[BCM] [SHINE] [E3] [BIA] [T3] [CBF] [1] Educational Psychology Services (EPS)

Part 5: Inter-dependencies

CBF-1 Educational Psychology Services (EPS)

In the context of CBF-1 Educational Psychology Services (EPS), understanding the interdependencies among business processes, stakeholders, and external entities is crucial to ensuring service continuity during disruptions.

The ability to identify both internal and external dependencies, as well as the upstream and downstream relationships of each process, is essential for effective business continuity management (BCM).

This section analyses the interdependencies among the key sub-processes of Educational Psychology Services, outlining the critical business units, vendors, suppliers, and outsourced partners required to sustain each activity.

By examining these dependencies, SHINE Children and Youth Services (SHINE) can better understand the risks of interrupting these key relationships and develop appropriate mitigation strategies to minimise service disruptions.

Table P5: Inter‑dependencies for CBF-1

Sub-CBF Code	Sub-CBF	Name of Business Unit or Vendor/ Supplier/ Outsource Partner	Type of Dependency - Internal	Type of Dependency - External	Type of Dependency (Upstream/ Downstream/ Mutual)	Description of the Nature of Dependency
1.1	Psycho-educational Assessment & Diagnosis	Educational Psychologists, Clinical Psychologists, Assessment Tool Vendors	Internal: Educational Psychologists	External: Assessment Tool Vendors, Schools	Upstream	The Psycho-educational Assessment relies on internal staff to conduct assessments and on external suppliers for diagnostic tools. Schools are key stakeholders in ensuring students have access to assessments.
1.2	Reassessment & Educational Needs Review	Educational Psychologists, Teachers, School Administrators	Internal: Educational Psychologists	External: Teachers, Schools, Parents	Mutual	This process involves a review conducted by internal psychologists in consultation with teachers, school administrators, and parents to reassess educational needs. All parties are mutually dependent on each other’s inputs.
1.3	Learning Intervention Programmes	Educational Psychologists, Teachers, Specialist Educators	Internal: Educational Psychologists, Teachers	External: Specialist Educators, NGOs, Educational Content Providers	Downstream	Intervention programs are developed by internal staff but may rely on external educators or content providers for specialised materials or methods. Teachers also depend on the intervention programs for student support.
1.4	Consultation & Stakeholder Engagement (Parents, Schools, Volunteers)	Educational Psychologists, School Staff, Parents, Volunteers, Community Partners	Internal: Educational Psychologists, School Staff	External: Parents, Volunteers, Community Partners	Mutual	Consultation and engagement involve both internal (psychologists and school staff) and external (parents and volunteers) parties working together to address student needs. There is a mutual dependency in this process.
1.5	Intake & Referral Management	Intake Coordinators, Educational Psychologists, Schools, Healthcare Providers	Internal: Intake Coordinators	External: Schools, Healthcare Providers	Upstream	The referral process relies on internal coordinators managing case intake and on external schools and healthcare providers for referrals.
1.6	Progress Monitoring, Review & Exit Planning	Educational Psychologists, Teachers, Parents	Internal: Educational Psychologists, Teachers	External: Parents	Mutual	Monitoring and reviews involve close coordination between internal educational psychologists and teachers and require regular updates and feedback from parents.
1.7	Documentation, Reporting & Compliance	Administrative Staff, Educational Psychologists	Internal: Administrative Staff, Educational Psychologists	External: Regulatory Authorities, External Auditors	Upstream	Compliance and reporting require accurate documentation from internal staff, with potential oversight and external audits from regulatory bodies.
1.8	Capacity Building & Volunteer / Community Programmes	Trainers, Volunteers, Community Partners, Educational Psychologists	Internal: Educational Psychologists, Trainers	External: Volunteers, Community Partners	Downstream	Capacity building relies on internal educational psychologists and trainers developing training programs for volunteers and community partners, whose engagement is critical to delivering these programs.

The interdependencies outlined above highlight the complex network of relationships between SHINE Children and Youth Services and its internal and external partners involved in delivering Educational Psychology Services (EPS).

The effective functioning of each sub-CBF relies heavily on a mix of internal expertise and external collaboration, making it essential for SHINE to continuously monitor and manage these dependencies as part of its business continuity planning.

Disruptions to any of these relationships could significantly impact service delivery, underscoring the need for a proactive approach to managing both upstream and downstream dependencies.

By ensuring clear communication, establishing robust contingency plans, and building strong partnerships with key stakeholders, SHINE can maintain the resilience of its Educational Psychology Services and continue to support the children and youth it serves.

Part 6: Vital Records

CBF-1 Educational Psychology Services (EPS)

In the context of Educational Psychology Services (EPS) provided by SHINE Children and Youth Services, vital records are the essential documents and data that support the delivery of educational and psychological services.

These records are crucial for ensuring the continuity of care, regulatory compliance, and ongoing service provision. They also play a key role in supporting stakeholders, including parents, schools, and community organisations.

The management, storage, and protection of these vital records are essential to maintain operational resilience in the event of disruptions. This section will identify and categorise the vital records associated with each Sub-CBF within CBF-1 Educational Psychology Services.

The following table outlines the vital records for each Sub-CBF within this critical business function. These records may include client assessments, intervention plans, progress reports, and other documentation that ensure proper case management and service delivery.

Table P6: Vital Records for CBF-1

Sub-CBF Code	Sub-CBF	Description of Vital Records	Media Type	Location	In Whose Care
1.1	Psycho-educational Assessment & Diagnosis	Client psychological assessments, diagnostic reports, and evaluation summaries	Digital, Physical	Client files, cloud storage	Educational Psychologist, Admin Staff
1.2	Reassessment & Educational Needs Review	Reassessment reports, educational needs analysis, and progress updates	Digital, Physical	Client files, cloud storage	Educational Psychologist, Admin Staff
1.3	Learning Intervention Programmes	Individualised intervention plans, learning strategies, and session records	Digital, Physical	Client files, cloud storage	Educational Psychologist, Admin Staff
1.4	Consultation & Stakeholder Engagement	Consultation notes, stakeholder communication records (parents, schools, volunteers)	Digital, Physical	Client files, cloud storage	Educational Psychologist, Admin Staff
1.5	Intake & Referral Management	Intake forms, referral documents, consent forms, and initial assessments	Digital, Physical	Client files, cloud storage	Intake Coordinator, Admin Staff
1.6	Progress Monitoring, Review & Exit Planning	Progress monitoring reports, exit plans, and follow-up documentation	Digital, Physical	Client files, cloud storage	Educational Psychologist, Admin Staff
1.7	Documentation, Reporting & Compliance	Regulatory compliance documents, reporting forms, and audit logs	Digital, Physical	Compliance archives, cloud storage	Educational Psychologist, Admin Staff
1.8	Capacity Building & Volunteer / Community Programmes	Training materials, volunteer engagement records, program participation logs	Digital, Physical	Volunteer database, cloud storage	Program Coordinators, Admin Staff

The management and protection of vital records are integral to the success of Educational Psychology Services (EPS) provided by SHINE Children and Youth Services.

These records not only support the service's day-to-day operations but also ensure continuity of care, regulatory compliance, and effective collaboration with stakeholders.

As such, it is critical to establish clear policies and practices for the secure storage, access, and transfer of these records.

By doing so, SHINE can maintain the resilience of its EPS operations, safeguard client information, and provide high-quality services despite disruptions.

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Continuity of Care: Ensuring SHINE’s Mission Through Effective BCM

[BCM] [SHINE] [E3] [BIA] [T3] [CBF] [1] Educational Psychology Services (EPS)

Business Continuity Management Certified Planner-Specialist-Expert

Part 5: Inter-dependencies

CBF-1 Educational Psychology Services (EPS)

Table P5: Inter‑dependencies for CBF-1

Part 6: Vital Records

CBF-1 Educational Psychology Services (EPS)

Table P6: Vital Records for CBF-1

Continuity of Care: Ensuring SHINE’s Mission Through Effective BCM

More Information About Business Continuity Management Courses

Your Comments Here :

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Continuity of Care: Ensuring SHINE’s Mission Through Effective BCM

[BCM] [SHINE] [E3] [BIA] [T3] [CBF] [1] Educational Psychology Services (EPS)

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Business Continuity Management Certified Planner-Specialist-Expert

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Part 5: Inter-dependencies

CBF-1 Educational Psychology Services (EPS)

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Table P5: Inter‑dependencies for CBF-1

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Part 6: Vital Records

CBF-1 Educational Psychology Services (EPS)

Table P6: Vital Records for CBF-1

Continuity of Care: Ensuring SHINE’s Mission Through Effective BCM

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