[BCM] [SHINE] [E3] [BIA] [DP] [CBF] [1] Educational Psychology Services (EPS)

CBF-1 Educational Psychology Services (EPS)

The Educational Psychology Services (EPS) division is one of the most critical pillars of SHINE Children and Youth Services (SHINE), delivering specialised, evidence-based assessment and intervention support for children and youth with learning, developmental, and behavioural needs.

As a leading social service organisation serving vulnerable children and families in Singapore, SHINE relies heavily on the continuity of EPS to promptly identify early learning challenges and deliver appropriate interventions without disruption.

From psycho-educational assessments and diagnostic services to structured literacy intervention programmes, stakeholder consultations, and volunteer-supported learning support initiatives, EPS operates through a series of interconnected processes that collectively shape the developmental outcomes of the children it serves.

In a disruption—whether operational, technological, or resource-related—any interruption to these services may delay diagnosis, affect learning progression, and hinder support for vulnerable families.

This chapter outlines the Key Business Processes (Sub-CBFs) that comprise the high-level function CBF-01, Educational Psychology Services (EPS). By identifying and structuring these sub-CBFs, SHINE can better prioritise resources, establish minimum service levels, and ensure readiness to sustain critical activities during an incident or crisis.

This structured understanding also supports SHINE’s compliance with ISO 22301 requirements for Business Continuity Management (BCM), enabling the organisation to protect its mission of encouraging children and youth to maximise their potential, even under challenging circumstances.

Table D1: Sub-Critical Business Functions & Processes for CBF-1

How these Sub-CBFs support Business Continuity (within EPS)

• Assessment & Diagnosis + Reassessment (CBF-1-A, B): ensure SHINE can identify needs early; a robust, repeatable assessment process enables the organisation to sustain its mission even as demand fluctuates — critical for continuity of support.
• Learning Intervention Programmes (CBF-1-C): core service delivery; without effective intervention programmes, the EPS function fails.
• Consultation & Stakeholder Engagement (CBF-1-D): ensures collaboration with parents/teachers/community — this distributed model reduces reliance on SHINE alone, improves resilience, and enhances sustainability.
• Intake & Referral Management (CBF-1-E): ensures structured onboarding and organised workflow; supports capacity planning, resource allocation, waiting-list management — critical under high demand or resource constraints.
• Progress Monitoring & Exit Planning (CBF-1-F) enables SHINE to manage caseloads sustainably, ensure effectiveness, and make informed decisions on resource allocation.
• Documentation & Compliance (CBF-1-G): essential for accountability, transparency, and regulatory and stakeholder expectations (parents, schools, funders).
• Capacity Building & Community Programmes (CBF-1-H): builds resilience by leveraging community/volunteers to extend reach, mitigates staff resource limitations, and fosters community ownership, which supports long-term continuity.

Sample Workflow (Illustrative Example)

1. Referral & Intake: A primary school teacher refers a 9-year-old student struggling with reading to SHINE. Parent completes the referral form; SHINE’s intake coordinator schedules a psycho-educational assessment at the nearest centre (e.g., Hougang). → (CBF-01-E)
2. Assessment & Diagnosis: The EPS team (educational psychologist / associate psychologist) administers screening/literacy tests, cognitive assessments, interviews with parent & teacher; generates a written report describing the learning profile, possible dyslexia, and recommendations. → (CBF-01-A, G)
3. Consultation with Stakeholders:  SHINE meets with parents and teachers to explain findings, discuss recommendations (e.g., small-group literacy intervention, classroom accommodations), obtain consent, and plan the intervention. → (CBF-01-D)
4. Enrolment in Intervention Programme: Child is placed in the “ALPS Literacy and Language Intervention Programme” — small group (2–4), matched by learning ability, not necessarily by school grade. Sessions begin after the waiting period. → (CBF-01-C)
5. Ongoing Monitoring: Over weeks/months, SHINE tracks progress through periodic assessments, teacher/parent feedback, and session observations, and adjusts the intervention plan as needed. → (CBF-01-F)
6. Review / Exit / Transition Planning: Once literacy skills improve sufficiently, determine whether the child graduates from ALPS; provide an exit report; and liaise with the school for continued support or accommodation, if needed. → (CBF-01-F, G)
7. Community / Volunteer Support (Parallel Track): In addition, a child may receive supplementary support through “Reading Odyssey,” where volunteers provide extra reading practice outside structured sessions. → (CBF-01-H)

Notes / Assumptions & Limitations

• The sub-CBFs presented are inferred and structured by me for clarity; SHINE does not publicly label them exactly as “CBF-1-A” etc.
• Some internal processes (e.g. scheduling, resource allocation, record-keeping) are not detailed in public documents; the representation above assumes typical needs for such an organisation.
• The “progress monitoring & exit planning” sub-process is not always explicitly described on SHINE’s public pages; it is a logical necessity for any intervention service; therefore, this representation relies on inferred best practices.

Educational Psychology Services (EPS) is a mission-critical function for SHINE Children and Youth Services, directly supporting the organisation’s commitment to early detection, targeted intervention, and holistic developmental support for children and youth with learning needs.

By breaking down CBF-1 into its essential sub-CBFs, SHINE clarifies the processes that must be prioritised, safeguarded, and restored promptly during any disruption.

Identifying sub-processes such as assessment, intervention, stakeholder engagement, intake management, and documentation enables SHINE to define service dependencies, resource requirements, and continuity strategies more precisely.

This ensures that vital support to children and families—particularly those already facing complex challenges—continues with minimal interruption, regardless of external crises or operational constraints.

Ultimately, documenting and analysing these Sub-CBFs strengthens SHINE’s resilience. It enhances preparedness, safeguards service quality, and reinforces SHINE’s position as a trusted provider of educational psychology support in the community.

The insights in this chapter provide an essential foundation for developing response strategies, recovery priorities, and continuity plans for the EPS function within SHINE’s broader BCM framework.

 

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MBCO	P&S	RAR T1	RAR T2	RAR T3	BCS T1	CBF
CBF-01 Educational Psychology Services (EPS)
DP	BIAQ T1	BIAQ T2	BIAQ T3	BCS T2	BCS T3	PD