School Based Therapist (LPC, LISW)
School Based Therapist Eff. 1-1-2017
The School based therapist will be responsible for providing services to the delivery of mental health care to assigned clients of a designated school location(s). Services for clients are intended to include counseling, case management, crisis intervention, groups, and parent engagement. Services may also include consultation/coordination of care, training and crisis response. Services delivery is intended to meet the needs of the client and will occur in the school, home or community setting during the school day or after school hours.
Reporting and Collaborative Relationships
Reports to: Clinical Manager School Based
Internal Relationships: Child Guidance & Family Solutions Staff
External Collaborations: Clients, teachers and other school staff
Clinical Foundational Competencies
1. ABILITY TO FORM POSITIVE RELATIONSHIPS WITH CLIENTS, PEERS AND SUPERVISORS
Demonstrates sensitivity to the welfare, rights, and dignity of others and an ability to relate to individuals, groups and communities in ways that enhance the effectiveness of services provided. Must be aware of his/her own impact on others and maintain effective relationships with a wide-range of clients, recipients of service, colleagues, and the public.
Behavioral anchors include demonstration of understanding of diverse views in complicated interactions, a non-defensive posture in the receipt, evaluation and implementation of feedback from others, effective negotiation of conflictual relationships, and effective and clear communication in both verbal and written interactions.
2. INDIVIDUAL AND CULTURAL DIVERSITY
Demonstrates knowledge, sensitivity and skill in working with individuals, groups and communities representative of all aspects of individual and cultural diversity (e.g., ethnicity, race, gender, age, sexual orientation, disability status, and special populations). Articulates how interactions between and among individuals and communities are shaped by diversity variables.
Behavioral anchors include awareness of his/her own individual and cultural diversity characteristics as these influence his/her functioning across competency domains and interpersonal interactions, pursuit of consultation when unsure about diversity issues with others, and selection/utilization of culturally appropriate skills and techniques in clinical practice.
3. ETHICAL AND LEGAL STANDARDS/POLICY
Aware of: (1) current ethical principles and practice standards of regulatory and licensing agencies; (2) current statutory and regulatory provisions applicable to professional practice; and (3) implications of these principles to protect clients/patients, the profession, and society.
Behavioral anchors include the utilization of an ethical decision making model, routine ethical practice, identification of ethical dilemmas versus routine ethical practice, pro-active management of complex ethical and legal issues, and application of ethical concepts in all professional activities, including research, teaching, intervention, supervision, consultation, public and/or popular presentation of psychological issues and other professional activities.
Demonstrates professional values, attitudes and behaviors that represent integrity, personal responsibility, and adherence to professional standards.
Behavioral anchors include deportment and accountability, concern for the welfare of others, and identification as a clinician who is knowledgeable regarding issues that are integral to the profession. Pursues continuing professional education commensurate with licensure requirements and professional development in the respective specialty, seeks consultation and supervision when necessary, and demonstrates professionalism and awareness of professional standards.
5. REFLECTIVE PRACTICE/SELF ASSESSMENT/SELF CARE
Engages in ongoing self-reflection and in routine assessment of professional practice outcomes. Practices with personal and professional self-awareness, practices within the boundaries of professional and clinical competencies, demonstrates evidence of continued development based on self-reflection and self-assessment, and engages in appropriate self-care.
Behavioral anchors include ongoing self-assessment of one’s strengths, weaknesses, and competency in practice, recognizing when new or improved competencies are required for effective practice, and anticipating and self-identifying disruptions in functioning and intervening at an early stage. Seeks supervision when needed.
6. SCIENCE, KNOWLEDGE, AND METHODS
Is aware of and conversant with scientific and scholarly developments in relevant clinical areas and applies them in professional practice. Demonstrates an understanding of and ability to critically discuss research methodology and findings and scientifically derived constructs that inform his/her clinical practice.
Behavioral anchors include demonstration of an advanced level of understanding of the scientific explanations of the basis of human behavior and behavioral change, habitual inquiry from current scholarly literature regarding the efficacy of clinical work, and application of scientific knowledge to clinical work through the utilization of evidence based practice.
7. INTERDISCIPLINARY SYSTEMS
Demonstrates awareness of relevant issues and constructs within related disciplines and organizations. Possesses an understanding of key interactions with other agencies, settings, disciplines, and professionals.
Behavioral anchors include demonstration of skill in interdisciplinary collaboration and team planning, effective communication across professions and organizations, and respectful appreciation and integration of the contributions and perspectives of other professions.
8. EVIDENCE-BASED PRACTICE
Demonstrates the capacity to integrate current research literature into clinical practice, research/evaluation, and other functional competency domains where applicable. Behavioral anchors include stays up to date with known researchers in counseling field, seeks training and understanding of evidence based practice, demonstration of the ability to independently apply knowledge of evidence-based practice, including empirical bases of assessment, intervention, and other psychological applications, clinical expertise, and client/patient preferences.
9. ADHERENCE TO DOCUMENTATION STANDARDS AND REQUIREMENTS
Documents clinical services and impressions professionally and timely. Able to identify clear use of therapeutic interventions and client responses. Time management for client care and paperwork requirements. Behavioral anchors include demonstrates ability to thoroughly document interventions and client responses in progress notes, clearly identifies client symptoms and functioning concerns in mental health assessments and treatment plans, completes paperwork requirements within agency, state, and joint commission guidelines, and completes required documentation by agency assigned deadlines.
Essential Duties and Responsibilities
· Build professional relationships with school personnel
· Accept referrals from identified referral source (i.e. school counselor or principal, etc.)
· Contact referrals to explain services and schedule intake appointment
· Submit prescreen information to Admissions at least 24 hours in advance of schedule intake
· Complete diagnostic assessment and develop Individual Service Plan
· Submit all necessary documentation, including client financial information, and client questionnaire to designated CGFS clinical site.
· Deliver comprehensive therapy (individual and group) and CPST services to clients based on their appropriate level of care
· Maintain regular contact with parents/guardians of clients
· Provide consultation for school staff regarding the mental health needs of the client
· Collect mental health information and student outcomes data to be used for monitoring the overall performance and effectiveness of services provided
· Timely submit required tracking information to Clinical Manager, School Based Services
· Provides complete and timely documentation to support services rendered
· Meet Annual productivity goals
· Maintain school caseload throughout the summer months
· Identify needs and resources for additional services needed by clients and link to appropriate services
· Attend activities/meetings and supervision as required by manager
· Adhere to HIPPA requirements, and understand differences between FERPA and HIPPA
· Maintain professional competence through trainings
· LPC, LPCC or LISW required
· Experience with children and families, including strong diagnostic skills and behavioral intervention strategies
· Previous experience in school setting is desirable
· Excellent communication skills and relationship-building skills
· Professional appearance and demeanor
· Ability to work independently and to collaborate with a team
· Effective organizational skills
· Organizational and time management skills; problem-solving ability; crisis management skills; team-building skills
· Flexibility, creativity, ability to manage stress
· Proficiency with Microsoft software; ability to learn and use electronic health record and other systems
· Long periods of time sitting at a desk
· Manual dexterity to type on computer keyboard and operate general office equipment such as phone, fax, copier
· Ability to ascend/descend stairs as necessary