Prevention Counselor

Essential Functions Creates stakeholder surveys to assess the mental health needs of the school population and makes data informed decisions for all programming services, including a comprehensive school level plan addressing the mental health wellness of students. Provides educational trainings for parent/legal guardian(s) and school staff on mental health related issues, as identified by need assessment results. Serves on district teams for mental health, threat assessment, crisis response, and other counseling/safety related areas to provide collaboration and expertise in the area of mental health counseling. Provides prevention services for students in conflict resolution, crisis intervention, social skills, grief/loss, youth suicide awareness, child abuse, bullying, and any other state mandates. Plans individual and small group counseling for students to improve mental and behavioral health, using research-based counseling techniques such as dialectical behavioral therapy. Formulates short-term and long-term counseling plans for at risk students. Monitors the progress of his or her entire caseload, maintains timely records, and communicates with parents and teachers, utilizing confidentiality guidelines. Abides by both the American School Counseling Association (ASCA) Ethical Standards and the American Counseling Association Code of Ethics. Consults and collaborates with the Safe Schools Supervisor and with mental health community partners to develop comprehensive plans for students when entering and exiting treatment facilities. Interacts effectively and professionally with persons from diverse cultural, socioeconomic, education, racial, ethnic and professional backgrounds. Serves as a liaison between families and schools to positively promote collaborative processes in educational planning for students. Forms partnerships with local community resources to support the mental health programming efforts of the school, such as counseling, referrals, psychoeducation, and other ideas to promote mental health awareness. Works collaboratively with high school counselors to provide mental health support services for students to include individual counseling, small group, and programming services. Regularly evaluates the effectiveness of services and identifies the need for additional services using timely data. Maintains a referral system for all stakeholders-students, parents, school staff, and administrators. Attends meetings and professional development activities as required. Maintains the required records and submits appropriate documentation and data. Performs other duties as assigned. This is a 10.5 month position. Minimum Qualifications Requires at least a Master's degree in school counseling and three years' experience in a Clinical -OR- high school setting with evidentiary support of working with students in the area of mental health and wellness such as small group counseling, special programs, risk assessments, or other mental health related concerns. Hold one or more of the following certifications/licensures: School Counseling (M.S.; ED.S), Doctor of Counseling Education, or Licensed Professional Counselor (LPC) from an accredited college or university. Ability to write clear, concise and accurate reports including statistics. Must be proficient in use of computer applications to include spreadsheets, databases and word processing. Strong group processing and presentation skills. Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable. Performance Aptitudes Data Utilization: Requires the ability to review, classify, categorize, prioritize, and/or analyze data. Includes exercising discretion in determining data classification, and in referencing such analysis to established standards for the purpose of recognizing actual or probable interactive effects and relationships. Human Interaction: Requires the ability to provide guidance, effective supervision, assistance, and/or interpretation to others regarding the application of procedures and standards to specific situations. Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of equipment, machinery, tools, and/or materials used in performing essential functions. Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and/or advisory data and information. Mathematical Aptitude: Requires the ability to perform addition, subtraction, multiplication, and division; the ability to calculate decimals and percentages; the ability to utilize principles of fractions; and the ability to interpret graphs. Functional Reasoning: Requires the ability to apply principles of rational systems, philosophies, laws, regulations, and procedures; to interpret instructions furnished in written, oral, diagrammatic, or schedule form; and to exercise independent judgment to adopt or modify methods and standards to meet variations in assigned objectives. Situational Reasoning: Requires the ability to exercise judgment, decisiveness and creativity in situations involving evaluation of information against measurable or verifiable criteria and the goals and priorities of planning and development programs. Ada Compliance Physical Ability: Tasks require the ability to exert light physical effort in sedentary to light work, but which may involve some lifting, carrying, pushing and/or pulling of objects and materials of light weight (5-10 pounds). Tasks may involve extended periods of time at a keyboard or workstation. Sensory Requirements: Some tasks require the ability to perceive and discriminate visual cues or signals. Some tasks require the ability to communicate orally. Environmental Factors: Performance of essential functions may require exposure to adverse environmental conditions, such as rude/irate customers.

FLSA: EXEMPT