School Based Mental Health Therapist II
Salary range: 55
Reports to: Mental Health Therapist Supervisor
Under the supervision of the Mental Health Therapist Supervisor, responsible for providing services related to the delivery of mental health care to assigned students primarily at non-public and residential settings. Provide consultation services to school staff to support the overall mental health goals of the student. Conduct clinical assessments and provide case management to parent/family receiving mental health services. Collaborate and coordinate intensive community-based services if necessary. Provide family and parent education and clinical support. In addition, provide clinical supervision to unlicensed School Based Mental Health Therapist I and Student Interns.
- A Masters Degree or higher in Counseling, Psychology, Clinical Social Work, or a closely related field
- Valid Marriage Family Therapist (MFT) , or Licensed Professional Clinical Counselor (MFCC) Certification/License, or Licensed Clinical Social Worker (LCSW)
- PPS credential desired but not required
- Satisfactory work history
- Have and maintain a valid California Driver's license
- Successful experience demonstrating tact, courtesy, positive attitude and maintaining cooperative relationships with those contacted during the course of work.
- Provide supervision to registered Interns and trainees for the Intern program
- Attend IEP meetings and develop or update Mental Health Goals for the students
- Guide students in the development of skills and strategies for dealing with problems
- Prepare and maintain all required Treatment Records and Clinical Assessment reports
- Counsel students, individually and in group sessions, to assist in overcoming dependencies, adjusting to life, and making changes
- Encourage students to express their feelings and discuss what is happening in their lives, and help them to develop insight into themselves and their relationships
- Act as student advocate in order to coordinate required services or to resolve emergency problems in crisis situations
- Participate as an active member of the Crisis Response Team
- Conduct home visits with District Social Wworker or School Resource Officer as part of a welfare check on students' wellbeing
- Develop and implement treatment plans based on clinical experience and knowledge
- Meet with families, probation officers, police, and other interested parties in order to exchange necessary information during the treatment process
- Refer students or family members to community resources or to specialists as necessary
- Evaluate the effectiveness of counseling programs and students' progress in resolving identified problems and moving towards defined Objectives
- Make initial referrals to non-public and residential programs
- Maintain a list of residential and non-public programs appropriate to meet students' mental health needs
- Gather information about community mental health needs and resources that could be used in conjunction with therapy
- Plan and conduct programs to prevent substance abuse or improve community health and counseling services
- Run workshops and courses about mental health issues for students and parents
- Maintain confidentiality of records relating to students' treatment
- Develop progress reports for students with IEPs
- Work with and communicate with other agencies to insure that all aspects of student programs are addressed
- Work independently while following IEPs
- Assess the needs of the student and the influence of the environment regarding those needs
- Maintain confidentiality of student records and information
- Work with public and outside agencies
- Prepare reports, presentations, materials and present in a group setting;
- Work independently under general supervision
- Perform related duties as assigned
- Communice with parents and staff concerning student needs
- Establish and maintain cooperative and effective working relationships and interpersonal skills with others using tact, patience and courtesy.
KNOWLEDGE, SKILLS & ABILITIES
- Thorough knowledge and understanding of common diagnoses and treatments for school-aged children and skills necessary to facilitate positive change in a school environment;
- Social emotional needs and their relationship to learning;
- Report-writing methods and techniques;
- Ability to conduct assessment of non-certified programs appropriate for students' mental health needs;
- Communicate clearly through all mediums;
- Ability to prepare and maintain accurate records and filing systems;
- Ability to provide evaluation and case management of student progress in NPS (Non-Public Schools) and residential settings;
- Ability to communicate and collaborate with other staff and family members as a means of effectively supporting students and strategies in home and school so as to optimize the overall program and progress of the student.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to sit, stand, walk, bend, turn, talk and hear, and taste and smell. The employee frequently is required to use hands to write, finger, handle, or feel objects, tools, or controls. The employee is occasionally required to climb or balance; and stoop, kneel, crouch, or crawl. The employee must occasionally lift arms above shoulders to point, reach, touch, pull or lift.
Ability to see for purposes of observing students and reading instructional materials, tests, student records and other printed matter. Ability to operate audiovisual equipment, computer, typewriter, copy machine and other office and classroom equipment with dexterity. Ability to understand speech at normal levels in person or on the telephone. Ability to communicate so others will be able to clearly understand a normal conversation in person or on the telephone.
The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Office environment; classroom environment during observances, and may also expect to make occasional home visits to meet with families of students. Employee may occasionally be exposed to potential for electric shock.
Work environment includes working directly with young children. Job entails potential for exposure to adverse weather conditions and temperature extremes; may involve exposure to blood-borne pathogens and communicable diseases, interruptions, and sometimes crisis situations, including interaction with disruptive and/or unruly individuals.
The noise level in the work environment is usually moderate. Employee frequently works at a computer.
Work Year: 11 Months
Revision Date: 06/01/2017
Initial date: 05/09/2012
Equal Opportunity Employer in compliance with the Americans with Disabilities Act and all other applicable federal, state, and local laws.