Counselor/Program Therapist- Lake In The Hills

Position Type:

Student Support Services

Date Posted:

6/10/2023

Location:

Parkland Preparatory Academy- Lake in the Hills

Date Available:

TBD

Closing Date:

TBD

  Additional Information: Show/Hide

Seeking Program Therapist for Parkland Preparatory Academy- Bartlett

Summary of Responsibilities:

The Program Therapist performs social service and related service functions as required by the student's IEP to assist students in meeting their social-emotional and educational needs. The services a therapist provided includes: behavior intervention, direct and consultative therapeutic service to the student, and coordination of services with outside providers. School counselors will also work with families/legal guardians and outside agencies to provide coordination of services, teaching of social emotional standards, and targeted group/individual services at school aligned with IEP goals. The program therapist serves as an integral member of the school team, will be involved with student interventions, and is also responsible for reporting behavioral data and data related to physical restraints and time spent outside of the classroom.

Educational/Experience:

A Master's Degree in a mental health/ human services field from an accredited college (social work, counseling). Must have Certification / PEL as a School Service Personnel Social Worker, LPC, LCPC, LSW or School Psychologist.

A minimum of 1-2 years' experience in behavioral health, with experience in individual, family and group therapies, crisis intervention and treatment skills preferred; must have strong clinical assessment skills, with majority of experience focused on the child/adolescent population.

Essential Functions:

• The Program Therapist establishes collaborative relationships with colleagues, consultants, therapists, and administrators.

• Must be able to assist in physical restraint of students when necessary (annual CPI Training will be provided).

• Attends scheduled team meetings and all student IEP meetings.

• Participates in discussions in a proactive, professional, and problem solving manner.

• Recognizes and proactively reacts to conditions which, potentially, may alter the effectiveness of the whole program, both internal and external to their primary responsibilities.

• Gathers input and data from other staff prior to IEP meetings.

• Completes IEP components or other reports to be presented at annual reviews, progress reviews or three year re-evaluations.

• Gives verbal or written feedback of student's progress and future goals and objectives.

• Communicates with parents and outside agencies in a supportive manner providing them with special education related information.

• Participates and contributes to in-service sessions and provides input and suggestions for future topics and directions.

• Demonstrates knowledge of all procedures related to emergencies and disasters.

• Contributes to the school environment which encourages students to be responsible, independent, and confident.

• Understands and adheres to policies involving reporting of abuse to DCFS and confidentiality regarding all information about students.

• Ensures that pertinent issues/problems are discussed in a timely manner and that communication between school and home is maintained.

• Responsible for being knowledgeable about key issues in student's present and past experience that may influence their actions and affect their learning abilities.

• Adjusts and merges treatment and instruction accordingly.

Job Specifications:

• Must accept direction, adhere to policies and procedures and carry out assignments.

• Must demonstrate tact, resourcefulness, patience, and dedication and react calmly and effectively in emergency situations.

• Must demonstrate exemplary interpersonal skills, verbally communicate clearly and distinctly in a noisy environment, and be visually observant in dealing with staff, students, and parents.

• Knowledge of the IEP process and responsibilities assigned through this document.

• Knowledge of service delivery options and documentation of service delivery through Parkland Preparatory documentation model.

• Knowledge of individual, family, and group therapy techniques.

• Knowledge of clinical assessment skills.

• Knowledge of therapeutic planning and techniques.

• Skills in organizing and prioritizing workloads to meet deadlines.

• Ability to use good judgment and to maintain confidentiality of information.

• Ability to communicate effectively, verbally and in writing, with Parkland students, supervisors, coworkers, subordinates, support agencies, and a variety of external consumers.

• Must project a positive image of the school to the students, parents/guardians, and staff as well as exhibit a positive employee attitude.

• Must have some knowledge of computer operations and proficient in Excel and Word.

• Adheres to the policies and procedures of Parkland Preparatory Academy.

Physical & Special Demands:

• Demonstrates preventative measures relating to Infection Control concepts.

• Required to frequently sit, stand, bend, stoop, crouch, kneel, balance, push, pull and twist as well as walk and drive for extended periods. Ability to walk up and down stairs.

• Ability to operate machinery and equipment on premises.

• Works continuously in an environment where the noise level is frequently high and where:

• Chemicals are used for cleaning

• Mechanical and electrical hazards may be present occasionally

• Dust, mist and steam are generated in housekeeping tasks frequently

• Able to lift, carry, and lower 50 pounds without assistance. Ability to respond in a crisis to angry and sometimes disorganized, psychotic and/or verbally and physically abusive students while maintaining focus on student and staff safety. Ability to verbally communicate to de-escalate a crisis situation. Able to participate in physical restraint of students per policy.

• Must possess the ability to provide physical restraint to students.

• Must have the visual, hearing, and learning capabilities sufficient to perform the essential functions defined above.

Disclaimer Statement:

This description is intended to describe the essential job functions, the general supplemental functions, and the essential requirements for the performance of this job. It is not an exhaustive list of all duties, responsibilities, and requirements of a person so classified. Management retains the right to add to or change the duties at any time.

Job Type: Full-time