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Mental Health Practitioner

Job posted: 24/06/2022
Applications close: 10/07/2022 (Midnight)
6 days remaining

6 days remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Part time / From 28/07/2022

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Health and Allied Health

Reference: 1285089

Reference: 1285089

Occupation: Health and Allied Health

Salary Range: Salary not specified

Work location: Melbourne | Northern Metropolitan

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

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

Noble Park Secondary College is a multicultural school with students speaking 46 languages and has an SFO of .7645.

Noble Park Secondary College is in our second year of a new strategic plan.  Our SSP Student Achievement Goal is to achieve continuous improvement in the learning growth of each student.  Our Student Engagement Focus is to improve engagement through increased authentic student agency in their learning.  Our Student Wellbeing Goal is to develop resilient, self-confident aspirational learners.

Our spaces reinforce our pedagogical vision of a combination of collaborative and explicit teaching.  Our landscaped environment provides a backdrop for our Year 8 students to have a positive learning experience.

 Our Year 7/8 Centre has a combination of learning spaces which provides for both explicit and open (combined) teaching practises.  The focus is on collaborative planning to ensure that all staff can understand the level of each student, sharing this information with the students/parents.  The emphasis is also upon student feedback and voice, in ensuring that the student achievement level is enhanced. 

All students at the College have their own personal device to ensure that they have access to the required use of technology necessary for 21st Century learning.  These learning technologies enhance personalised individual learning tasks, assessment practices as well as increasing collaboration between students, teachers and parents.  We have introduced Edrolo as part of our technology foci at the Senior School.

 Students in Years 7 to 10 study subjects representing the key learning areas, with electives available for Years 9 and 10. VCE/VET/VCAL units are available for Years 10 to 12.  We are an accredited school for International students with a strong International program.

Student learning is maximized through extra-curricular activities in the areas of self-confidence, social skills, participation and leadership through programs such as SRC, Peer Support, Debating, Year 11 Formal and Year 12 Valedictory celebrations, outdoor education camps, year level camps and multicultural concert.  In addition, the College has an established cultural exchange program with its sister school in Japan, Shinminato Senior High.

 Our management structure is student centred with an emphasis on support, safety and security.

Attendance is checked each lesson with parents notified by SMS.  

School Council endorses the wearing of compulsory school uniform.

We continue to celebrate our traditional values and look forward to our exciting future to cater for the diverse needs of our students. 

Context

Noble Park Secondary College is a Year 7-12 co-educational College which embraces the traditional values of:

  • Respect
  • Excellence
  • Teamwork
  • Responsibility
  • Integrity

Our curriculum focuses upon value added growth in all Curriculum Areas with an emphasis upon understanding individual student achievement through a variety of assessment processes.

The College offers VCE, VCAL and VET subjects for senior students and a strong careers/pathways program.  The College is proud of the connectedness of the students to the College which is enhanced through an extensive co-curriculum program and the strong relationship between staff and students. 

Purpose

At Noble Park Secondary College our purpose is to provide a nurturing, supportive and safe learning environment of all members of our community where;

Every Teacher:

  1. Knows their students and how they learn.
  2. Plans for and implements effectively Teaching and Learning Practices.
  3. Demonstrates individual student growth.

Every Student:

  1. Works co-operatively with their Teachers.
  2. Is actively involved in their learning growth.

Key Improvement Strategies

Our current School Strategic Plan focuses on:

  • Student achievement, particularly for an increase in the percentages of students in the top two bands of achievement in the National Assessment Program – Literacy and Numeracy (NAPLAN)
  • Instructional and shared leadership
  • Pathways and transition outcomes
  • Student voice and agency in their learning

Our College has introduced a consistent instructional teaching model.  Staff are aligned to the College's vision of this consistent teaching and learning model through professional learning teams demonstrating evidence through their performance development process in a collaborative and professional manner.  Through this process staff are committed to meet A.I.P. targets and goals to continually improve student outcomes. 

Mental Health Practitioner

Job type:

Part time / From 28/07/2022

Job classification:

Not provided

Contact:

Pam Dyson | 03 9546 9066

Mental Health Practitioner