School Based Therapist- Permanent & Substitute

Summary Salary Schedule Under the direction of the Director of Educationally Related Intensive Counseling Services (ERICS), the School Based Therapist provides educationally related intensive counseling to students in special education. The School Based Therapist consults with pertinent school staff and district personnel as it relates to the student and provides parent counseling as it relates to the student’s disability. The School Based Therapist completes required documentation, writes measurable goals, and participates in various trainings and Individualized Education Program (IEP) team meetings. Salary Range: 600 Essential Duties and Responsibilities Provides individual, family and/or group counseling as stated in the student’s IEP. Provides parent counseling and training to assist parents in understanding the special needs of their child, provides information about child development, and assists parents in the acquisition of necessary skills to support implementation of the IEP or Individualized Family Service Plan (IFSP). Assists parents in accessing and utilizing community resources. Develops measurable counseling goals and reports quarterly progress on those goals. Attends and participates in IEP meetings. Consults and collaborates with other staff members. Participates in case consultation. Prepares and maintains Local Education Agency (LEA) Medi-Cal billing. Maintains knowledge of and adheres to Individuals with Disabilities Education Act (IDEA) regulations. Attends trainings and workshops as directed by the Director of ERICS. May provide clinical supervision to pre-licensed therapists. Performs other duties as assigned that support the overall objective of the position. Knowledge and Skills Understanding of IDEA disabilities including, but not limited to, Individuals with Exceptional Needs (IEN) eligibility criteria. Knowledge of federal and state laws concerning family rights and behavioral health services. Knowledge of State Education Code as it applies to the specific accountability of this position. Knowledge of IDEA regulations. Understanding of the special education framework, including IEPs. Knowledge of Board of Behavioral Sciences (BBS) licensure requirements. Proficiency in therapeutic methodologies and family systems theories. Skills in conflict resolution and group dynamics. Ability to employ therapy methods appropriate to meeting the needs of students and their families. Familiarity with agencies, resources and programs available to assist children. Computer literacy: use of common office productivity software, internet, and specific computer programs related to the department. Interpretive skill to conduct and evaluate statistics. Human relations skills to achieve and maintain trust and cooperation with peers, families and students, to deliver formal discussion with groups, to resolve conflict, and to train, evaluate and mentor. Professional writing skills sufficient to write reports and correspondence that may be sensitive and have legal implications. Abilities Ability to carry out all aspects of the position. Develop, implement, and monitor measurable goals. Work effectively with children and adolescents with mild to severe emotional and behavioral challenges. Learn, interpret, and apply state and federal requirements, laws, codes and regulations applicable to the position. Perform statistical analysis. Identify the social, emotional, and behavioral needs of students. Collaborate effectively with educational administrators, working cooperatively and effectively within a team-based approach. Develop and implement appropriate social, emotional, and behavioral services. Work independently and make decisions within the framework of established guidelines. Communicate effectively both orally and in writing to prepare professional correspondence, reports and to communicate student needs with parents and educational administrators. Establish and maintain effective relationships with those contacted in the course of work. Maintain confidentiality of private information. Physical Abilities Function effectively in an office environment, engaged in work of a moderately sedentary nature. Ambulatory ability to move to various class and meeting room settings, to stoop, bend and kneel, and to reach. Hand‑eye‑arm coordination ability to use a personal computer keyboard to access and record information. Visual ability to recognize words, numbers, and non‑verbal actions of people. Auditory ability to project voice and carry out conversations with individuals and small groups in person and over the phone. Work a non‑traditional schedule, which may include occasional evenings and/or weekends. Minimum Qualifications Master’s degree or higher in Marriage and Family Therapy, Counseling, Psychology, Social Work, or a closely related field. Two years of related experience, which includes: Working within the special education framework, including participation in IEP meetings. Recent experience working with children and adolescents with mild to severe emotional and behavioral challenges within an elementary, junior high, or high school setting. Developing, implementing, and monitoring measurable goals. Pupil Personnel Services (PPS) credential preferred. Experience providing clinical supervision to pre‑licensed therapists preferred. Licenses and Certificates Valid California Board of Behavioral Sciences (BBS) or valid California Board of Psychology license; Licensed Marriage and Family Therapist (LMFT), Licensed Clinical Social Worker (LCSW), Licensed Professional Clinical Counselor (LPCC), or Licensed Clinical Psychologist (Ph.D. or Psy.D.). Valid California driver’s license. Working Conditions Work is performed primarily indoors where minimal safety considerations exist. #J-18808-Ljbffr William S. Hart Union High School District