Mental Health Specialist
: Job Details :

Openings as of 10/19/2024 Kankakee School District 111 Early Childhood Mental Health Specialist - Head Start and PFA/PFA-E JobID: 5150 Position Type: Support Staff Date Posted: 10/18/2024 Location: Proegler School Date Available: Immeidately District: Kankakee School District 111 - website TITLE: Early Childhood Mental Health Specialist - Head Start and PFA/PFA-E QUALIFICATIONS: Licensed Counselor, or Master's Degree in Social Work, Psychology, Counseling, or related field, or BA / BS in related field, and Minimum of 2 years direct experience in early childhood education or mental health setting providing prevention services and/or mental health therapy to children and families. REPORTS TO: Assistant Director of Curriculum & Instruction TERMS: Full-Time Ten Month Position JOB GOAL: To assist children who demonstrate difficult behaviors in the school environment relating to complying with school expectations, to support classroom teachers with difficult behaviors, and to provide assistance and training to parents inappropriate guidance and disciplinary strategies to use with their children. Summary: The Early Childhood Mental Health Specialist (ECMHS) is responsible for providing early childhood mental health support to preschool children, staff, and families. The ECMHS will provide a broad range of services, including early childhood mental health support in classrooms and through training and coaching of staff; screening, assessment and referral services; and providing parent trainings. The ECMHS will also collect data, maintain records, and support compliance in all facets of the Head Start Performance Standards, ISBE PFA / PFA-Eregulations, and Prevention Initiative state regulations. Duties & Tasks: 1. Individual Child Screening, Assessment, & Referral Conduct standardized developmental, behavioral, and/or social-emotional screening for individual children as assigned or referred for consultation. Review screening data to determine initial social-emotional support needs. Gather social-emotional learning data from the program assessment tools (TSG or DRDP). Provide child and family referral and follow-up to community services. General Classroom Observations, SEL Coaching & Reflection Visit each classroom / session at least once per month. Provide child development information related to social-emotional development and mental health. Provide guidance to staff on interpreting social-emotional findings. Provide guidance and model developmentally appropriate SEL activities for children and effective ways to work with and support young children. Provide written and oral observations and strengths-based feedback to classrooms on an as needed basis. Meet with classroom teams to review classroom observations and develop and implement plans, as needed. Provide guidance around the implementation of the Pyramid Model and the established universal supports at the preschool level. 3. Individualized Child Centered Observations & Interventions Conduct observations of individual children as assigned or to be referred for behavioral or social emotional development interventions. Meet with families to consult on child and family needs and create or follow-up on plans to support these needs. Meet with teachers to consult on child and family needs and create or follow-up on plans to support the needs of the child in the classroom. Respond to Student Support Calls and assist children in de-escalation strategies Utilize CPI strategies when necessary. Provide tiered intervention for students in need of additional support. Provide teachers with all interventions and supports that have been put in place for returning students prior to the new school year and / or summer school session. 4. Data and Daily Progress Monitoring Manage, enter, and track Check In and Check Out data and information in Skyward. Manage and track intervention data in Skyward. Track mental health data in Child Plus, as directed. Track reported teacher referrals. 5. Staff Training and Support Support, coordinate, and provide staff trainings related to social-emotional and mental health issues around children and program aspects, self care, and education, as needed. Must attend all Staff Meetings and all ILT Meetings. Must support Sunshine Circles in classrooms Participate in SLT Meetings, as needed 6. Programmatic Consultation/Reflection Participate in IPS and MHS team meetings. Participate in the development and implementation of mental health program and policies. Establish, in conjunction with administration, systems and procedures in accordance with the Pyramid Model. Provide training relating to the mental health needs of children, families, and staff, as needed. 7. Parent Training Enter parent information into Ready Rosie database upon student enrollment Offer parent training as needed or requested. Coordinate and facilitate parent training. Offer educational materials related to early childhood mental health education and learning to families. 8. Other Participate in active supervision, as directed (arrival, dismissal, bussing, etc.). Substitute, as needed. Contribute to federal, state, and local reporting requirements. Complete all other duties assigned Certifications: Maintain current CPI Certification. Maintain First Aid and CPR certification. Must be trained in Environmental Rating Scale Must be trained on the Pyramid Model Must be trained in Theraplay CLASS certification, preferred. Knowledge and Skills: Demonstrate understanding of infant and early childhood mental health. Demonstrate knowledge of the early childhood mental health services system. Utilize appropriate physical restraint when needed, including appropriate documentation. Implement and model de-escalation strategies with students and staff. Demonstrate ability in formulating and writing support plans for young children. Practical experience with evidence-based practices and curricula to promote early childhood mental health, such as Frog Street, Creative Curriculum, and Parents as Teachers. Demonstrate understanding of the Early Childhood Environment Rating Scale. Demonstrate understanding of the Pyramid Model Demonstrate understanding of Head Start, Preschool for All, Preschool for All Expansion, and Prevention Initiative requirements and regulations. Build and maintain strong, collaborative relationships with KSD111 staff and families. Partner with providers as a member of a diverse team. Lead and facilitate staff training and/or parent education groups. Conduct standardized screenings. Assist the student support team with guiding work with families, set goals, and develop individualized plans to support the social emotional learning and development needs of children. Refer families to appropriate community services. Communicate effectively with diverse groups both verbally and in writing. Organize tasks and manage time effectively. Demonstrate understanding of differences in mental health services and concepts across cultures. Demonstrate strong documentation skills Other Requirements: Must have valid Driver's License and proof of insurance or must have acceptable alternative transportation. Must be able to travel between sites and school districts. Attend professional development opportunities pertaining to Early Childhood Mental Health Join and participate in early childhood mental health consultant support groups to stay up to date with current changes in the field of early childhood and mental health. Attend community councils, such as Success by Six, LIC, Project Sun, as directed. All other assigned duties. WORKING CONDITIONS: Frequency Options: None Occasional (0-15% of time) Frequent (16-50%) of time Constant (Over 51% of time) 1. Scheduled to work approximately 38 hours per week. 2. Exposure to noise. constant 3. Exposure to heights of approximately 3 feet. occasional 4. Exposure to temperatures above 90 degrees. occasional 5. Exposure to chlorine and other cleaning chemicals. occasional 6. Exposure to blood and bodily fluids frequent 7. Exposure to child aggression and other such hazards. occasional 8. Exposure to dust. occasional 9. Walking a distance of approximately 1-2 miles. constant 10. Carrying approximately 30-50 pounds. occasional 11. Pushing approximately 50 pounds. occasional 12. Lifting approximately 30-50 pounds. occasional 13. Climbing approximately 40 steps. occasional 14. Working alone or independently. frequent 15. Standing. frequent 16. Sitting on a child size chair or on the floor. frequent 17. Bending. frequent 18. Squatting. frequent 19. Kneeling. frequent 20. Climbing stairs. frequent - constant This section pertains only to the Prevention Initiative Mental Health Specialist. The Early Childhood Mental Health Specialist (ECMHS) is responsible for providing infant mental health reflective practices to give support to Prevention Initiative Staff and families. Reflective Supervision with First Taste Supervisors-Meet monthly with each supervisor and as needed. Offer Group Reflective Practice Meetings. Meetings are on a monthly basis. Participate in community activities as needed. Offer trainings to First Taste staff as needed. Offer trainings to First Taste Parents as needed. Manage and collect meeting agendas, notes and sign in sheets from supervision and reflective practice meetings. Offer education materials to First Taste staff and families about mental health, and social emotional learning and development of infants and toddlers. Participate with home visits when requested. Coordinate schedule with Director and/or Assistant Director for Curriculum & Instruction to meet requirements for state grant programs Applications will be accepted until the position is filled Interested candidates should apply online at www.ksd111.org Dr. James Henderson Interim Assistant Superintendent for Human Resources EOE/AA/D/V #LI-KANKAKEE111