Job Title - Therapist/Team Leader
FSLA: Exempt
Position: Therapist-Transition Classrooms
Reports To: Supervisor of Transition Classrooms
Summary
Clinical Masters level staff member who provides consultation with staff and therapeutic services to students in elementary, middle or high school educational settings. The Transition Classroom Therapist delivers individual and group therapy to clients and completes assessments on identified students and may provide consultation and professional development programs to staff. This position is full-time.
In addition to the details and requirements for the employee listed below, Laurel Life expects the employee be committed to incorporating principles of trauma informed care in all areas of service delivery. Commitment to these principles in trauma treatment will be required through attendance in trainings and use of identified evidence based practices. The Therapist is responsible for ensuring the therapeutic focus in the treatment of students and program philosophy. Trauma informed care includes cultural sensitivity and emphasizes a safe and respectful environment for all clients and staff. The Therapist understands, communicates, reinforces the organization's core values and mission, and assists the organization in striving to achieve its vision, mission and goals.
Duties and Responsibilities
A Transition Classroom Therapist should be prepared to perform the following duties and responsibilities:
1.Administer behavioral interventions and assessments to identified students, such as; Trauma Screening and Assessment Tool (TSAT) and Strengths and Difficulties Questionnaire (SDQ).
2.Provide information regarding a student's identified risk and protective factors and appropriate intervention strategies to school personnel, family members and other interested parties regarding treatment of students;
3.Conduct classroom observations and provide feedback to educational staff and the administration on the student's behavior;
4.Provide counseling to individual students;
5.Facilitate specialized treatment groups for students within the school setting;
6.Facilitate social skills groups;
7.Create treatment goals, contribute, where appropriate, in the writing of Individualized Service Plans and/or IEP's, prepare behavior contracts, monitor student's progress, and write progress reports;
8.Complete required written reports such as: progress notes and summaries.
9.Consult with school personnel on strategies for working with students including behavioral and resiliency based interventions;
10.May facilitate learning experiences for school staff members on trauma and resiliency, behavior and classroom management, specialized treatment topics, or other learning needs as identified by school personnel;
11.Attend court hearings if necessary and prepare court summaries.
12.Schedule and maintain home visits with parents of students throughout the school year.
13.Candidate will have to successfully complete and maintain certification of ESPI training. ESPI techniques are only used in compliance with Folium policy and procedure and within guidelines established by third-party experts in the proper and legal use of ESPI.
14.May perform other special projects or duties as requested by the Team Leader, Clinical Leader, Supervisor, Regional Director, Managing Director, Chief Operations Officer or Chief Executive Officer.
Educational Qualifications
1.Master's degree in a clinical area that contains coursework required by Chapter 41 PA Code.
2.Licensure is preferred and required in some areas; i.e. Licensed Social Worker, Licensed Clinical Social Worker, Licensed Professional Counselor, Licensed Marriage & Family Therapist, Certified Addictions Counselor.
3.Specialized learning in Resiliency & Trauma.
4.Specialized learning in behavior interventions.
5.Specialized learning in early intervention for younger children when services are requested.
Work Experience
Minimum of three years of experience working with children, adolescents and their families in a clinical setting.
Skills
Good interpersonal and communication skills, including the ability to develop effective and meaningful relationships with students and staff. Must be able to remain calm in a crisis situation, identify underlying causes of problem situations, resolve conflicts, and de-escalate potentially explosive situations. Ability to form positive team relationships and promote a positive work environment.
Team Leader Skills
Technical and operational competence is required in program operations. Excellent organizational, interpersonal, and documentation preparation skills. Knowledge in effective team operations, leadership skills, goal setting, and problem solving. Acceptance of style diversity among team members is imperative. Willingness to listen to team members and use their expertise.
Working Conditions
Work setting is a normal school building or similar facility. Working conditions during recreational programs may involve manual physical activities. Clientele may at times be verbally or physically abusive.
The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive list of responsibilities, duties, and skills required of personnel so classified.
This job description is not intended to be a contract of employment with the employee. The employee covered by this job description is an at-will employee of Laurel Life.