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Mental Health Practitioner

Job posted: 21/06/2022
Applications close: 04/07/2022 (Midnight)
4 days remaining

4 days remaining

Job Description

Location: South West Region | Colac-Otway

Job type: Part time / From 11/07/2022 - 20/12/2022

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Health and Allied Health

Reference: 1284129

Reference: 1284129

Occupation: Health and Allied Health

Salary Range: Salary not specified

Work location: South West Region | Colac-Otway

Selection Criteria

  1. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling for a range of mental health issues.
  2. Demonstrated experience in planning and implementing evidence-based intervention strategies for clients with complex needs.
  3. Demonstrated ability to input into the development, implementation and evaluation of policies and strategies relating to mental health and wellbeing.
  4. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
  5. Ability to provide leadership and professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people.
  6. Clear understanding of legislative requirements regarding privacy of health information. 

Role

The Mental Health Practitioners (MHP) initiative provides for a suitably qualified mental health professional in all government secondary school campuses.

Operating in collaboration with the Department of Education and Training's Area-based multi-disciplinary teams, this role will have the following functions:

provide direct counselling support and other early intervention services for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate mental health needs;
coordinate supports for students with critical needs both within and external to the school, including proactively working with regions and other health professionals to engage further support as required; and
enhance promotion and prevention activities in the school by contributing to whole school health and wellbeing plans, building the capability of teaching staff and school leadership to manage student health and wellbeing, and helping to embed mental health promotion and prevention programs and strategies in the school.


Education Support Class Level 1 Range 4

The successful applicant will be an experienced professional who will carry out their duties and responsibilities, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision. The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.

As an education support class position, this role supports the educational services being provided to students, but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic).

For more information on the responsibilities of an Education support class level 1 range 4 employee, please visit:

https://www.education.vic.gov.au/hrweb/workm/Pages/rolesTS.aspx

Responsibilities

1. Deliver professional support service/s in a school/s, including the direct counselling for students with a range of mental health issues, applying sound theoretical knowledge and practical expertise.

2. Plan and implement evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, and manage the associated risks.

3. Work collaboratively with the school to contribute to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.

4. Demonstrate leadership and provide professional learning to others, such as teachers and other school wellbeing staff, to build the capacity of schools to improve students’ learning and developmental outcomes.

5. Liaise with other Department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide support to students.

6. Maintain professional competence and continued professional learning, including attending professional development activities throughout the year.

7. Meet relevant policies and legislative requirements in relation to student health information privacy.


Please note:
• The relevant enterprise agreement underpinning this position is the Victorian Government Schools Agreement 2017.
• Continued professional learning is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).

Who May Apply

Required

  • Applicants must be qualified as a psychologist, social worker, mental health nurse or occupational therapist. Specifically:
    • For Psychologists, applicants must hold full registration with AHPRA
    • For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
    • For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
    • For Occupational Therapists must hold full registration with AHPRA
  • Have demonstrated direct counselling experience
  • Have a current Working With Children Check

 

Desirable

  • For Psychology applicants, specialisation in education and/or developmental psychology.
  • For Mental Health Nurse applicants, hold a Mental Health Nurse Credential and membership with the Australian college of Mental Health Nurses.
  • For Social Work applicants, hold membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.

EEO AND OHS Commitment

The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.  The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

Please ensure that your application includes:

  • a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
  • a section addressing the selection criteria and the requirements for application under the Who May Apply section
  • names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Conditions of Employment

  • All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
  • Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
  • A probationary period may apply during the first year of employment and induction and support programs provided.
  • Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Location Profile

Colac Specialist School is located in the regional town of Colac and provides high quality curriculum, wellbeing and therapy programs for students with special learning needs from Early Education to the year they turn 18. We span a large catchment area of students from the local district, including the coastal region. All school age students have a diagnosis of intellectual disability, ranging from mild to profound, whilst many students also have associated social, emotional, mental, behavioural, sensory or physical impairments. At least one third of students are on the autism spectrum. The Early Education Program caters for children 2.8 to 4.8 years of age who present with delays in two more developmental areas. Teachers met in Professional Learning Teams (PLTs) and as Professional Learning Communities (PLC) and are focused on creating a positive school climate and improving their professional practice. We strive to provide differentiated curriculum practices for students with disabilities within and beyond the school into the wider education community.

 

CSS offers an Early Education Program (EEP) for children who have a developmental delay. EEP is an educational program which uses the Victorian Early Years Learning and Development Framework (VEYLDF) and develops and promotes each child’s social and emotional skills through guided play, as well as creative and structured activities. EEP is based around developing skills which promote fine and gross motor co-ordination, language and communication, cognition and self-care.

 

CSS recognises and values the importance of parents and professionals working collaboratively as partners to achieve the best outcomes for each individual within our care. We promote positive student wellbeing and engagement through implementing a whole school Social and Emotional Learning Curriculum that builds and strengthens students’ personal and social capabilities.

 

Our school curriculum offers flexibility for teachers to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with an intellectual disability. Individual Learning Plans are provided for every student with the necessary adjustments made in order for students to engage in curriculum content as well as demonstrate their knowledge, skills and understanding.

 

The Curriculum taught and assessed from Foundation to Year Ten is the Victorian Curriculum F-10 encompassing the Towards Foundation Level Victorian Curriculum, Levels A-D. Students in their final years of schooling have a managed individual pathways plan and, where applicable, a careers action plan. This includes Enterprise Education, work experience and the Duke of Edinburgh program.

 

CSS was established in 1985 and is located in central Colac where services are provided to eligible students from Colac and the surrounding district, including the coastal region. The current student enrolment at CSS is approx. 55 FTE and has 15 EEP children. It prides itself on providing a high-quality education for all students in a safe and secure learning environment, where kids come first. The School is currently in its final year of the Strategic Plan (2019 – 2022) and its Annual Implementation Plan incorporates the Framework for Improving Student Outcomes (FISO).

Mental Health Practitioner

Job type:

Part time / From 11/07/2022 - 20/12/2022

Job classification:

Not provided

Contact:

Cameron Peverett | 035/231-1055

Mental Health Practitioner