State Government Of Victoria, Australia | Mental Health Practitioner

Location: South West Region | Colac-Otway
Job type: Part time / From 02/12/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Health and Allied Health
Reference: 1455982
Job posted: 02/12/2024
Closes: 15/12/2024
Job duration: From 02/12/2024
Work location: South West Region | Colac-Otway
Location Profile Lavers Hill K-12 College is set over two campuses. Our main Lavers Hill campus is a welcoming rural College, located on the Great Ocean Road in the Otway Ranges. The College is set in extensive grounds with excellent recreational and sporting facilities. We offer an enriching variety of programs for developing students' learning and social potential.
We enable curious minds to excel in a vibrant and inclusive learning community. We have an excellent breadth of curriculum, following the Victorian Curriculum F-10 and including Victorian Certificate of Education (VCE), VCE Vocational Major (VM), and Victorian Pathways Certificate (VPC) programs, in addition to our flexible primary and kindergarten programs. As part of the coastal cluster of schools, which include Lorne, Apollo Bay and Timboon P-12 Colleges, we can offer a broader range of VCE and VET subjects.
Our second campus in Colac is a Flexible Learning Options (FLOs) school, known as the Greater Otways Applied Learning School (GOALS). GOALS aims to re-engage young people who are currently disengaged from any form of education, by providing them with a flexible and tailored pathway-based education program. This program has seen many of our students not only reconnect with formal education but attain certificates at TAFE, in VCE VM/VPC, and continue onto employment or further education.
This role will predominantly be based at our Lavers Hill Campus working with our secondary students.
Selection Criteria Ability to implement a range of small group and whole-school mental health prevention and promotion activities aimed at improving student mental health and wellbeing, including the delivery of capability building and awareness raising activities for staff and/or students on key mental health and wellbeing issues affecting the school's student population. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies aimed at enhancing mental health and wellbeing prevention, promotion and early intervention. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of mental health needs. Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people. Clear understanding of legislative requirements regarding privacy of health information. Role The Mental Health Practitioners (MHP) initiative was announced by the Minister for Education in late 2018 to expand mental health and wellbeing support in government schools. The initiative provides for a suitably qualified mental health professional in all government secondary school campuses and specialist school (with secondary-aged enrolments) settings.
Operating in collaboration with the relevant Department of Education Regional Mental Health Branch, this role has the following functions:
Enhancing mental health prevention and promotion activities in the school by contributing to whole-school health and wellbeing plans, building the capability of teaching staff and school leadership to address matters relating to student mental health and wellbeing, and helping to develop and deliver appropriate programs and strategies in the school according to specified school priorities. Providing early intervention services (including short-term counselling) for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate mental health concerns. Coordinating supports for students with complex needs both within and external to the school, including proactively working with regions, local mental health service providers, and other health professionals to engage further support as required. 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).
Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students wellbeing, learning, and developmental outcomes. Delivering professional support services in a school, including mental health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of mental health needs, applying sound theoretical knowledge and practical expertise. Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals, and agencies when appropriate to effectively manage risk. Working collaboratively with the school to enhance mental health prevention and promotion across the school by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers. Liaising with other department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide appropriate support to students. Maintaining professional competence and continued professional development, including attending professional development activities throughout the year. Meeting relevant policies and legislative requirements in relation to student health information, privacy, and consent. Please note: Continued professional development 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, occupational therapist or counsellor of a prescribed class. 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, applicants must hold full registration with AHPRA. For Counsellors, applicants must have completed a Bachelor or Master of Counselling and be a practising member of either the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA). Demonstrated direct counselling experience. A current Working With Children Check. For Psychology applicants, specialisation in educational and/or developmental psychology. For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses. For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark. For Occupational Therapy applicants, a Better Access to Mental Health Endorsement. For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA). EEO AND OHS Commitment 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 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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
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.
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.
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. 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 who are able to attest to the claims made in your application. 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. To apply for this role, you will be redirected to the Schools (Government) job application system.
#J-18808-Ljbffr