Job summary
This is an exciting opportunity to train become a fully qualified Educational Mental Health Practitioner and build the Mental Health Support Team (MHST) offering to children, families and schools, who can have a great need for mental health support, whilst working very creatively with the training to meet the children's additional needs and support the schools.
You will be required to fully participate in the Educational Mental Health Practitioner training course, whilst receiving continual supervision and support.
Closing date for applications will be midnight on 20th October 2024 (the advert may close earlier if maximum number of applicants reached) with interviews running from the 8th-13th November. Interviews will be run using MS Teams and full details and instructions will be provided to successful candidates.
Please note we may close this vacancy early due to high numbers of applicants.
Main duties of the job
The ideal candidate will be:
- Creative and flexible in their approach
- Have a good understanding of children with additional needs learning styles, and how to adapt practice to support children and their families
- Able to work and build relationships with a wide variety of professionals, schools, and families
- Be able to deliver evidence-based interventions for children and young people in education settings
- Have a good understanding of risk assessing and seek support from supervisor to manage risk
- Have good basic literacy and numeracy qualifications, at a minimum of level 2.
- Be willing and able to participate fully in supervision
- Flexible in their approach and have resilience under pressure
- Able to work both in a team environment and autonomously
- Able to maintain a high degree of professionalism when working in settings where there is a highly emotive atmosphere.
You will be working in a variety of school environments across Hertfordshire and West Essex. We operate from 7-7 Monday to Friday.
About us
The Mental Health Support Team is a National trailblazer scheme offering early intervention mental health support, to children and their families, within schools. The Sen's MHST is the only MHST within the country, to offer support to SEN schools we are hosted by PALMS and work within Hertfordshire and West Essex. We currently work in 14 SEN schools offering tailored support to children with additional needs, learning disabilities, and Autistic Spectrum Disorder aged 5-18. As the only SEN's MHST in the country we are also paving the way, and supporting other teams to develop their wellbeing services, for children with additional needs.
A big thank you for considering joining us at Hertfordshire Community NHS Trust. You'll find it a great place to work with many benefits offered to you as a member of our staff
We put our patients, their families and carers at the centre of our vision - Outstanding Services and Healthier Communities Our staff are proud to be Innovative, Caring and Agile in their work to help achieve the Trust visionWe welcome diversity in our workforce and are interested in applicants from all backgrounds and ages
We don't want you to miss out so we'd like you to know that if we have a high level of interest in this role, the vacancy may close prior to the advertised closing date, so please make your application as soon as possible - Apply now
Job description
Job responsibilities
The Mental Health Support Team in SEN schools are undergoing a majorexpansion, with our services across Hertfordshire and West Essex. We areseeking to appoint a motivated, committed, flexible and forward-thinkingTrainee EMHP (Educational Mental Health Practitioner), who is committed to supporting Children and Young People (CYP) with SEND.
The Mental Health Support Team offers early intervention mental health support, to children and their families, within schools. The Sens MHST is the only MHST within the country, to offer support specifically to SEN schools we are hosted by the PALMS service, and work withinHertfordshire and West Essex. We currently work in 20 SEN schools with a plan to expand,offering tailored support to children with additional needs, learning disabilities, and Autistic Spectrum Disorder aged 5-18. We offer group work, individual interventions with child or family, and support the school to develop their whole school approach to overall wellbeing.
This is a very exciting opportunity to participate in a fully funded qualification, at the University of Reading to become a fully qualified EMHP.
You will be working in a variety of school environments across Hertfordshire and West Essex, combined with being part of a virtual team to deliver our service. We operate from 7-7 Monday to Friday.You will be required to fully participate in the Educational Mental Health Practitioner training course, whilst receiving continual supervision and support.
The post is fixed term for one year with high potential of extension and will be full time; and you must be prepared to carry out travel to the University of Reading, and fully commit to complete the fully subsidised EMHP course.
The ideal candidate will be:
Creative and flexible in their approach. Have a good understanding of children with additional needs learning styles, and how to adapt practice to support children and their families. Able to work and build relationships with a wide variety of professionals, schools, and families. Be able to deliver evidence-based interventions for children and young people in education settings. Have a good understanding of risk assessing and seek support from supervisor to manage risk. Have good basic literacy and numeracy qualifications, at a minimum of level 2. Be willing and able to participate fully in supervision. Flexible in their approach and have resilience under pressure. Able to work both in a team environment and autonomously. Able to maintain a high degree of professionalism when working in settings where there is a highly emotive atmosphere.
We can offer you:
Regular clinical and professional supervision. Regular appraisal, personal development planning and opportunities for continuing professional development. This includes specific support with regards to fulfilling the MHST role such as co-facilitating workshops. Regular opportunities to meet as a team. Regular CPD and Peer Reflection. Opportunities to work closely with a multi-disciplinary team including from PALMS and Crisis service, learning from other evidence-based frameworks and approaches. Involvement in service development. Opportunities to provide line management and clinical supervision to other members of the MHST team.
A full valid driving license and access to a car to use regularly for business purposes is essential (unless you have a disability as defined by the Equality Act 2010).
Word versions of documents are available if needed to allow for any adaptations to be made i.e. font, colour, background, convert to Read Aloud.
Job description
Job responsibilities
The Mental Health Support Team in SEN schools are undergoing a majorexpansion, with our services across Hertfordshire and West Essex. We areseeking to appoint a motivated, committed, flexible and forward-thinkingTrainee EMHP (Educational Mental Health Practitioner), who is committed to supporting Children and Young People (CYP) with SEND.
The Mental Health Support Team offers early intervention mental health support, to children and their families, within schools. The Sens MHST is the only MHST within the country, to offer support specifically to SEN schools we are hosted by the PALMS service, and work withinHertfordshire and West Essex. We currently work in 20 SEN schools with a plan to expand,offering tailored support to children with additional needs, learning disabilities, and Autistic Spectrum Disorder aged 5-18. We offer group work, individual interventions with child or family, and support the school to develop their whole school approach to overall wellbeing.
This is a very exciting opportunity to participate in a fully funded qualification, at the University of Reading to become a fully qualified EMHP.
You will be working in a variety of school environments across Hertfordshire and West Essex, combined with being part of a virtual team to deliver our service. We operate from 7-7 Monday to Friday.You will be required to fully participate in the Educational Mental Health Practitioner training course, whilst receiving continual supervision and support.
The post is fixed term for one year with high potential of extension and will be full time; and you must be prepared to carry out travel to the University of Reading, and fully commit to complete the fully subsidised EMHP course.
The ideal candidate will be:
Creative and flexible in their approach. Have a good understanding of children with additional needs learning styles, and how to adapt practice to support children and their families. Able to work and build relationships with a wide variety of professionals, schools, and families. Be able to deliver evidence-based interventions for children and young people in education settings. Have a good understanding of risk assessing and seek support from supervisor to manage risk. Have good basic literacy and numeracy qualifications, at a minimum of level 2. Be willing and able to participate fully in supervision. Flexible in their approach and have resilience under pressure. Able to work both in a team environment and autonomously. Able to maintain a high degree of professionalism when working in settings where there is a highly emotive atmosphere.
We can offer you:
Regular clinical and professional supervision. Regular appraisal, personal development planning and opportunities for continuing professional development. This includes specific support with regards to fulfilling the MHST role such as co-facilitating workshops. Regular opportunities to meet as a team. Regular CPD and Peer Reflection. Opportunities to work closely with a multi-disciplinary team including from PALMS and Crisis service, learning from other evidence-based frameworks and approaches. Involvement in service development. Opportunities to provide line management and clinical supervision to other members of the MHST team.
A full valid driving license and access to a car to use regularly for business purposes is essential (unless you have a disability as defined by the Equality Act 2010).
Word versions of documents are available if needed to allow for any adaptations to be made i.e. font, colour, background, convert to Read Aloud.
Person Specification
Qualifications and Training
Essential
- Ability to study at degree level
- Good solid basic literacy and numeracy qualifications at a minimum of level 2
- Proven record of previous academic attainment
- Experience in relevant mental health/learning disability setting
Desirable
- A relevant teaching qualification
- Further training in relevant areas of Autism, Learning disabilities and Mental health
Experience and Knowledge
Essential
- Experience of working with children with learning disability and or Autism and/or mental health.
- Experience of working with children and young people, their families, and others.
- Experience of safeguarding, assessing risk and communicating concerns
- Experience of working and liaising with a wide variety of agencies and stakeholders
- Experience of working with children who cannot communicate verbally
- Experience in using an electronic clinical records and data collection system.
- Excellent IT skills including use of databases, spreadsheets, and PowerPoint presentations.
- An ability and commitment to work as a member of a team and effectively communicate
Desirable
- Experience of working with children and their families in a healthcare and education setting
- An understanding of the impact of learning disability, Autism and mental health difficulties and challenging behaviour on family life.
- Experience of working with children and young people who have social, emotional and/or behavioural difficulties, and those who have experienced a mental health problem
- Knowledge of evidence-based practice
- Experience working in a service which has agreed targets in place to demonstrate clinical outcomes
- Experience of working with anxiety disorders, affective (mood) disorders
- Experience of navigating complex social systems and environments, who may have conflicting priorities or agendas
- Experience of working with looked after children
- Experience of working with other vulnerable groups
- Experience of educating others to work with additional needs
- Experience of supporting staff wellbeing and emotional resilience
- Understanding of how to embed emotional wellbeing support into the school environment
Skills and Abilities
Essential
- Demonstrates an understanding of anxiety, depression, and challenging behavior and how it may present in universal services
- Demonstrate an understanding of the impact Autism and/or learning disability can have on a family environment
- Demonstrates understanding of the need to use evidence based psychological models and how it relates to this post
- Knowledge of factors affecting acceptability and accessibility of mental health care
- Knowledge of safeguarding issues
- Ability to carry out 1:1 therapeutic mental health intervention with children/families
- Ability to conduct groups and workshops with children with Autism and or learning disability
- Ability take appropriate action to mitigate or manage risk.
- Ability to teach others about mental health issues
Desirable
- Demonstrates knowledge of the stressors young people may encounter in an educational setting and the impact that these can have on mental health
- Knowledge of Mental capacity Act
- Knowledge of the functional operation of PALMS and specialist CAMHS teams
- Knowledge of the school's safeguarding procedures and who the Designated Safeguarding Lead, (DSL), is in each establishment that they work in.
- Ability to be creative in your presentations and adapt to meet the individual needs of your audience.
- Knowledge of educational environments
- Ability to conduct group teacher or parenting workshops
- Ability to work within educational settings to increase mental health awareness within the staff group
- Ability to conduct mental health assessments of children and young people
Personal Qualities
Essential
- An interest in and commitment to working with children who have a learning disability and/or Autism and/or mental health difficulties
- Ability to work with children and young people whose behavior is personally challenging.
- Excellent written and verbal communication skills
- Ability to work within a team and foster good working relationships.
- Able to write clear reports and letters
- Ability to meet targets and deadlines
- Ability to manage potentially distressing phone calls and situations
- Values that match the positive behavior ethos
- Capable of using initiative and managing professional boundaries.
- Ability to recognize the emotional consequences of working with children with distressing and life changing disorders and seek support if needed
- Ability to recognize signs of stress and seek appropriate support
- Ability to work as part of a "virtual" team
- Able to challenge and be challenged
- Ability to use clinical supervision positively and effectively.
- Able to develop good therapeutic relationships with young people
- Ability to deliver interventions to groups (Young people and parent groups)
- Take responsibility for own professional development and make full use of supervision.
- Ability to assess risk and understanding the importance of assessing risk
Desirable
- Ability to facilitate psychoeducation sessions to professionals (i.e. teachers)
- Ability to manage own caseload and demonstrate good time management and prioritization skills.
- Skills in delivering Guided Self-Help interventions
Other Requirements
Essential
- Hold a full driving license
- Have full access to a car with business insurance (unless you have a disability as defined by the equality act 2010)
- To attend and fully participate in EMHP training course.
- Ability to travel to university for course
- Able to travel independently across Hertfordshire and West Essex
- Ability and willingness to work outside of office hours when required for the role.
Person Specification
Qualifications and Training
Essential
- Ability to study at degree level
- Good solid basic literacy and numeracy qualifications at a minimum of level 2
- Proven record of previous academic attainment
- Experience in relevant mental health/learning disability setting
Desirable
- A relevant teaching qualification
- Further training in relevant areas of Autism, Learning disabilities and Mental health
Experience and Knowledge
Essential
- Experience of working with children with learning disability and or Autism and/or mental health.
- Experience of working with children and young people, their families, and others.
- Experience of safeguarding, assessing risk and communicating concerns
- Experience of working and liaising with a wide variety of agencies and stakeholders
- Experience of working with children who cannot communicate verbally
- Experience in using an electronic clinical records and data collection system.
- Excellent IT skills including use of databases, spreadsheets, and PowerPoint presentations.
- An ability and commitment to work as a member of a team and effectively communicate
Desirable
- Experience of working with children and their families in a healthcare and education setting
- An understanding of the impact of learning disability, Autism and mental health difficulties and challenging behaviour on family life.
- Experience of working with children and young people who have social, emotional and/or behavioural difficulties, and those who have experienced a mental health problem
- Knowledge of evidence-based practice
- Experience working in a service which has agreed targets in place to demonstrate clinical outcomes
- Experience of working with anxiety disorders, affective (mood) disorders
- Experience of navigating complex social systems and environments, who may have conflicting priorities or agendas
- Experience of working with looked after children
- Experience of working with other vulnerable groups
- Experience of educating others to work with additional needs
- Experience of supporting staff wellbeing and emotional resilience
- Understanding of how to embed emotional wellbeing support into the school environment
Skills and Abilities
Essential
- Demonstrates an understanding of anxiety, depression, and challenging behavior and how it may present in universal services
- Demonstrate an understanding of the impact Autism and/or learning disability can have on a family environment
- Demonstrates understanding of the need to use evidence based psychological models and how it relates to this post
- Knowledge of factors affecting acceptability and accessibility of mental health care
- Knowledge of safeguarding issues
- Ability to carry out 1:1 therapeutic mental health intervention with children/families
- Ability to conduct groups and workshops with children with Autism and or learning disability
- Ability take appropriate action to mitigate or manage risk.
- Ability to teach others about mental health issues
Desirable
- Demonstrates knowledge of the stressors young people may encounter in an educational setting and the impact that these can have on mental health
- Knowledge of Mental capacity Act
- Knowledge of the functional operation of PALMS and specialist CAMHS teams
- Knowledge of the school's safeguarding procedures and who the Designated Safeguarding Lead, (DSL), is in each establishment that they work in.
- Ability to be creative in your presentations and adapt to meet the individual needs of your audience.
- Knowledge of educational environments
- Ability to conduct group teacher or parenting workshops
- Ability to work within educational settings to increase mental health awareness within the staff group
- Ability to conduct mental health assessments of children and young people
Personal Qualities
Essential
- An interest in and commitment to working with children who have a learning disability and/or Autism and/or mental health difficulties
- Ability to work with children and young people whose behavior is personally challenging.
- Excellent written and verbal communication skills
- Ability to work within a team and foster good working relationships.
- Able to write clear reports and letters
- Ability to meet targets and deadlines
- Ability to manage potentially distressing phone calls and situations
- Values that match the positive behavior ethos
- Capable of using initiative and managing professional boundaries.
- Ability to recognize the emotional consequences of working with children with distressing and life changing disorders and seek support if needed
- Ability to recognize signs of stress and seek appropriate support
- Ability to work as part of a "virtual" team
- Able to challenge and be challenged
- Ability to use clinical supervision positively and effectively.
- Able to develop good therapeutic relationships with young people
- Ability to deliver interventions to groups (Young people and parent groups)
- Take responsibility for own professional development and make full use of supervision.
- Ability to assess risk and understanding the importance of assessing risk
Desirable
- Ability to facilitate psychoeducation sessions to professionals (i.e. teachers)
- Ability to manage own caseload and demonstrate good time management and prioritization skills.
- Skills in delivering Guided Self-Help interventions
Other Requirements
Essential
- Hold a full driving license
- Have full access to a car with business insurance (unless you have a disability as defined by the equality act 2010)
- To attend and fully participate in EMHP training course.
- Ability to travel to university for course
- Able to travel independently across Hertfordshire and West Essex
- Ability and willingness to work outside of office hours when required for the role.
Disclosure and Barring Service Check
This post is subject to the Rehabilitation of Offenders Act (Exceptions Order) 1975 and as such it will be necessary for a submission for Disclosure to be made to the Disclosure and Barring Service (formerly known as CRB) to check for any previous criminal convictions.
Applications from job seekers who require current Skilled worker sponsorship to work in the UK are welcome and will be considered alongside all other applications. For further information visit the UK Visas and Immigration website (Opens in a new tab).
From 6 April 2017, skilled worker applicants, applying for entry clearance into the UK, have had to present a criminal record certificate from each country they have resided continuously or cumulatively for 12 months or more in the past 10 years. Adult dependants (over 18 years old) are also subject to this requirement. Guidance can be found here Criminal records checks for overseas applicants (Opens in a new tab).
Additional information
Disclosure and Barring Service Check
This post is subject to the Rehabilitation of Offenders Act (Exceptions Order) 1975 and as such it will be necessary for a submission for Disclosure to be made to the Disclosure and Barring Service (formerly known as CRB) to check for any previous criminal convictions.
Applications from job seekers who require current Skilled worker sponsorship to work in the UK are welcome and will be considered alongside all other applications. For further information visit the UK Visas and Immigration website (Opens in a new tab).
From 6 April 2017, skilled worker applicants, applying for entry clearance into the UK, have had to present a criminal record certificate from each country they have resided continuously or cumulatively for 12 months or more in the past 10 years. Adult dependants (over 18 years old) are also subject to this requirement. Guidance can be found here Criminal records checks for overseas applicants (Opens in a new tab).
