Therapeutic Worker

2 months ago

Melbourne, Australia Education Full time

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 01/05/2023

Organisation: Education

**Salary**: Salary not specified

Occupation: Education and Training

Reference: 1340827

**Selection Criteria**:
SC1 Relevant tertiary degree qualifications in social work, psychology, occupational therapy or family therapy with eligibility for membership with appropriate professional body.

SC2 Well developed knowledge of youth issues, community development principles and leading practice program and service response.

SC3 Demonstrated experience providing therapeutic interventions and counselling practices

SC4 Understanding and knowledge of trauma informed practices, mental health and wellbeing interventions, and working with vulnerable families and diverse communities

SC5 Knowledge of risk management practices and child safety requirements

SC6 Well-developed interpersonal and communication skills with the ability to build effective relationships and liaise across all levels both internally, externally and with people from diverse backgrounds

**Role**:
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with mínimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

This position will provide therapeutic support to the students and their families participating in the program. This is conducted through consultation, therapeutic sessions and interventions, planning in a holistic framework, and risk management. The position will aim to achieve student and family wellbeing in line with the Engagement Program’s Practices. This position is a collaborative approach in a partnership with School Staff.

**Responsibilities**:
Provide advice and recommendations with a view to maximising school revenue and optimising the use of school resources.

Teamwork and Accountability

work collaboratively within teams to achieve common goals in collaboration with the manager, set goals and objectives to ensure outcomes are met

maintain a safe work environment and ensure steps are taken to prevent unsafe work practices

provide a range of evidence based therapies through individual, group and family work, for students and their family, undertaking an integrated approach to support a trauma informed education model

support the student and their families to achieve improved self regulation and problem solving capacities in their education participation

Develop sustainable skills and strategies to improve wellbeing and family functioning

Participate in a range of activity engagement through the school including classroom support functions as required

Implement a range of practices that support goal setting, monitoring and evaluation of the work as guided by the Practice Documentation

Support the student and their families to connect with external referral pathways based on individual circumstances and n

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