-face workshops with didactic teaching, reflective practice group discussions, and a problem-based learning project. Virtual seminars will only be held where COVID-19 restrictions preclude the possibility of face-to-face sessions.
Assessment
Learners will be assessed in the following ways:
- Group presentations, reflection assignments, and/or in-class quizzes.
The entry requirements for the component workshops and the professional certificates are as follows:
- A psychology degree with honours (a psychology degree without honours and other qualifications are accepted on a case-by-case basis)
- A personal statement (no more than one page)
- One research/clinical reference
- Some experience working with special needs clients in a paid or voluntary capacity, or personal experience living or caring for someone with special needs
Priority is given to applicants currently working as associate psychologists, behavioural specialists, and autism therapists who:
- Are 1-2 years into their present entry-level jobs
- Require continuous professional development
- Hope to improve their readiness for a graduate applied psychology programme
The courses are also tailored to qualified psychologists interested in professional development.
While these workshops are intended for individuals practising in the practitioner psychology fields, it is the sole responsibility of the participant to ensure that any practise involving the utilising of knowledge and skills acquired from the NUS workshops are within their areas of competence (see Singapore Psychological Society Code of Ethics, Guideline 5 https://singaporepsychologicalsociety.org/sps-code-of-ethics/). It is strongly encouraged that participants pursue regular clinical supervision to further solidify the knowledge and skills acquired from these workshops.
| Professional Certificate | Course Reference Number |
Workshops | Application Links |
| Special Needs Interventions | TGS-2024047549 | Workshop I: Behavioural & Systemic Interventions in Special Needs | Apply here |
| TGS-2024047643 | Workshop II: Mental Health Management in Special Needs | Enquire here |
Note:
- Course application closes 2 weeks prior to course commencement.
- Every professional certificate comprises two unique workshops. Learners will be awarded a professional certificate when they complete both workshops, and apply to the NUS Department of Psychology for the professional certificate.
- The maximum candidature period that learners must complete both workshops to be awarded the professional certificate is 24 months.
- Learners can choose not to stack both workshops into a professional certificate, but register for single workshops.
- There is no limit to the number of workshops that learners can attend.
Workshop I : Behavioural & Systemic Interventions in Special Needs
| Singapore Citizens | Singapore PRs | Enhanced Training Support for SMEs | International Participants | |
| 39 years old or younger | 40 years or older eligible for MCES | |||
| $833.85 | $323.85 | $833.85 | $323.85 | $2,779.50 |
Workshop II : Mental Health Management in Special Needs
| Singapore Citizens | Singapore PRs | Enhanced Training Support for SMEs | International Participants | |
| 39 years old or younger | 40 years or older eligible for MCES | |||
| $833.85 | $323.85 | $833.85 | $323.85 | $2,779.50 |
- Total Nett Programme Fee Payable, Including GST, after additional funding from the various funding schemes is applied for each of the above workshops.
- Learners must pass all assessment components to be eligible for SSG funding. Failing which, full course fees (incl. GST) will be payable.
- GST shall apply at prevailing rates.
- All self-sponsored Singaporeans aged 25 and above can use their SkillsFuture Credit to pay for course fees. For more information about SkillsFuture Credit, click here.
- SME fees are applicable only to participants who are sponsored by small and medium enterprises.
Course Structure and Details
Course Synopsis
This course adopts a developmental approach to understanding special needs and neurodevelopmental disorders from childhood to adulthood, with a specific focus on Intellectual Disability (ID), Autism Spectrum Disorder (ASD), and Attention-Deficit/Hyperactivity Disorder (ADHD). Interventions are taught from an applied behavioural perspective to modify behaviours and from a systemic perspective spanning across domains of home/residential, school, and occupational settings. These interventions empower and enable individuals to have a better quality of life. Specific focus is placed on Functional Behaviour Analysis (FBA), Positive Behaviour Support (PBS), and Active Support (AS).
Learning Outcomes
At the end of this workshop, participants are expected to achieve the following:
| S/No. | Competency | F1* | F2* | F3* | F4* | F5* |
| Psychological Formulation | ||||||
| 1 | Understand diagnostic criteria and identify symptoms of ID, ASD and ADHD | ✓ | ||||
| 2 | Understand risk factors, comorbidities, and developmental course of neurodevelopmental disorders | ✓ | ✓ | ✓ | ||
| 3 | Consider client, family, and organisational factors in formulation and treatment planning under the supervision of a trained psychologist | ✓ | ✓ | ✓ | ||
| Psychological Intervention | ||||||
| 4 | Understand intervention and behavioural change theories and frameworks, in particular: Functional Behaviour Analysis (FBA), Positive Behaviour Support (PBS), and Active Support (AS) | ✓ | ✓ | ✓ | ✓ | |
| 5 | Develop care plans that appropriately consider client/family goals, formulation, and strategies for early intervention, crisis management and long-term follow-up, under the supervision of a trained psychologist | ✓ | ✓ | ✓ | ||
| 6 | Understand and apply common evidence-based interventions and environmental modifications, under the supervision of a trained psychologist, specifically in Positive Behaviour Support | ✓ | ✓ | ✓ | ✓ | |
| 7 | Understanding and responding to behaviours of concern/risk and highlighting potential crisis (e.g., self-injurious behaviours, aggressive behaviours, absconding) | ✓ | ✓ | |||
| 8 | Understand and apply outcome monitoring measures | ✓ | ||||
| 9 | Communicate intervention plan and progress with the client and caregivers | ✓ | ||||
| 10 | Writing of case notes to document intervention and outcomes | ✓ | ||||
| Collaborative Practices Across Disciplines | ||||||
| 11 | Understand local services for special needs across the lifespan and referral processes | ✓ | ||||
| 12 | Work collaboratively in a multidisciplinary practice with speech and language therapist (SLT), occupational therapist (OT), and physiotherapist (PT) | ✓ | ||||
| 13 | Establish positive working relationships and managing disagreements in a professional relationship | ✓ | ||||
| 14 | Conduct of case conference as part of collaborative practices | ✓ | ||||
*The learning outcomes for this course are adapted from the following sources:
- F1 - SkillsFuture Framework, Singapore
- F2 - BPS Associate Psychologist Accreditation standards, UK
- F3 - Institute for Apprenticeships & Technical Education KSA Framework for Clinical Associate in Psychology (CAP), UK
- F4 - UNSW Core Competency Framework, Australia
- F5 - AIC Mental Health Framework, Singapore
Dates and Time
- Day 1: TBC in 2025
- Day 2: TBC in 2025
- Day 3: TBC in 2025
Classes will be conducted from 9 am to 5 pm.
Training Venue
Classes will be conducted face-to-face in the Faculty of Arts and Social Sciences, NUS.
About The Trainer
Dr Lily Lau
Senior Principal Educational Psychologist
Lily has been practicing as a psychologist for over 15 years in KK Women's and Children's Hospital, providing diagnostic assessment and intervention to children with neurodevelopmental disorders, and behavioural and/or emotional difficulties.
She also supervised psychology interns and junior psychologists in the hospital, and psychologists in preschools to provide collaborative consultation to school teachers. In addition, she trained learning support educators in preschools to provide positive behavioural support to children with behavioural and/or emotional difficulties, and provided consultation to preschool teachers on promoting children's social-emotional competencies.
Lily is also an accredited trainer for the parenting programme, 'Signposts for Building Better Behaviour', where she has trained and coached over hundreds of professionals to facilitate the programme for parents and caregivers.
She has published a few papers in the area of learning and behaviour, and her current research interest, which stemmed from her PhD, is in the area of school-wide positive behaviour support.
Course Synopsis
This course focuses on understanding and managing mental health problems among persons with special needs, which are often masked by behavioural problems and may present differently due to limitations in verbal or cognitive ability. Psychological management includes screening for mental health concerns, recognising clients' needs and strengths, adapting psychological therapies, supporting clients' access and use of mental health services, and recognising and reporting risk and forensic implications. Signs of caregiver stress and burnout are also briefly covered.
Learning Outcomes
At the end of this workshop, participants are expected to achieve the following:
| S/No. | Competency | F1* | F2* | F3* | F4* | F5* | F6* |
| Psychological Assessment | |||||||
| 1 | Understand and screen for common mental health problems among persons with special needs, with a specific focus on anxiety, depression, and obsessive-compulsive related disorders | ✓ | |||||
| 2 | Understand and identify caregiver needs and symptoms of caregiver stress and burnout | ✓ | |||||
| Psychological Formulation | |||||||
| 3 | Understand and conceptualise the biopsychosocial developmental factors that contribute to mental health problems | ✓ | ✓ | ✓ | ✓ | ||
| 4 | Understand and identify triggers for behaviours of risk, potential crisis, and possible forensic implications | ✓ | ✓ | ||||
| 5 | Understand and conceptualise individual needs (e.g. physical, emotional, spiritual, and sexual) and strengths | ✓ | |||||
| Psychological Intervention | |||||||
| 6 | Develop treatment strategies that consider the biopsychosocial and neurodevelopmental aspects of the client | ✓ | ✓ | ✓ | ✓ | ||
| 7 | Understand and apply simple and structured clinical treatment protocols such as adapting of Cognitive Behavioural Therapy (CBT) for persons with special needs under supervision by a trained psychologist, in particular using exposure, relaxation strategies, and mindfulness | ✓ | ✓ | ✓ | ✓ | ✓ | |
| 8 | Responding appropriately to behaviours of concern/risk, and including crisis management in interventions | ✓ | ✓ | ||||
| 9 | Engage and build rapport with clients | ✓ | |||||
| 10 | Recognise the importance of and include social/community engagement as part of the intervention | ✓ | |||||
| Collaborative Practices Across Disciplines and Sectors | |||||||
| 11 | Conduct referral processes to specialised mental health services | ✓ | |||||
| 12 | Liaise with mental health services to facilitate care coordination | ✓ | |||||
*The learning outcomes for this course are adapted from the following sources:
- F1 - SkillsFuture Framework, Singapore
- F2 - BPS Associate Psychologist Accreditation standards, UK
- F3 - Institute for Apprenticeships & Technical Education KSA Framework for Clinical Associate in Psychology (CAP), UK
- F4 - UNSW Core Competency Framework, Australia
- F5 - Health Education England Standards, UK
- F6 - AIC Mental Health Framework, Singapore
Dates and Time
- Day 1: TBC in 2025
- Day 2: TBC in 2025
- Day 3: TBC in 2025
Classes will be conducted from 9 am to 5 pm.
Venue
Classes will be conducted face-to-face in the Faculty of Arts and Social Sciences, NUS.
About The Trainer
Ms Lim Jan Mei
Principal Clinical Psychologist
In addition to working with typical developing adults who suffer from various mental health conditions, Jan Mei specialises in the area of adult neurodevelopmental disorders. In this clinical specialisation, Jan Mei works with adults with intellectual disabilities and neurodevelopmental disorders with co-morbid mental health conditions by providing psychological therapy and conducting various standardised psychometric assessments.
Since 2011, Jan Mei has led a team of psychologists within the Adult Neurodevelopmental Service (ANDS) in IMH, overseeing the provision, planning and service developments of its psychological service. In her role, Jan Mei is also actively involved in providing training and supervision. In the community, she provides training and clinical consultation to training officers and support workers working in the adult disability homes and day centres who offer residential and day activity services to adults with intellectual disabilities and autism. Within IMH, she provides training to nurses working with adults with intellectual disabilities. She provides internal and external clinical supervision to psychologists and therapy assistants respectively. Jan Mei has also presented poster abstracts in overseas conferences on the subject and clinical area of intellectual disability and autism. Between 2017 – 2019, Jan Mei volunteered her time with Ministry of Health's (MOH) Nursing Home Visitors Programme as part of MOH audit efforts to ensure nursing homes meet the licensing requirements and care standards.
In her career, Jan Mei obtained a few awards. She obtained two Health Manpower Development Programme (HMDP) awards in 2011 and 2016 respectively, for overseas clinical attachment training. Additionally, in 2016, she obtained the IMH Sayang Award, for exemplary service in public mental healthcare, while in 2015 and 2018, together with her ANDS Team and Allied Health Professional Team respectively, achieved the National Healthcare Group (NHG) Excellence in Action Awards for significant contributions made to hospital services.
A passionate learner, Jan Mei received training in Applied Behaviour Analysis (ABA), working with children with autism, and Grief Therapy during her tertiary education years. After obtaining her Masters in Clinical Psychology, she continued her quest in learning and professional development through the years of her working profession, receiving training in various psychotherapy modalities (i.e., Emotion Focused Therapy, Cognitive Behaviour Therapy, Mindful Self-Compassion Therapy, Emotion Focused Family Therapy), and standardized clinical assessments (i.e., Autism Diagnostic Observation Schedule-2, Autism Diagnostic Interview-Revised). She recently returned in 2017 from her overseas training at the University of California Davis MIND (Medical Investigation of Neurodevelopmental Disorder) Institute, where she furthered her specialisation in neurodevelopmental disorders.