Mental Health Practitioner - 2 days

Victorian Government; Melbourne; Sur place; AUD 42 000 - 62 000; Temps partiel

Résumé du poste

Victorian Government in Melbourne is seeking a Mental Health Practitioner to support student wellbeing across government secondary settings. The role focuses on prevention, early intervention and coordination with families and external providers.

As an education-focused position, you will deliver counselling, collaborate with school staff, and advance policies for student mental health while meeting regulatory requirements. Two days per week, with opportunities for professional development.

Qualifications

• Demonstrated direct counselling experience.
• Registration with a relevant health/education professional board (AHPRA or equivalent).
• Current Working With Children Check.
• Specialisation in educational/ Development psychology or related field (where applicable).

Responsabilités

• Providing advice and professional learning to staff to build capacity in student wellbeing.
• Delivering professional support services including prevention, promotion and short-term counselling.
• Planning and implementing evidence-based intervention strategies for students with complex needs.
• Liaising with families, other professionals and agencies to engage further support as required.
• Maintaining professional competence and continuing professional development.

Connaissances

Mental health promotion

Counselling

Interagency coordination

Communication skills

Policy & privacy compliance

Formation

Mental health professional qualification (psychologist / social worker / nurse / OT / counsellor)

Description du poste

Occupation: Health and allied health

Location: Melbourne - Northern suburbs

Reference: 1548778

Location Profile

John Fawkner College takes pride in uniting learners from a diverse community within a respectful and adaptive environment that fosters enjoyment in learning and the motivation to achieve excellence. John Fawkner Secondary College is a growing co-educational secondary college, which operates within a distinct geographical area with a diverse cultural mix.

In 2026, JFC opened the new STEAM centre, including a new Art centre, sound studio, Science rooms, Theatrette with green screen, and media centre. The second building to open in second semester is the hospitality grade Food Tech centre and school cafeteria.

Melbourne Victory Football piloted a team in 2024 and continues to offer a popular and thriving program to students in years 7 - 10. The program includes an all-girl soccer team, the first of its kind for the club in schools, and junior and senior teams for boys. The success of this program has attracted students from a range of areas and backgrounds and compliments our diverse community.

Students at all year levels are supported by a dedicated Student Learning Mentor and supported by an overall leader of engagement. Our VM program is well established and in 2026, we added a VPC strand for students at years 10 and 11. The VM program is characterised by a small and dedicated teaching team and a vast network of connections in the community. Many students take a VET subject from year 10 onwards. The VCE starts at year 10 for those students who want to accelerate their progress through the senior school and offers a broad range of subjects. The students from years 7-10 study the Victorian Curriculum and electives. At year 10, students are counselled to appropriate pathways and select from VCE/VM to continue their final years of schooling. All VM students do a Vet subject one day a week, and there is the potential to study a SBAT whilst at school.

Our growing areas currently are in Science and STEAM and our partnership with the Science Centre of Excellence at Melbourne University guarantees all students the opportunity to explore their interests in this area. Our students are encouraged to apply for positions of leadership at each year level and this group meets regularly to plan school activities. Our daily practice is informed by the Human Rights for all students at JFC.

The staff at JFC is collegiate, dynamic and collaborative, led by an executive principal and two assistant principals. The focus is on the future for the students in this area and we seek vibrant, innovative, committed teachers and leaders to join us in our journey of improvement and success. Tours are welcome from prospective employees.

Selection Criteria

• Ability to implement a range of small group and whole-school mental health prevention and promotion activities aimed at improving student mental health and wellbeing, including the delivery of capability building and awareness raising activities for staff and/or students on key mental health and wellbeing issues affecting the school’s student population.
• Demonstrated ability to input into the development, implementation and evaluation of processes and strategies aimed at enhancing mental health and wellbeing prevention, promotion and early intervention.
• Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of mental health needs.
• Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate.
• Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
• Clear understanding of legislative requirements regarding privacy of health information.

Role

The Mental Health Practitioners (MHP) initiative was announced by the Minister for Education in late 2018 to expand mental health and wellbeing support in government schools. The initiative provides for a suitably qualified mental health professional in all government secondary school campuses and specialist school (with secondary-aged enrolments) settings.

Operating in collaboration with the relevant Department of Education Regional Mental Health Branch, this role has the following functions:

• Enhancing mental health prevention and promotion activities in the school by contributing to whole-school health and wellbeing plans, building the capability of teaching staff and school leadership to address matters relating to student mental health and wellbeing, and helping to develop and deliver appropriate programs and strategies in the school according to specified school priorities
• Providing early intervention services (including short-term counselling) for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate mental health concerns; and
• Coordinating supports for students with complex needs both within and external to the school, including proactively working with regions, local mental health service providers and other health professionals to engage further support as required.

The successful applicant will be an experienced professional who will carry out their duties and responsibilities, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision. The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.

As an education support class position, this role supports the educational services being provided to students, but will not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic).

• Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students wellbeing, learning and developmental outcomes.
• Delivering professional support services in a school, including mental health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of mental health needs, applying sound theoretical knowledge and practical expertise.
• Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk.
• Working collaboratively with the school to enhance mental health prevention and promotion across the school by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.
• Liaising with other department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide appropriate support to students.
• Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.
• Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.

Please note: Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).

Who May Apply

Required

• Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class. Specifically:
  • For Psychologists, applicants must hold full registration with AHPRA
  • For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
  • For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
  • For Occupational Therapists applicants must hold full registration with AHPRA
  • For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practising member (Level 2, 3 or 4) of the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA)
• Demonstrated direct counselling experience
• Evidence of registration with AHPRA, AASW (where applicable), or with ACA or PACFA (where applicable), and a copy of a testamur, certificate or transcript as evidence of appropriate qualification.
• A current Working With Children Check.
• For Psychology applicants, specialisation in educational and/or developmental psychology.
• For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.
• For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
• For Occupational Therapy applicants, a Better Access to Mental Health Endorsement.
• For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA).

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [e-mail]

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees,including those who work in Victorian Government Schools. Information on the department values is available at:

This position is for 2 days per week. Days are negotiable.

Conditions of Employment

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

Applications close Thursday 29 October 2026 at 11.59pm