Social Worker / Counsellor / Psychologist

Government schools; Melbourne; On-site; AUD 70,000 - 110,000; Full time

Job summary

Victoria University Secondary College in Melbourne seeks a Social Worker / Counsellor / Psychologist to join the wellbeing team. The role focuses on providing 1-1 counselling, case management and targeted group programs to support student wellbeing across year levels.

You will collaborate with the Student Wellbeing Manager and coordinators to engage disengaged students, plan case goals, and connect families with services while upholding school values and procedures.

Qualifications

• Well-developed counselling/therapeutic and case management skills for secondary students.
• Experience in education setting and building relationships with students.
• Ability to liaise with families, coordinators and external professionals.
• Ability to engage with diverse students and families and plan support.
• Commitment to professional learning aligned with school vision.

Responsibilities

• Provide 1-1 support and case management for students.
• Deliver group interventions and lunchtime activities.
• Liaise with families and external agencies to support student wellbeing.
• Develop and deliver targeted wellbeing programs within the school.
• Support school staff in understanding and responding to student wellbeing needs.
• Maintain confidential case notes and progress updates.

Skills

Counselling

Case management

Interpersonal skills

Education

Bachelor/Master in Social Work, Psychology or Counselling

Job description

Social Worker / Counsellor / Psychologist

Victoria University Secondary College is a multi campus school, comprising of a Junior Campus located in Deer Park, a Senior Campus with a Trade Training Centre located in Cairnlea and a Flexible Learning Option iCAN centre located in St Albans. Our college has approximately 1500 students from years 7 to 12 and services the residential area of Cairnlea, Deer Park, St Albans and environs in the western suburbs of Melbourne. Our college provides a broad range of personal, academic and practical experiences for our students who come form diverse cultural and social backgrounds. Victoria University Secondary College challenges students to, Create the Future by adhering to our school values of Aspiring to Achieve, Strengthening the Community and Respecting Themselves and Others.

Victoria University Secondary College is a Professional Learning Community (PLC) school. PLC schools approach to learning, is to share ideas, enhance teaching practices and create an environment where all students can reach their full potential.

Victoria University Secondary College empowers members of our learning community to develop control over their own thinking and actions. Our college encourages our members to develop self belief and confidence to persevere with their learning challenges. Victoria University Secondary College focusses on reflective thinking and collaboration. This college focus encourages our students to become independent learners, work collaboratively and share ideas and resources while respecting and recognising individual contributions our accelerated students in programs such as AVID (Advance via Individual Determination), Deep Learning and SEAL, Music and we are also a rugby academy school.

Victoria University Secondary College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. Our strategic intention is to maximise opportunities for all our students by developing their talents and challenging them to have high aspirations, so they can achieve their potential and become logical, self-aware, collaborative and inquisitive students. Importantly, Victoria University Secondary College seek to develop students skills and competencies so they are well prepared for their future study and future workplace.

Location Profile

Victoria University Secondary College is a multi campus school, comprising of a Junior Campus located in Deer Park, a Senior Campus with a Trade Training Centre located in Cairnlea and a Flexible Learning Option iCAN centre located in St Albans. Our college has approximately 1500 students from years 7 to 12 and services the residential area of Cairnlea, Deer Park, St Albans and environs in the western suburbs of Melbourne. Our college provides a broad range of personal, academic and practical experiences for our students who come form diverse cultural and social backgrounds. Victoria University Secondary College challenges students to, Create the Future by adhering to our school values of Aspiring to Achieve, Strengthening the Community and Respecting Themselves and Others.

Victoria University Secondary College is a Professional Learning Community (PLC) school. PLC schools approach to learning, is to share ideas, enhance teaching practices and create an environment where all students can reach their full potential.

Victoria University Secondary College empowers members of our learning community to develop control over their own thinking and actions. Our college encourages our members to develop self belief and confidence to persevere with their learning challenges. Victoria University Secondary College focusses on reflective thinking and collaboration. This college focus encourages our students to become independent learners, work collaboratively and share ideas and resources while respecting and recognising individual contributions our accelerated students in programs such as AVID (Advance via Individual Determination), Deep Learning and SEAL, Music and we are also a rugby academy school.

Victoria University Secondary College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. Our strategic intention is to maximise opportunities for all our students by developing their talents and challenging them to have high aspirations, so they can achieve their potential and become logical, self-aware, collaborative and inquisitive students. Importantly, Victoria University Secondary College seek to develop students skills and competencies so they are well prepared for their future study and future workplace.

Selection Criteria

SC1 - Well-developed counselling/therapeutic and case management skills when working with secondary aged students, including those presenting with complex mental health issues, chronic disengagement and school non-attendance

SC2 - Experience of working in an education setting and demonstrated ability to build successful relationships with students and implement proactive wellbeing programs across all year levels

SC3 - Demonstrated ability to provide information, advice and support to Year level coordinators, families and external professionals who are supporting/working with students experiencing difficulties with their social and emotional wellbeing

SC4 - A demonstrated ability to be sensitive and responsive to the needs of young people and their families, with well-developed skills in engaging families in the development of case plans for their child

SC5 - Highly developed communication and interpersonal skills, with the proven ability to work collaboratively within a multi-disciplinary team

SC6 - Demonstrate a commitment to professional learning and growth relating to your role and in line with the school¿s vision.

Role

No Attendance during School Vacation periods is required.

Under the direction of the Student Wellbeing Manager, Social Worker/Counsellor/Psychologist will be an active member of the school wellbeing team, to provide a range of wellbeing programs for students across all year levels, including 1-1 support and case management, specific group interventions, organising and facilitating celebration days/ events and running lunchtime activities.

The Social Worker/Counsellor/Psychologist will hold a caseload of referred students with a particular focus on students who are disengaged and struggling to attend school. A non-attending or disengaged student can often be extremely vulnerable with a diverse range of needs that span beyond the physical school environment. There are many aspects that are outside of the student's control that can underpin their chronic inability to engage, including but not limited to trauma, family violence, mental health, cultural and socio-economic factors. The impact of remote learning has only exacerbated the issues some students face when engaging with school, presenting a new layer of complexity whilst also having an impact on a cohort of students previously unaffected by school non-attendance and disengagement.

Working within the college wellbeing protocols to deliver both brief counselling support and effective case management. The promotion of students' social, emotional and behavioural development is a core purpose of this role, as is implementing and evaluating support strategies to minimise disengagement from school and foster resilience. Social Worker/Counsellor/Psychologist will demonstrate an ability to plan thoughtful 1-1 sessions and engage students in conversations about their wellbeing and goal setting, using a variety of strategies and techniques.

The Social Worker/Counsellor/Psychologist will support the Student Wellbeing Manager to develop and deliver a range of dynamic and engaging group programs and lunchtime activities that support and reinforce self-esteem and confidence in students, increase engagement with school, their teachers, their peers and build partnerships between the school and wider community agencies and support services.

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Responsibilities

As the Social Worker / Counsellor / Psychologist , the successful candidate applicant will:

• Work collaboratively with the Student Wellbeing Manager who will also be your direct line manager and the College Wellbeing team, to ensure that student needs are met with appropriate intervention in a timely manner.
  • Participating in all team meetings with regards to referral discussions and sharing best practice.
  • Receive and act on referrals for assistance from teaching staff through weekly Student Wellbeing Meetings
• Be adept at brief counselling support for students and case management
  • Developing meaningful case plans and goal setting with students
  • Effective crisis management, when needed
  • Strong liaison with Student Wellbeing Manager, Middle/Senior Years Coordinators/ Principal Class and other key team members regarding cases
  • Keep relevant, professional and up-to-date case notes on identified students in order to monitor progress and develop robust support plans
  • Advocate for students where appropriate and facilitate further external referrals acting as a conduit between the young person and the services they wish/need to access
  • Following DET & College Wellbeing protocol and procedure
• Liaise with families, carers and workers regarding the students wellbeing needs, involving:
  • Phone contact
  • Parent meetings
  • Attending care team meetings and other professional networks to support the student
• Develop and implement targeted group interventions (including therapeutic) to identified students
• Promote and facilitate pro-social activities and services, both within the school and in partnership with wider community agencies and support services, including:
  • Lunchtime activities
  • Celebration days/events
  • Information sessions
  • Assembly presentations
• Establish good relationships with students, acting as a role model and responding to the needs of each individual child with empathy and consistency
• Support teachers to understand and respond to student wellbeing needs
• Attend school excursions and camps as required
• Perform other duties appropriate to the classification, at the Principals discretion

Who May Apply

Required

• Applicants must be qualified as a social worker, counsellor or psychologist of a prescribed class. Specifically:
  • For Psychologists, applicants must hold full registration with AHPRA
  • For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
  • For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practisingmember (Level 2, 3 or 4) ofthe 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.

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 (seeWorkplace 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*******@education.vic.gov.au

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Conditions of Employment

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at https://www2.education.vic.gov.au/pal