Consultant - Methodologist for the development a Handbook for School Psychologists during Crisis
OVERVIEW
Parent Sector : Education Sector (ED)
Duty Station: Ukraine
Job Family: Education
Type of contract : Non Staff
Duration of contract : 15 April 2025 – 15 June 2025
Recruitment open to : Internal and external candidates
Application Deadline (Midnight Duty Station Time) : 28.03.2025
UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism
OVERVIEW OF THE FUNCTIONS OF THE POST
Background and Objective
As the lead coordinator of SDG 4, UNESCO supports Member States facing emergencies and protracted crises to strengthen the resilience of education systems, integrate humanitarian, development and peacebuilding responses, address the root causes of vulnerability and strengthen capacities to plan and manage crisis response and recovery. UNESCO also supports laying the foundations for recovery and long-term development from the outset of emergency response by actively engaging in addressing the impact of violence and conflict on education. UNESCO continues to fulfill its commitment to further support the national authorities in Ukraine in addressing the needs and priorities identified in the National Recovery Plan of Ukraine through the UNESCO Emergency Assistance Program for Ukraine.
The ongoing armed conflict in Ukraine is undermining the ability of education to provide stability and support for children.
In wartime, when children face new challenges, experience psychological trauma and stress, and teachers need additional support to be able to recognize the symptoms of trauma in children and respond appropriately, the role of school psychologists is growing. The demand for their services for both children and teachers in educational institutions is increasing.
At the same time, school psychologists report a lack of methodological support, inconsistency of their training with the needs of practical professional activity, and limited access to quality professional development ("Psychological Service in Schools: The Impact of Full-scale War. Analytical Report” by CEDOS Center and NGO ‘Prosvіt’, 2024).
School psychologists also experience significant overload due to staff shortages and lack of methodological support and supervision.
According to the Ministry of Education and Science, in the 2023/2024 school year, the number of school psychologists was 13,035, which is 75 fewer than in the previous year, and the average number of psychologists in educational institutions is only 76%.
In the 2023/2024 academic year, the psychological service of the education system received more than 5.6 million requests, which means an average of 431 requests per school psychologist annually.
Thus, there is an urgent need to develop simple and effective protocols, algorithms and tools for the daily work of school psychologists to timely identify and respond to the manifestations of mental health problems in children during school, as well as emergency procedures for responding to a crisis.
In response to these challenges, the Ministry of Education and Science of Ukraine (MESU) is actively working to implement and expand initiatives aimed at creating a physically and psychologically safe educational environment for both students and teachers.
A key part of this work was the implementation of a pilot project in 12 communities in Zhytomyr and Odesa regions from September 2023 to December 2024.
As part of these initiatives, psychologists were surveyed about their priority needs for effective work in war. 100 school psychologists attended weekly two-hour workshops on topics of their choice and received weekly professional supervision upon request.
As an important step in disseminating the materials of this pilot project and ensuring its sustainability, UNESCO is looking for a methodologist to summarize and systematize the educational materials used in the training of psychologists in the pilot communities, as well as to develop a Handbook for School Psychologists during Crisis.
Long Description
Duties/Tasks and Expected Output:
A Handbook for School Psychologists during Crisis should serve as a practical, easy-to-use tool that provides school psychologists with clear, simple, and memorable instructions for handling various crisis situations. Considering the need for professional development and improving service quality, this Handbook should include several key components:
1. Crisis Response Protocols
Clearly defined step-by-step instructions for handling emergency situations (e.g., traumatic events, stress-inducing incidents, or identifying children with signs of psychological trauma). The protocols should be simple, logical, and easy to apply, enabling psychologists to act quickly and effectively.
2. Teacher Support
Providing psychologists with tools for supporting teachers, who are often the first to notice emotional struggles in students. The Handbook should include specific recommendations for teachers on how to work with children in stressful situations, how to recognize trauma symptoms, and how to offer basic psychosocial support. For example, instructions on how to conduct calming conversations, support emotional well-being, and interact with students during a crisis.
3. Psychological Techniques and Strategies for Student Support
Concise instructions on using effective psychological techniques to help children experiencing stress, such as relaxation exercises, anxiety-reduction practices, and cognitive-behavioral strategies for managing fear and stress. Guidance on how to adapt these methods for different age groups.
4. Trauma-Informed Recommendations
A dedicated section on trauma, offering clear steps for working with students who have experienced traumatic events (e.g., loss, violence, evacuation). Tips for identifying symptoms of post-traumatic stress disorder (PTSD) and working with these symptoms in the school setting.
5. Collaboration Protocols with Other Professionals
A clear outline of how to interact with other professionals (social workers, healthcare providers, support services) to provide comprehensive help for students. The Handbook should include steps for coordinating actions within a team, especially during emergency situations.
6. Simple Tools for Self-Assessment and Monitoring Student Well-being
Structured templates or questionnaires for quickly assessing the psychological state of students. These tools will help psychologists quickly identify those who need further support and help teachers recognize when to refer a student to the psychologist.
7. Support for Psychologists
Since psychologists may also experience stress and burnout, the Handbook should include recommendations for self-care and strategies to prevent professional burnout, ensuring long-term effective work.
8. Resources and Contacts for Additional Help
It’s essential to include information about available resources: helplines, organizations offering crisis support for both students and teachers. This will enable psychologists to quickly refer to external professionals if needed.
The main goal of this Handbook is to create a practical and accessible resource for psychologists that enables them to respond to crisis situations promptly, support students and teachers, and coordinate their work with other professionals. At the same time, it must be user-friendly, simple, and focused on quick application in everyday work.
Long Description
Timetable and Deliverables
The contractor shall submit to UNESCO for its approval:
Deliverable 1. First draft of the Handbook has been developed:
(1) the available materials have been systematized and algorithms of actions for crisis scenarios have been formed;
(2) the structure, content and practical tools of the Handbook have been developed;
(3) the draft Handbook for School Psychologists in Crisis has been approved by UNESCO (by mid-May).
Deliverable 2. Revised version of the Handbook ready for publication and use:
(1) the Handbook has been reviewed by psychologists with experience in dealing with crisis situations and theoretical experts, and recommendations have been taken into account;
(2) the Handbook has been edited and corrected in cooperation with the editor to ensure high professional and linguistic standards;
(3) the final draft of the Handbook has been approved by UNESCO The final publication should contain no less than 50 pages of Times New Roman font 12, excluding graphics. (by mid-June).
COMPETENCIES (Core / Managerial)
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REQUIRED QUALIFICATIONS
Education and Qualifications:
• Master’s degree or higher (specialist, PhD preferred) in psychology, pedagogy, or social sciences.
• Preferably holds an academic degree (PhD, Doctor of Sciences) or an academic title (Associate Professor, Professor).
Professional Experience:
• At least 5 years of experience as a school psychologist or methodologist.
• Proven experience in developing educational materials, manuals, or training programs.
• Participation in projects related to crisis psychology or supporting students/teachers during emergencies.
• Experience in implementing modern pedagogical methodologies and training techniques.
Skills and Competencies:
• Proficiency in modern methods and approaches in educational psychology.
• Ability to systematize and analyze information, adapting it to the needs of the target audience.
• Proficiency in editing and proofreading texts.
• Knowledge of international standards and best practices in school psychology.
• Fluency in Ukrainian with excellent writing and communication skills (English is an advantage).
• Ability to work with reviewers, editors, and proofreaders to ensure high-quality final content.
Long Description
Supervisory arrangements
The methodologist will work under the general supervision of the National Project Officer of UNESCO, ensuring alignment with project objectives and quality standards. Regular coordination meetings will be held to discuss progress, provide feedback, and address any challenges. The methodologist will also collaborate with expert reviewers, editors, and other stakeholders to ensure the high quality of the final Supervision Manual.
Facilities to be Provided by UNESCO (if any)
The work will be conducted remotely, with regular online coordination meetings facilitated by UNESCO. The methodologist will have access to relevant project materials, expert consultations, and feedback from UNESCO’s National Project Officer and other key stakeholders to ensure the successful completion of the assignment.
DESIRABLE QUALIFICATIONS
Long Description
BENEFITS AND ENTITLEMENTS
Rename the “BENEFITS AND ENTITLEMENTS” title to “APPLICATION PROCESS”, and use additional sections if required to add other relevant information.
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SELECTION AND RECRUITMENT PROCESS
Please note that all candidates must complete an on-line application and provide complete and accurate information. To apply, please visit the UNESCO careers website. No modifications can be made to the application submitted.
The evaluation of candidates is based on the criteria in the vacancy notice, and may include tests and/or assessments, as well as an interview.
UNESCO uses communication technologies such as video or teleconference, e-mail correspondence, etc. for the assessment and evaluation of candidates.
Please note that only selected candidates will be further contacted and candidates in the final selection step will be subject to reference checks based on the information provided.
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