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Mental Health Practitioner/Wellbeing Coordinator

Job posted: 03/08/2022
Applications close: 16/08/2022 (Midnight)
6 days remaining

6 days remaining

Job Description

Location: North West Region | Mildura

Job type: Full time / From 03/10/2022 - 02/10/2029

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1289550

Reference: 1289550

Occupation: Education and Training

Salary Range: Salary not specified

Work location: North West Region | Mildura

Location Profile

COLLEGE PROFILE

STATEMENT OF COMMITMENT TO CHILD SAFETY

Irymple Secondary College is committed to the safety and wellbeing of all children and young people. This will be the primary focus of our care and decision-making. Irymple Secondary College has zero tolerance for child abuse.

Irymple Secondary College is committed to providing a child safe environment where children and young people:

·- are safe·- feel safe·- are involved in decisions that affect their lives

Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.

Every person involved in Irymple Secondary College has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.

 

Vision, mission, values & objectives

Irymple Secondary College’s vision is for all of us to work effectively and respectfully in our open flexible learning community. Our mission is to provide students with the best possible educational opportunities whilst encouraging student voice. Irymple Secondary College’s objective is to provide a safe, calm and happy environment in which our students can dream achieve and succeed.

CORE Values & BELIEFS

Irymple Secondary College’s values are:

HIGH EXPECTATIONS:  Stay positive and confident.  Be persistent.

RESPECT:  Respect yourself and others.  Be courteous, tolerant and cooperative.

HONESTY:   Students and staff can be trusted.  Be truthful and take responsibility for your own actions.

CARING:   Be sensitive and considerate towards others.  Show compassion and help those in need.

JUSTICE:  We operate on democratic principles using restorative practices. 

FAIRNESS:  Be fair in your dealings with others and safeguard their rights.

 

Irymple Secondary College is a 7 to 10 middle secondary college with a reputation for curriculum excellence, enrichment and performance. We are committed to educating students for success.  We believe in establishing sound foundations whilst supporting students to grow into valued members of our society.

Our students have an increased use of off-campus learning and the use of learning resources in the wider community through access to VET and Pathways programs; and a further increase in the use of new information technologies to provide continuous access to new and powerful ways of learning and sources of knowledge.   Students who fall behind their peers are provided with special assistance, extra time and support to enable them to achieve desired standards. The college has allocated a significant level of its funding to develop and maintain extensive Learning Technology resources.

Transition is a key Year 7 focus that aims to ensure a smooth transition from a primary to the secondary setting. Year 7 & 8 students access a rich learning environment with a broad spectrum of programs to accelerate and enrich student learning in a variety of ways. A Literacy Program supports those students requiring extra assistance. Year 8 students have the opportunity to elect subjects from a comprehensive list of choices.

At Years 9 & 10, learning pathways are strengthened through a comprehensive Core and Elective curriculum structure which allows students to develop a personally relevant academic or vocationally orientated program. The College promotes excellence through programs which offer students opportunities for enrichment and personal growth.  These include core Maths, Science and English; in these core studies students elect, with advice from teachers, a level to meet their personal learning standards.   Students may also select performance and artistic programs; academic challenges; sports; camps and excursions; student leadership; community service; pastoral care; work experience and structured work place learning.

Upon completion of Year 10, most ISC students move on to the Mildura Senior College, supported by a comprehensive transition program.  VCE results achieved by our students have been excellent.  The collaborative arrangement between our college and the senior college has significantly strengthened the ability of both colleges to focus on their respective areas of education; thus ensuring the delivery of comprehensive academic, cultural and vocational programs.

Irymple Secondary College is set in the heart of the Sunraysia region in North Western Victoria. It services the surrounding rural community, drawing students from different sectors of the broader Sunraysia area. There are five Government Secondary Colleges, as well as the Catholic, Lutheran and Adventist Secondary Colleges in Sunraysia.  Irymple Secondary College is one of three Years 7 - 10 secondary schools.

ISC is currently experiencing significant growth and is fast becoming a school of choice. At the commencement of 2022 our enrolment was 640 students.

 

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

Mental Health Practitioner

Irymple Secondary College

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.

  

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.

 

Wellbeing Coordinator

Irymple Secondary College 

General (Level 1 Range 4)

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource, delivery of professional student support services and/or clinical management and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations. Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Professional student support positions at this level will carry out their duties and responsibilities, relative to their professional discipline, with a higher level of autonomy and with minimal reliance on professional supervision. This position would generally be filled by an experienced professional. At this level a position would be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee’s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

 

Dimensions of Work

Professional Services

  • Manage the delivery of a professional support service/s in a school/s, including the development of policy and operational practices that will guide the work of others, including teachers
  • Provide expert advice in the professional field, which will influence the strategic approach to student support and learning
  • Make decisions on complex intervention strategies, in accordance with professional and industry standards, that may have significant consequences for clients and their families
  • Provide leadership, training and development for others in the adaption and application of professional fields
  • Apply sound theoretical knowledge and practical expertise in developing service delivery options
  • Undertake advanced interventions in dealing with particularly complex cases that may require cross-profession or agency collaboration

 

Accountability

The Wellbeing Coordinator will be directly accountable to the College Principal.

Role

The purpose of this role is to engage with young people and structures to address life challenges and enhance student wellbeing and engagement, leading to improved student outcomes. The wellbeing team works with individuals, teachers, families, groups and communities and is responsible and accountable for the delivery of professional support services that support emotional growth and self-development, including the management of complex cases. The guiding principles are to triage and short-term problem solve or refer, with a goal for redundancy for reactive interventions and increased coordinated care for students and their families.

 

The wellbeing team are responsible for the development and maintenance of processes and systems that ensure high level access to wellbeing support weather that be internal or external support, maintaining boundaries and appropriate structures for referral methods for wellbeing support. The Wellbeing Coordinator ensures that evidence based strategies and theoretical structures and practices are implemented to support the wellbeing of students and their families. The role is inclusive of but not limited to, working within a multi-disciplinary team both within the wellbeing team itself, school leadership and staff, and external services, to best meet the needs of the school cohort.

 

Please see below for a further outline of the roles and responsibilities of the role.

Responsibilities

The responsibilities of this position will include but are not limited to:

 

  1. Work as a member of the wellbeing team to plan and implement evidence based intervention strategies for students with complex needs (including collaborating with parents and families, and other professionals and agencies where appropriate).

 

  1. Provide case management and support to students identified at risk, including co-ordinating and/or participating in Care Team Meetings and Student Support Group meetings as required.

 

  1. Provide short term counselling support to students and families.

 

  1. Coordinate and case manage Out of Home Care students as a part of the DFFH/DET agreement. This includes organising SSG meetings and developing and managing the students IEP and informing staff of individual needs.

 

  1. Provide advice in the identification and analysis of emerging student wellbeing issues and co-ordinate specialist advice on a range of appropriate interventions and supports. This may include supporting the implementation of external agency small group facilitation, guest speakers, larger group programs etc.

 

  1. Assist with the implementation of intervention strategies to support increased student attendance and/or improved behaviour outcomes for identified students. This is inclusive of referrals to external programs where appropriate (FLO connect, Navigator etc) and assist students in their transition back to a mainstream setting.

 

  1. In consultation with and supported by leadership, YLC’s and other staff members, implement proactive and preventative programs in response to identified needs.

 

  1. Support the transition process where needed for students as they move into and from our school.

 

  1. Provide support in crisis intervention as required and with support and/or in consultation with the Leadership team and external services – this includes but is not limited to initial risk assessments etc.

 

  1. Develop and implement school and DET policies and procedures that support and foster the positive health and wellbeing of students.

 

  1. Be an advocate for child safety and adhere to all Child Safety Policies and Procedures, making required reports or referrals to Child Protection and other agencies following the four critical actions.

 

  1. Adhere to all relevant policies and legislative requirements including information sharing and Family Violence Reforms and Protocols and DET privacy policy.

 

  1. Undertake individual and/or small group wellbeing interventions and programs with students to assist them in enhancing their capability to self-manage their social, emotional and educational needs.

 

  1. Develop and maintain healthy and positive working relationships with students, staff, care givers and student support service providers and networks. 

 

  1. Provide sound and current initial assessment, therapeutic response and problem solving in order to meet student needs.  

 

  1. Contribute to the development of Individual learning Plans (IEP/ILP’s), behaviour support plans, re-engagement plans and safety plans with the student, teachers, care givers and other relevant services.

 

  1. Manage school-based records of student interventions with considerations of appropriate transparency, disclosures, privacy and confidentiality. Appropriate dissemination with staff is also to be recognised and utilised.

 

  1. Provide school staff and community with current and evidence-based theoretical knowledge, approaches, strategies, resources, and professional learning on mental health, trauma and other factors which affect student engagement with learning. 

 

  1. Implement wellbeing frameworks using trauma-informed practices and provide professional development to staff via the wellbeing team or external organisations.

 

  1. Provide advice and support to the Leadership Team to support a strategic approach to student support. 

 

  1. Contribute to the development of wellbeing policies, processes, programs and strategies. 

 

  1. Lead and participate in the weekly wellbeing team meetings. This involves allocating and discussing referrals, discussing and planning programs and projects for implementation within the school, discussing management of capacities of team members and providing team support for self-care management and cohesiveness.

 

  1. Be responsible for the allocation of referrals and providing advice or alternative recommendations to referrers where appropriate.

 

  1. Attend appropriate identified meetings such as staff development meetings, PD days, orientation days, information nights, Open night etc.

 

 

  1. Regularly and frequently communicate or meet with Year Level Coordinators to collaborate on the management of the wellbeing of individual or cohort of students.

 

  1. Liaise and communicate with the Wellbeing Team to ensure a consistent and agreed approach to wellbeing.

 

  1. Liaise and support the Disability Inclusion Coordinator and SSSO regarding wellbeing.

 

  1. Other duties as directed by the Principal and Assistant Principal. 

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

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

Vaccination Requirement

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

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. 
Mental Health Practitioner/Wellbeing Coordinator

Job type:

Full time / From 03/10/2022 - 02/10/2029

Job classification:

Not provided

Contact:

Jo McQuinn | 0429 041 819

Mental Health Practitioner/Wellbeing Coordinator