Student Assistance Professional - Behavioral Health

Salary: $27.64 - $36.26 Hourly

Location : Surprise Lake Middle School, WA

Job Type: School Schedule

Job Number: 240118002

Department: Learning, Teaching, & Family Support

Program: Student Support Services

Opening Date: 01/18/2024

Description

Puget Sound Educational Service District seeks a dynamic, highly skilled Behavioral Health Student Assistance Professional to provide direct services to students (ages 10-21) at risk of mental health concerns and their families within Fife Public Schools in response to the increasing behavioral health needs of students due to the COVID pandemic.
Behavioral Health Student Assistance Professionals provide an array of mental health services including administering and interpreting screening and assessment, utilizing evidence based mental health practices to guide prevention and intervention services, and coordinate with school staff and community resources for the purposes of mitigating and/or reducing behavioral health concerns, and improving health and learning preparedness.


Open until filled; for best consideration, submit a complete application by best consideration date of Sunday, January 28, 2024.
Interviews are tentatively scheduled for February 7th.
Please note this position is anticipated to sunset June 30, 2024 with potential to extend.

PSESD is one of nine regional educational agencies serving school districts and state approved charter and private schools in Washington.
Serving over 39% of Washington's K-12 public school students, our agency provides critical services designed to ensure that our students are ready to enter school, achieve at high levels in the K-12 system, and succeed in postsecondary endeavors.
We are committed to becoming an Antiracist Multicultural Organization driven by equity in education.
To learn more about PSESD, visit www.psesd.org/about-psesd.


Essential Functions Assists in developing student assistance related policies and procedures at schools for the purpose of assuring best practice standards.
Collaborates with a variety of partners to identify larger systemic issues and strategies related to student assistance programming for the purpose of furthering programmatic goals.
Communicates with key leaders in the school and community for the purpose of promoting partnership and program effectiveness.
Conducts educational support groups for the purpose of reducing and/or mitigating substance abuse, behavioral health impacts and improving health and learning preparedness.
Conducts evidence based, early intervention with students experiencing behavioral health concerns for the purposes of mitigating and/or reducing those concerns and improving health and learning preparedness.
Conducts home visits within program guidelines and according to Learning Support Services procedures for the purpose of assisting students and families with effective supports.
Conducts individual and family screening, monitoring referral, case management, consultation, skill building services, and follow-up within the student assistance framework and MDT for the purpose of delivering services within established guidelines.
Coordinates activities with the assigned school team and community partners for the purpose of identifying students struggling with substance abuse or mental health related issues and referring them to school and community-based services.
Develops and implements prevention and behavioral health plans for the purpose of ensuring that all students are safe, healthy, supported, engaged, challenged, and actively participating in their school experience.
Embodies the principles and practices that form our culture and commitment to becoming an Antiracist Multicultural Organization for the purpose of meeting the Agency's End: Success for Each Child and Eliminating the Opportunity Gap by Leading with Racial Equity.
Facilitates school-based re-entry services for the purpose of re-engaging students in academic programming and improving health and learning preparedness.
Maintains confidential program records and files; compiles and inputs data for the purpose of complying with funding requirements and maintaining best practices.
Participates in a multidisciplinary team (MDT) to facilitate referral and coordination of supports for school staff, students, and parents for the purpose of providing substance abuse, mental health and/or drop-out reduction strategies and improving health and learning preparedness.
Participates in meetings, workshops, and seminars for the purpose of conveying/gathering information required to perform job functions.
Participates in program evaluation for the purpose of evaluating program effectiveness Presents program components to students and teachers for the purpose of sharing resources that support substance abuse reduction, improve mental health and learning preparedness.
Provides school wide awareness programs for staff, students, and parents for the purpose of reducing and/or mitigating substance abuse, mental health, physical health and drop-out.
Provides staff development training on topics (e.g., behavioral health prevention and intervention, social/emotional and physical health, engagement strategies, etc.
etc.)
for the purpose of sharing expertise and resources on prevention/intervention strategies and building team capacity.
Other FunctionsAssists other personnel as may be required for the purpose of ensuring an efficient and effective work environment.
Job-Specific Competencies JOB-SPECIFIC COMPETENCIES CHILD GROWTH AND DEVELOPMENT: Demonstrates knowledge and expertise related to child/youth development and growth.


COMMUNITY AND FAMILY ENGAGEMENT: Demonstrates knowledge and expertise related to engaging with stakeholders, including children, families and communities, to promote wellness and self-sufficiency.


KNOWLEDGE SHARING: Imparts relevant information to others to increase understanding and overall Agency effectiveness and alignment.


PLANNING, ORGANIZATION, AND PRIORITIZATION: Assesses the work to be performed, and considers how it should be organized and accomplished, with appropriate priorities and realistic time parameters.


RECORDKEEPING AND DOCUMENTATION: Gathers, organizes, and maintains records, following confidential information and security protocols as needed.
Accurately documents relevant/essential actions, processes, and practices.


ANTIRACIST LEADERSHIP COMPETENCIES CULTURAL PROFICIENCY: Articulates and applies historical context of racism and understands the current reality of students and communities of color in order to support racial equity.
Actively demonstrates a commitment to supporting equity and inclusion, and serves as an advocate with colleagues, partners, and communities to meet the Agency's End and goal of becoming an Antiracist Multicultural Organization in support of eliminating the opportunity gap.


RACIAL EQUITY ADVOCATE: Recognizes, supports, and engages in dismantling institutional racism.
Partners with and is accountable to those with whom we are in a transformational relationship, including children, families, and communities of color.


RACIAL EQUITY MINDSET: Demonstrates awareness of biases, internalized racial superiority and oppression.
Leads with a racial equity lens and actively uses the racial equity tool in meaningful ways.


TRANSFORMATIONAL VALUES: Contributes to valuable and positive, antiracist transformation in individuals, organizations, and social systems in an effort to actively progress across the antiracist multicultural institution continuum.
Is able to foster a sense of community and shared purpose via collaboration and cooperation with others inside and outside PSESD.
Embodies the principles and practices that form the Agency's culture.
Operates from an abundance mentality that recognizes opportunities, and is optimistic and realistic about the future.


Minimum QualificationsDemonstrates an understanding and commitment to using a racial equity lens Bachelor's Degree in Counseling, Education, Human Services, Psychology, or Social Work; OR Associate's degree in one of the above fields AND 5+ years of progressively responsible job-related experience, OR in progress to attain AA/AAS degree in one of the above fields within one (1) year of hire AND 5+ years of progressively responsible, job-related experience Professional experience working with youth ages 10-21 in a counseling or case management role Experience collaborating with professionals from multiple disciplines with the goal of improving behavioral health outcomes for children and youth Preferred QualificationsExperience with evidence-based mental health practices and child/family wellness and recovery Professional work experience working within a school environment or youth serving agency Experience with child/adolescent group counseling Experience working with diverse populations We offer comprehensive benefits: Medical, dental, and vision through the 24 annual leave days per year 12 sick days 12 paid holidays Participation in Washington State Department of Retirement System Tax Sheltered Annuity Plan Subsidized ORCA card, free parking, and electric car charging stations (Renton office)

01

Upon hire can you submit proof that you are legally eligible to work in U.S.?
Yes No

02

Which of the following responses best represents your completed education?
Master's Degree or Above Bachelor's Degree Associate's Degree High School/GED None of the Above

03

Prospective staff, interns, and volunteers will have their records checked through the Washington State Patrol criminal identification system and through the Federal Bureau of Investigation via a fingerprint check using a complete Washington state criminal identification fingerprint process.
Are you willing to submit to this process?
Yes No

04

Are you able to demonstrate an understanding and commitment to using a racial equity lens?
Yes No

05

Please choose from the following your education and experience combination.
BA in Counseling, Education, Human Services, Psychology, or Social Work AA in one of the fields listed in the previous option, and 5+ years of progressively responsible job-related experience Within 1 year of obtaining an AA in the fields listed above, and 5+ years of progressively responsible job-related experience None of the above apply to me

06

Do you have professional experience working with youth ages 10-21 in a counseling or case management role?
Yes No

07

Do you have experience collaborating with professionals from multiple disciplines with the goal of improving behavioral health outcomes for children and youth?
Yes No

Required Question