Mental Health Practitioner

Northern Bay College Profile

Northern Bay P-12 College is a unique multi-campus school located in the Northern Suburbs of Geelong.  It is made up of four junior campuses (four P-8 campuses), one senior campus (years 9-12) a Family Centre, an Early Learning Centre and a Trade Training Centre.

NBC moved to a three sub-school structure in 2020 to further develop the `One School ¿ One Team¿ ethos; which emphasises the core business of Student Learning as a focus underpinned by a strong consistent well-being framework.

Across the college staff work in teams focussed around four Professional Learning Communities; Year P-2, Year 3-6 and Year 6-9 & Year 10-12.   These teams meet regularly in Campus based groups and also as college wide groups to implement data informed strategies to support continued improvement of learning outcomes for all students.

Organisationally the college has been arranged into three sub schools, with each sub school led by a College Assistant Principal. These sub-schools are ¿ Hendy P-8 Campus and Peacock P-8 Campus Sub School; Wexford P-8 Campus and Tallis P-8 Campus Sub School; Goldsworthy Year 9-12 Sub School. Additionally the College Assistant Principal ¿ Student Enrichment Programs will lead a portfolio that includes oversight of programs that connect students with external agencies and further educational opportunities as well as providing executive leadership to NBC facilities including the NBC Family Learning Centre and the Geelong Industry Trade Training Centre. 

The Wellbeing Team structure includes a College Wellbeing Leader, College Complex Case Liaison, Mental Health Practitioners (year 7-12) and Campus Wellbeing Leaders - who are supported by Wellbeing Coordinators / Chaplains.  The wellbeing team works closely with the College Nurse, PSD team, CALD staff and DET Student Support Services.

 
The vision of Northern Bay College is to instil community commitment, confidence and high expectations in lifelong learning by:

• Constructing curriculum, pedagogy and teacher professionalism to achieve above expected outcomes for all students at each stage of learning
• Developing students who are highly employable with values of resilience, optimism, self-respect and who strive for personal best
• Developing young people who are engaged, motivated and challenged to fulfil their potential
• Maximising educational opportunities and creating purposeful and diverse pathways for all students
• Developing partnerships with other schools, community organisations and business

The College embraces a growing cultural diversity that includes Culturally and Linguistically Diverse students from non-English speaking backgrounds and a significant indigenous population. The College supports the needs of these students through a structured EAL (English as an Additional Language) and the Marrung Strategy.

In Summary

We want a college where learning is visible and where students feel safe, respected by staff, believed in by staff, listened to by staff and taught by knowledgeable, capable and enthusiastic teachers.

Selection Criteria        

SC1   Demonstrated experience in assessing, conceptualising, and analysing wellbeing issues, and providing evidence-based, time-limited counselling for a range of Mental Health issues.

SC2   Demonstrated experience in planning and implementing evidence-based intervention strategies for clients with complex needs.

SC3   Demonstrated ability to contribute to the development, implementation and evaluation of processes and strategies relating to Mental Health and wellbeing across a 5-campus school environment.

SC4   Highly developed communication, networking and interpersonal skills - including the ability to liaise and collaborate effectively with a wide range of people internally within the school, the broader Education Department, and with external services.

SC5   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, specifically developing the skills and knowledge of the campus wellbeing teams.

SC6   Clear understanding of legislative requirements regarding privacy of health information.

Local Criterion

Northern Bay College is committed to providing every student with a purposeful and aspirational educational program. As a College we truly value each student, and believe that each student has high a potential to achieve, regardless of personal or external factors. We seek a candidate with demonstrated capacity and passion to work across our school, providing support for students and families with a focus on development and empowerment.

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

The MHP will work under the direction of the College Wellbeing Leader and operate in collaboration with the Department of Education and Training's Area-based multi-disciplinary teams.

The core purpose of the Mental Health Practitioner role is to provide students with access to high quality Mental Health support (which includes time limited counselling) and to engage with the whole school community for health promotion groups, activities and initiatives.

The Mental Health Practitioners (MHP) will work under the direction of the College Wellbeing Leader and operate in collaboration with the Department of Education and Training's Area-based multi-disciplinary teams. The Mental Health Practitioner will work as a member of the College Wellbeing and Inclusion Executive Team.

KEY AREAS OF FOCUS:

·         Provide time-limited direct counselling and early intervention services for individual students (or small groups) identified as at-risk and/or experiencing mild to moderate Mental Health concerns.

·         Coordinate support for students with complex needs, including proactively working with external health professionals to engage further support as required.

·         Mental health promotion and prevention activities for students, and building the capability of staff to improve student health and wellbeing.

·         Contribute to whole school health and wellbeing plans, supports and initiatives.

RESPONSIBILITIES:

-       Providing direct counselling support and other early intervention services for individual students identified as at-risk and/or experiencing or demonstrating mild to moderate Mental Health needs

-       Providing direct counselling support and other early intervention services for small groups (where appropriate)

-       Coordinating supports (both within and external to the school) for students with critical or complex needs, including proactively working with regions and other health professionals to engage further support as required

-       Enhancing Mental Health 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.

-       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.

-       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.

-       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.

-       Provide leadership and 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.

-       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.

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

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

Qualifications:

Applicants must:

-       hold a Bachelor qualification or specialist/post graduate qualification where applicable in:

o    Social Work

o    Occupational Therapy

o    Nursing with a Mental Health specialisation

o    Psychology.

-       have demonstrated direct counselling experience.

-       have a current Working with Children Check.

For Mental Health Nurse, Psychologist and Occupational Therapists, applicants must hold full registration with the requisite professional body.  For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers.

Desirable:

-       For Social Work applicants, hold membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.

-       For Mental Health Nurse applicants, hold a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses

-       For Occupational Therapist applicants, hold a Better Access to Mental Health endorsement.

-    For Psychology applicants, specialisation in education and/or developmental psychology.

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education (the department) 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 *** or email on: **********@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

OTHER INFORMATION:

Applications must include: 

1.     A CV with a summary of experience and qualifications. 

2.     Specific detailed Key Selection Criteria responses. 

3.     The names, email addresses and contact details for three referees. 

Please note that this position is renumerated in line with the VGSA 2022.  Specific details of ES1.4 level salary can be found here.

• 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