Specifications include, but are not limited to: ● Individual counseling: ability to use evidence-based practices, as well as ability to shift to a new practice when needed to meet individual student needs. ● Group counseling: ability to facilitate group of similar age students with a focus on the student’s specific areas of need ● Milieu support: supports with mental health challenges that arise both in and out of the separate setting; for students who spend time within the mainstream, general education setting, it would be expected to provide support in that setting, as appropriate ● Family counseling: provided when warranted, in accordance with students’ IEPs, including the support with parent/guardian understanding of students’ disabilities ● Collaboration/Collateral Work: support with agency linkages; IEP team collaboration ● Crisis Intervention: responds to students in crisis and conducts appropriate risk assessment, as needed, and confers with other mental health professionals (supervisor, school psychologist, etc.) regarding next steps and site administrators. ● Behavior intervention system: Helps manage the classroom wide behavior intervention system and individual plans; collaborates on updates/changes to the system/plans as needed ● Behavioral coaching and professional trainings: provide guidance to teachers, general education and special education, around trauma-informed practices to support students with mental health and/or behavioral needs; coaches school site staff in the moment when need arises; development and presentation of professional trainings for school site staff on mental health presentation in children and how to support them, among others that may be determined as a need. ● Treatment planning: In alignment with the IEP services and goals, as well as for psychiatric needs.
