<p>Social Emotional Counselor</p> <p>Primary Purpose:</p> <p>Social-emotional counselors advocate for students and promote a positive environment that enhances students' ability to properly manage the social/emotional demands of their lives. Counselors use appropriate appraisal methods to promote a school environment designed to propel students toward positive mindsets and behaviors supporting social/emotional development through direct (e.g., classroom curriculum, group counseling, and individual counseling) and indirect (e.g., collaborating or consulting with staff, families or communities) services. Counselors understand and build upon the positive effects of peer support programs on students, the school climate and culture, as well as the school connectedness of students involved. Counselors also understand their unique responsibilities when peer-support programs are implemented, including ensuring students are properly trained, supervised, and supported in their role.</p> <p>Qualifications:</p> <ul> <li>Candidates are required to have or working toward a master's degree in one of the behavioral sciences or related fields from an accredited college or university </li><li>Candidates should have or are actively seeking clinical licensure in the state of Indiana (LCSW, LMHC, LMFT, LCAC, PsyD, PhD) </li><li>Experience with completing intake assessments, treatment plans, and clinical case notes </li><li>Effective written and verbal communication skills </li><li>Ability to demonstrate and model stable, appropriate boundaries with clients </li></ul> <p>Essential Functions:</p> <ul> <li>Collaborate with classroom teachers to provide the school counseling curriculum to all students through direct instruction, team teaching or providing lesson plans for learning activities or units in classrooms aimed at social/ emotional development (ASCA, 2019) </li><li>Identify and employ appropriate appraisal methods for individual and group interventions that support K-12 students' social/emotional development </li><li>Know and utilize counseling theories to inform both direct and indirect services providing support to K-12 students' social/emotional development </li><li>Select and implement Unified Insights in a school counseling program to facilitate K-12 students' social/emotional development </li><li>Enhance social support through a peer mentoring or buddy system </li><li>Assign adults as monitors or mentors for students, clearly delineating roles that specify how to address any mental health issues or concerns </li><li>Provide responsive services, including short-term individual and group counseling </li><li>Refer students and families to appropriate support services and community agencies </li><li>Collaborate with school staff to identify and assist students in crisis </li><li>Conducting staff development for school and district staff </li><li>Advocate, collaborate, and coordinate with school and community stakeholders to meet the needs of the whole child and to ensure students and their families have access to mental health services </li></ul> <p>General Responsibilities:</p> <ul> <li>Deliver instruction that proactively enhances awareness of mental health; promotes positive, healthy behaviors; and seeks to remove the stigma associated with mental health issues </li><li>Recognize mental health warning signs including </li><li>changes in school performance and attendance </li><li>mood changes </li><li>complaints of illness before school </li><li>increased disciplinary problems at school </li><li>problems at home or with the family situation (e.g., stress, trauma, divorce, substance abuse, exposure to poverty conditions, domestic violence) </li><li>communication from teachers about problems at school </li><li>dealing with existing mental health concerns </li><li>Provide short-term counseling and crisis intervention focused on mental health or situational concerns such as grief or difficult transitions </li><li>Provide referrals to school and community resources that treat mental health issues (suicidal ideation, violence, abuse, and depression) with the intent of removing barriers to learning and helping the student return to the classroom </li><li>Adhere to appropriate guidelines regarding confidentiality, the distinction between public and private information,n and consultation </li><li>Help identify and address students' mental health issues while working within the: </li><li>ASCA Ethical Standards for School Counselors </li><li>ASCA Professional Standards & Competencies for School Counselors </li><li>National, state, and local legislation, guides school counselors' informed decision-making and standardizes professional practice to protect both the student and school counselor </li><li>Seek to continually update their professional knowledge regarding the student's social/emotional needs, including best practices in universal screening for mental health risk </li><li>Follow the ASCA Ethical Standards for School Counselors as they relate to peer support programs, including safeguarding the welfare of students participating in peer support programs and providing appropriate training and supervision for peer helpers (ASCA, 2022; QPR, 2019) </li><li>Create a selection plan for peer helpers reflecting the diversity of the population to be served </li><li>Develop a support system for the program that communicates the program's goals and purpose through positive public relations </li><li>Monitor, assess, and adjust the program and training on a continual basis to meet the assessed needs of the school population the program serves </li><li>Report results to all school stakeholders (e.g., students, teachers, administrators, parents, community) </li><li>Other duties as assigned by the principal. </li></ul> <p>Health Care; Dental; Eye</p> <p>401K</p>