Mental Health Therapist 2

Aspire Public Schools operates a network of high-performing, college‑preparatory charter schools serving TK-12 scholars in communities across California. Founded in 1998—in an effort to transform the inequitable racial, social, and gender outcomes that our communities persist through—Aspire is one of the largest and most forward‑thinking open‑enrollment public charter school systems in the nation. Our purpose is to prepare our scholars for success in college, career, and life. At Aspire, we set a foundation for our scholars to gain knowledge, skills, and power to access and make choices for their families and post‑secondary lives. Every day, our community of students, families, teachers and staff comes together to learn, work, and play in an environment grounded in our values of Bienestar (Well‑Being), Culture of Belonging, Community Partnership, Agency & Self‑Determination, and Joy. GENERAL SUMMARY: The Mental Health Therapist 2 (Gen Ed) provides a wide range of school counseling services to children grades TK‑12, including screening and assessment, individual and group counseling, collaboration with families, and influence on the development of a safe, successful learning environment and positive school culture by partnering with teachers, administrators, school staff, and members of the Regional and Home Office. Aspire Public Schools prioritizes the professional development and leadership capacity building of Mental Health Therapists 2 as they work toward becoming clinical supervisors for colleagues within the organization. ESSENTIAL DUTIES & RESPONSIBILITIES: Demonstrate knowledge of and support for Aspire Public Schools mission, vision, equity commitments, value statements, standards, policies and procedures, operating instructions, confidentiality standards, and the code of ethical behavior. Consistently and routinely update case files for students on their caseload, complying with all Aspire, BBS, state, and federal guidelines and mandates around documentation, practice, and maintenance of clinical registration, including honoring mandated reporting duties. Exhibit positive rapport with students that demonstrates skillful professional boundaries. Create and maintain partnerships with outside agencies to help foster better learning and support for the students of Aspire and their families. Provide crisis counseling and referrals for students as needed, including a robust risk assessment methodology. Work collaboratively with general education counselors and staff in order to implement MTSS systems, therapeutic interventions, goals, and data tracking for all students for the purposes of fostering better mental health and positive learning environments. Supervise counseling trainees/interns. Participate in the creation and facilitation of the regional, clinical professional development program for Mental Health Therapists 1. Assist in the development of IEP goals related to Mental Health/Social‑Emotional needs. Regularly progress monitor IEP goals through use of an online IEP system. Regular attendance at IEP meetings for the purpose of reporting student progress. Work collaboratively with the IEP team to help conduct Functional Behavioral Assessments, write, implement and progress monitor Behavior Intervention Plans in accordance with the IDEA. Provide support to teachers (Ed Specialists and GE teachers) through modeling, observing, coaching, and planning. Provide support to students receiving Educationally Related Mental Health services that require behavioral support, per Individual Education Plans. Knowledge of child guidance principles and practices, especially as they relate to students with learning disabilities, developmental delays and autistic‑like behaviors. Ability to support IEP teams with the implementation of systems to track student behavioral data and monitor progress toward goals. Ability to handle emotionally charged situations through use of problem‑solving and mediation techniques. Work collaboratively with the school psychologist and other IEP team members to assist with Educationally Related Mental Health Services Assessments. Perform other related duties as required and assigned. QUALIFICATIONS: Demonstrated commitment to students and learning. Experience with students grades TK‑12. Excellent communication, presentation, and interpersonal skills, with demonstrated ability to write clearly and interact effectively with different stakeholders. Excellent organization, time management and follow‑up skills; ability to rank and carry out a variety of urgent priorities; demonstrated ability to successfully handle multiple cases concurrently. Ability to work as a part of a team. Possess an extensive knowledge of a variety of forms of intervention and prevention models for both individuals and group therapeutic settings (ex: CBT, Play therapy, etc.). Demonstrate ability to adjust to and use new approaches in the performance of their duties. Deal with obstacles and constraints positively and with a solutions‑oriented mindset. Minimum educational level and licensures: Bachelor’s Degree required. Master’s Degree in counseling/social work or related discipline required. Clinical Licensure through the BBS required. PPS credential or eligibility for PPS credential. Physical requirements: Stand, walk or bend over, kneel, crouch, reach overhead, grasp, push, and pull. Move, lift and/or carry up to 30 pounds to shoulder height. Sitting, walking or standing for extended periods of time. Dexterity of hands and fingers to operate a computer keyboard, operate standard office equipment, and use a telephone. See and read a computer screen and printed matter with or without vision aids. Read and understand rules and policies, labels, and instructions. Hear and understand speech at normal levels and on the telephone. Verbal communications, including the ability to speak and hear at normal room levels and on the telephone. Clear the Department of Justice background screening. Authorized to work in the United States. Provide health (TB) clearance (must be renewed every four years). WORK ENVIRONMENT The work environment characteristics are representative of those in a normal office, classroom/school setting which one might encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work indoors in a standard office environment, computer lab, and/or classroom environment. Work is performed in indoor and outdoor environments. Exposure to dust, oils, and cleaning chemicals. Some exposure to childhood and other diseases in a school environment. May be required to work outside of typical work days and office hours to meet operational deadlines. #J-18808-Ljbffr