Health Promotion Outreach Specialist - Gender-Based Violence Prevention andResponse

Health Promotion & Well-Being (HPWB) at Johns Hopkins University seeks a skilled and motivated Health Promotion Outreach Specialist - Gender-Based Violence Prevention and Response, to work in a dynamic, evidence-based, and evidence-informed environment and cultivate holistic well-being by providing education, services, and resources for individuals and groups within the JHU community. The Health Promotion Outreach Specialist works collaboratively with colleagues within HPWB, Mental Health Services, Primary Care, Student Disability Services, and campus partners to develop and execute a wide range of prevention programs and those that respond to the current health and well‑being needs of undergraduate, graduate, and professional students as well as medical residents, medical fellows, postdoctoral fellows, and other trainees. The person in this role will deliver and contribute to skills training, behavior change, and other initiatives that align with strategic actions toward a health‑promoting university. The person in this role will be responsible for providing education and support to undergraduate, graduate students, and trainees around issues and experiences of sex and gender‑based violence and related well‑being issues. This role is part of an immediate team of staff who work collaboratively to prevent and respond to sexual misconduct as part of the student health and well‑being health promotion team, and the broader student health and well‑being division within university student services. The coordinator will work with mental health providers, student affairs administrators, Office of Institutional Equity staff, and campus security, among others. This confidential position will serve all JHU learners, including those on the Baltimore and DC campuses, as well as online learners. This position's responsibilities require presence at three JHU campuses in Baltimore and 2-4× per month in Washington, D.C., depending on the time of year. This position offers flexibility in hours and days of the week based on the programmatic needs and priorities for outreach and program delivery, and as new opportunities for campus partnerships develop. Specific Duties and Responsibilities Serve as a confidential resource to students and trainees who disclose experiences of sex-and gender‑based violence (sexual assault, rape, intimate partner violence, domestic violence, stalking) and manage case follow‑up as needed. This includes connecting learners with additional resources, supporting them through institutional or legal processes as requested, and tracking internal metrics. Develops, executes, and evaluates psychoeducational workshops, outreach presentations, resource fairs, community and student engagement meetings, and trainings on sex‑and gender‑topics as well as intersections with well‑being for a diverse community of students and trainees, coordinates logistics, supplies, marketing, and post‑event evaluations. Engages with students and trainees in informal interactions such as drop‑in hours, attending student events, supporting and mentoring peer‑led programs and initiatives to reduce barriers to accessing well‑being services and other university services that support well‑being. Works closely with faculty, staff, and students across all schools to co‑plan and co‑facilitate programs and events. This often includes needs assessment, purchasing, room reservation, and evaluation. Assists with planning major events that live with HPWB, such as Sexual Assault Awareness Month, Red Zone weeks, Bystander Trainings, Consent Campaign materials, orientations, and other major initiatives. Supervises, trains, and oversees the work of student bystander intervention trainers and assists with peer health and well‑being groups that serve the populations of interest (PEEPS/Well‑Being Ambassadors). May serve as an advisor to the Sexual Assault Resource Unit or subsidiary committee. The specialist is responsible for managing the education and administrative functions of these groups, including budget and registration needs. Recruits new students in alignment with the appropriate timeline of the schools and supports existing members in the promotion of healthy group recruitment and selection practices. Maintains the training curriculum and processes to ensure members are prepared to deliver evidence‑based curriculum that is reflective of student voices and advances student well‑being. Facilitates leadership opportunities for students and trainees to both contribute to Health Promotion & Well-Being and also learn from the engagement. Remains abreast of current literature and research on student health education practices specific to sex- and gender‑based violence and other specialized topics relevant to the elements of well‑being (barrier methods, sexual health education, etc.). In some cases, provide psychoeducation and resources for students and trainees who have participated as complainants or respondents in the University's sexual misconduct and/or Title IX process. Contributes to reports, needs assessments, quality improvement processes, and evaluations of programs. Overall duties and responsibilities are given as a general guideline and will vary depending on the time of year, needs of the organization, and program coordination responsibilities. Special Knowledge, Skills & Abilities Knowledge and experience with gender/sexual violence issues in institutions of higher education, as well as specialized expertise and knowledge of the effects of sexual assault on victims, survivor recovery, and navigating medical and legal procedures for victims and survivors. Ability to maintain discretion and sound judgment with highly confidential information. Working knowledge of health promotion and behavior change theories. Experience with literature review, needs assessment, and program planning/implementation. Experience developing programs and initiatives related to addressing health, health equity, and supporting populations that are historically underserved in health and mental healthcare. Exceptional organizational skills, attention to detail, and ability to manage logistics for small and large‑scale programming, workshops, and events. Ability to develop and execute health and well‑being programs with independence and initiative. Exceptional public speaking and presentation skills, with the ability to effectively provide programs for a wide audience. About Johns Hopkins University Division of Student Health and Well-Being The Johns Hopkins University Student Health & Well-Being practice group supports well‑being, primary care, and mental health services for JHU students and learners across all nine schools within the University. Our integrated service delivery model provides dynamic health and well‑being promotion, support, and programming, student disability services including guidance and resources, and in‑person primary and mental health care options at our clinics, as well as remote support through phone and online resources. We define well‑being as an optimal and dynamic state that allows people and communities to achieve their full potential. By focusing on the whole "the whole person, the whole educational experience, the whole institution, the whole community" well‑being becomes a multifaceted goal and a shared responsibility for the entire institution. We are committed to recruiting, hiring, and supporting the professional development of a diverse team of practitioners and support staff who bring a range of intersecting identities as well as personal and professional experiences to their roles. The Johns Hopkins University comprises undergraduate and graduate students and learners from across the globe, and the division of Student Health and Well‑Being prioritizes innovative care delivery models to meet the evolving needs of our stakeholders and to support the development and sustainability of well‑being. Minimum Qualifications Master's Degree in Counseling, Psychology, Public Health, Social Work, Education or related areas such as Women/Gender Studies is required. Eligibility for professional license in Maryland is required. Two years of clinical experience in a mental health profession working with clients required; three years preferred. Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula. Preferred Qualifications Experience with gender/sexual violence prevention education and advocacy. Experience in a university health or health promotion setting is strongly preferred. Certified Health Education Specialist (CHES) or Certified Public Health (CPH) credential and/or Licensed or eligible to obtain a license in the State of Maryland preferred. #J-18808-Ljbffr Johns Hopkins University