Elementary School Mental Health Counselor

This is a full-time position that follows the school district's academic calendar, working 10 months out of the year. The role aligns with the school schedule, including breaks and holidays.

Performs professional mental health counseling activities for the City of Mercer Island (the City). Work involves providing short-term counseling, crisis intervention, and referral services to students and their families, providing information and consultation to staff, and presenting information to school classrooms, staff, and community groups. As part of an interlocal agreement between the City and the Mercer Island School District, services are provided on-site at one of four Mercer Island elementary schools. There is currently one counselor per school building in the district and all are part of the Youth and Family Services Department of the City.

Work is performed under limited supervision with latitude in the use of initiative and independent judgment. Position seeks technical guidance only on unusual or complex problems or issues.

Essential Functions

• Provides individual, family, and/or group counseling to students for matters pertaining to personal, peer and family issues
• Consults on student behavioral management and planning
• Coordinates and/or runs activities for support and developing emotional, behavioral, and social skills of students including but not limited to, lunch groups, classroom activities, and peer mediation
• Provides community resources and referrals to the school community and assist students and families in accessing necessary external services and supports
• Conducts crisis interventions with students on a variety of topics and issues
• Conducts support groups and classroom and community presentations promoting student engagement and academic achievement and raising awareness of mental health topics and common disorders impacting students
• Completes and files documentation, reports, and required paperwork per established policies and procedures and regulatory guidelines
• Tracks data and completes monthly reports and other required paperwork
• Participates in Building Guidance Teams, crisis response teams, and other leadership organizations as assigned, supporting and consulting with school staff as needed
• Consults and coordinates with school staff and administrators as needed to perform job duties
• Participates as a member of the YFS Clinical Team via collegial collaboration, case consultation, and other functions as assigned.
• Participates in and attends a variety of events and activities for both students and their families including but not limited to orientation, school assemblies, workshops, clubs, special events and community meetings
• Attends and participates in professional group meetings; stays abreast of new trends and best practices
• Participates in projects and trainings as required per job obligations and requirements
• Establishes and maintains relationships and connections with local mental and human service resources
• Responds to inquiries, questions, and comments from the school community
• Maintains strict confidentiality of protected health information (PHI)
• Ensures adherence to all established City policies, procedures, and protocols
• Attends evening and/or weekend meetings and events based on organizational responsibilities and/or requirements
• When required by management, responds to Emergency Operations Center to support the City’s response during an emergency

Supervisory Responsibilities

• This position has no supervisory responsibilities

Minimum Qualifications

Master’s degree in social work, counseling, or related field; supplemented by two (2) years of post-graduate individual, group, and family counseling, including two (2) years working in a school-based setting; or an equivalent combination of education, certification, training, and/or experience.

Preferred Qualifications

Recent experience in school-based counseling working with issues related to youth mental health treatment, assessment, and referral. Specific experience in addressing suicide, substance abuse and addiction, trauma informed practices and knowledge of regional human services systems. Demonstrated knowledge of and dedication to racial equity and the LGBTQIA+ community.

Licensure/Certification

• Licensed mental health counselor in the State of Washington (LMHC, LMFT, LICSW, or comparable)
• Valid WA State Driver’s License with a driving record free from frequent or serious violations. A three (3) year driving record abstract must be submitted prior to hire
• Completion of NIMS ICS-100, 200, and 700, within first six months of employment
• CPR and First Aid certification within first six months of employment

Knowledge, Skills, and Abilities

• Knowledge of evidence-based psychotherapeutic treatment methods to assess and treat clients presenting with a wide range of mental health and/or psychosocial disorders in individual, family, and/or group settings
• Knowledge of anxiety, depression, suicide, grief, and substance use disorders and current trends, philosophies, and techniques regarding appropriate counseling, resources, and treatment plans for children and families
• Knowledge of school systems, childhood and adolescent growth and development and mental health issues
• Knowledge of crisis response principles and methods, and the ability to identify when a client is in immediate need of support
• Knowledge of, and the ability to use, Diagnostic and Statistical Manual (DSM-5) classifications, trauma informed practices, and mental health assessments
• Knowledge of trauma informed care, needs assessment, and crisis intervention
• Knowledge of telemental health service provision
• Skill in the use of Microsoft Office products (Word, Outlook, and Excel), Google Suite, and applicable department and school district specific software and to learn and become proficient in the use of other specialized software as may be required
• Ability to clearly communicate and understand information in English, both orally and in writing
• Ability to follow oral and written instructions
• Ability to present material to classrooms and large groups
• Ability to identify and respond professionally to crisis situations and facilitate safety assessments and safety planning
• Ability to interact with and develop a professional rapport with students, staff, and administrators, and to identify appropriate resources for individual student issues
• Ability to participate as a clinical team member in clinical team meetings and group case consultation
• Ability to teach social skills and self-esteem curriculums and peer mediation and mindful techniques
• Ability to maintain strict confidentiality and professional/ethical standards required by state and federal statutes and by those standards generally accepted for counseling, social work, chemical dependency and/or certified prevention professional practice
• Ability to establish and maintain effective working relationships with those interacted with during work regardless of race, color, religious creed, national origin, ancestry, sex, sexual orientation, gender identity, age, genetic information, disability, political affiliation, military service, or diverse cultural and linguistic backgrounds
• Ability to commute independently to and from work and arrive punctually for designated work schedule (virtually or in person), including to community meetings and events

Physical Demands

Depending on functional area of assignment, tasks involve the ability to exert light physical effort usually involving some lifting, carrying, pushing and/or pulling of objects and materials of light weight (up to 20 pounds). May involve some climbing, balancing, stooping, kneeling, crouching, crawling, walking, or standing. Tasks may involve extended periods of time at a keyboard or workstation and extended periods of time standing and/or walking. Primary work location is in a school setting.

Tasks are regularly performed inside with exposure to adverse environmental conditions (e.g., dirt, cold, rain, fumes, biological substances, pathogens).

Some tasks require manual dexterity, in addition to visual and hearing acuity. Some tasks may involve identifying and distinguishing colors. Some tasks require the ability to perceive and discriminate visual cues or signals. Some tasks require the ability to communicate orally and in writing.

#J-18808-Ljbffr

---