Wellbeing Practitioner

Department of Education Victoria; Wodonga; On-site; AUD 70,000 - 90,000; Full time

Job summary

The Wellbeing Practitioner role at Department of Education Victoria – Wodonga is part of the Wellbeing Team dedicated to student mental health across the 3 Tiers of practice. You will work with students, families and school staff to provide timely, client-centered mental health support within a school setting.

You will engage in crisis care, risk assessment, case management and groupwork, while collaborating with internal teams and external services to promote safe, inclusive learning

Qualifications

• Bachelor qualification in Social Work, Psychology, Nursing with mental health specialization, or Occupational Therapy.
• Current Working with Children Check (Employee).
• Current driver’s license.
• Eligibility for membership with the appropriate professional body (e.g., AASW).

Responsibilities

• Participate in the Wellbeing Triage roster providing crisis care to students at risk.
• Conduct comprehensive risk assessment and safety planning.
• Provide secondary consultation to leaders and staff on mental health presentations.
• Deliver 1:1 counselling using SSA model.
• Develop and deliver therapeutic groupwork for students.

Skills

Risk assessment

Crisis intervention

Youth engagement

Communication

Interagency collaboration

Education

Bachelor or higher in Social Work

Bachelor or higher in Psychology

Nursing with mental health specialization

Occupational Therapy degree

Tools

SWPBS

Case management software

Job description

Department of Education Victoria – Wodonga VIC

2d ago , from Department of Education & Training Victoria

Wodonga Middle Years College (WMYC) is a student-focused learning community specialising in Middle Years education, with a strong emphasis on high-quality teaching, learning and student wellbeing. Aligned with the Victorian Curriculum and the Victorian Teaching and Learning Model (VTLM), the College provides engaging, inclusive learning environments that support students to achieve their potential and develop a strong foundation for lifelong learning.

With approximately 950 students across three settings¿Huon Campus, Felltimber Campus and the Flying Fruit Fly Circus School (FFFCS)¿the College offers the advantages of a large learning community while fostering supportive relationships, a sense of belonging and strong connections between students, staff and peers.

Motto

Every Student, Every Opportunity, Success for All

Vision

Government secondary schools in Wodonga are student-focused learning communities where graduates develop confidence, optimism for the future, a commitment to personal achievement and a sense of global citizenship.

Our Mission

To be a student-focused learning community from which our graduates will:

• Be confident, capable and self-motivated.
• Be comfortable living in a world of diverse people, cultures and beliefs.
• Be able to establish and maintain effective relationships.
• Be tolerant and act with empathy.
• Be respectful of self and others.
• Make meaningful contributions to society, both locally and globally.
• Demonstrate intellectual tenacity and persistence in problem-solving.
• Be skilled analytical, critical, aesthetic and creative thinkers as the situation demands.
• Respond positively and appropriately to change and challenges.
• Set high expectations for themselves and act to meet those expectations.
• Flourish in a digital world and be skilled users of evolving technologies.
• Be aware of post-school options and successfully access them.

Values

Our culture is underpinned by the core values of Respect, Aspiration and Resilience. These values guide our decisions, relationships and practices, supporting a culture of high expectations, personal responsibility, positive relationships and continuous growth.

Teaching and Learning

The College is committed to providing high-quality, inclusive and engaging learning experiences that enable every student to develop strong literacy and numeracy skills and achieve their learning potential.

Students engage in a broad curriculum encompassing core learning areas, complemented by applied and practical learning opportunities in the Arts and Technology. Extension opportunities, including the Academic Advancement Program, support and challenge high-achieving learners to extend their knowledge, skills and thinking.

Curriculum planning and instructional practice are guided by the Victorian Teaching and Learning Model (VTLM) 2.0, with a focus on explicit teaching, effective assessment, checking for understanding and responsive teaching. Collaborative planning, professional learning and teaching sprint cycles strengthen staff practice, support consistency across learning areas and promote continuous improvement in student learning outcomes.

Student Wellbeing and Inclusion

Student wellbeing, engagement and inclusion are central to the work of the College. We recognise that positive relationships, a strong sense of belonging and a supportive learning environment are essential to student learning and success.

The College provides a comprehensive, multidisciplinary support structure, including:

• House Leaders and House Leader Assistants.
• Allied health professionals, including speech and occupational therapists.
• Doctors in Schools program and a school nurse.
• Defence Transition Mentor.

The College implements School-Wide Positive Behaviour Support (SWPBS), Positive Classroom Management Systems (PCMS) and restorative practices to promote safe, respectful and inclusive learning environments. Consistent expectations, positive reinforcement, proactive interventions and strong relationships support student wellbeing, engagement and readiness to learn.

Transition and Pathways

WMYC recognises that successful transitions are critical to student confidence, wellbeing, engagement and achievement. We work in partnership with primary schools, families, community organisations and Wodonga Senior Secondary College (WSSC) to provide coordinated transition experiences that support students at key stages of their educational journey.

Transition into Year 7 is supported through connections with primary schools, transition activities, information sharing and opportunities for students and families to become familiar with the College, its expectations, learning environments and support structures. These experiences aim to build confidence, establish positive relationships and ensure students feel welcomed, connected and ready to learn.

Transition to Wodonga Senior Secondary College is strengthened through a close partnership between WMYC and WSSC. Collaborative planning, curriculum alignment, information sharing and coordinated transition activities support continuity of learning and wellbeing as students move from Year 9 into senior secondary education.

Programs and Opportunities

Students benefit from a broad range of co-curricular, enrichment and experiential learning opportunities that support personal development, engagement and a strong connection to the College. These include:

• Instrumental music, choir and ensemble programs.
• Performing arts opportunities.
• Intercampus and interschool sport.
• Camps and excursions that extend learning beyond the classroom.
• Academic extension and advancement opportunities.
• Careers education and activities that support future pathways.

These experiences encourage students to explore their interests, develop new skills, build positive relationships and contribute to the College community.

Selection Criteria

Your application for this position should specifically address each of the selection criteria below. Short listing and selection will be based upon responses to these selection criteria and key responsibility areas.

• Provide evidence of a Bachelor qualification or specialist/post graduate qualification in: Social Work, Psychology, Nursing with a mental health specialisation, Occupational Therapy or equivalent.
• Demonstrated highly developed theoretical knowledge and practice expertise in relation to student risk management and crisis intervention strategies.
• Demonstrated experience in building rapport and connection with adolescents and families presenting with complex needs, and demonstrated capacity to facilitate effective intervention and service coordination.
• Demonstrate understanding of the developmental needs of children and adolescents, with an ability to apply this knowledge effectively when providing trauma informed interventions.
• Demonstrated experience in providing 1:1 therapeutic counselling support to children and adolescents using evidence-based theories/frameworks.
• Demonstrated experience developing and facilitating therapeutic groupwork interventions for adolescents.
• Demonstrated highly developed communication, interpersonal and networking skills with the demonstrated ability to liaise with a range of stakeholders within the education community and broader service system.
• Demonstrated commitment to Department of Education and WMYC values.

Role

The Wellbeing Practitioner works together with the Wellbeing Team, WMYC Leaders, Teachers, Education Support staff and families to provide a coordinated approach to student mental health and wellbeing at WMYC. Students can access support through the Wellbeing referral process.

The Wellbeing Practitioner is responsible for providing mental health and wellbeing support and intervention across the 3 Tiers of practice:

• Tier 1: School-wide positive mental health and wellbeing promotion.
• Tier 2: Early intervention and cohort specific mental health support for students.
• Tier 3: Targeted 1:1 support for students with complex mental health needs.

Crisis Response

Our Wellbeing Team provides immediate crisis care for students presenting with risk. Following a crisis, we support students and families by offering follow-up care, which may include a Single Session Appointment with our Wellbeing Team or referrals to external support services within the community.

Single Session Appointment – one at a time approach to counselling

We offer timely therapeutic support without the wait through our Single Session Appointment (SSA) model. This one at a time approach ensures that students can access confidential, client-centered sessions when they need them the most. Students can choose to have just one session or return for another when they feel ready.

Short-term Case Management and Advocacy support

Our Wellbeing Team provides short-term case management and advocacy support to students and their families to ensure students are connected to the right supports in the community.

Therapeutic Groupwork

The Wellbeing Team offers therapeutic groupwork programs designed to support students – mental health and wellbeing. These groups are tailored for specific student presentations. Each group aims to empower students, providing them with practical strategies and emotional support to improve their overall wellbeing and build a positive sense of self.

Whole school education and capacity building

We are committed to equipping students with the knowledge and skills they need to navigate the challenges of adolescence. We provide whole school programs that address prominent issues facing young people today. These initiatives aim to empower our students to make informed and responsible choices as they grow into young adults.

Responsibilities

• Participate in the Wellbeing Triage roster providing crisis care to students presenting with immediate risk.
• Conduct comprehensive risk assessment and safety planning to manage and coordinate student presentations of risk.
• Provide secondary consultation to WMYC Leaders and staff regarding a range of mental health and wellbeing presentations.
• Complete case formulation using 5 P’s formulation framework to support individualised intervention in collaboration with the young person and their family.
• Provide therapeutic counselling support to students using our Single Session Appointment (SSA) model.
• Provide short-term case management and advocacy support to students and their families to ensure students are connected to the right supports in the community.
• Develop and deliver therapeutic groupwork to students using a variety of approaches, depending on presenting themes and identified need.
• Provide psychoeducation to students and their parent/carers around a range of mental health and wellbeing concerns.
• Provide recommendations to parent/carers and WMYC staff regarding specific strategies to support the behavioural, emotional and social needs of students.
• Attend and contribute to Student Support Group (SSG) and Care Team/Professional’s Meetings.
• Develop and deliver professional learning to WMYC staff on a range of Wellbeing issues.
• Develop and maintain strong working relationships with internal and external key stakeholders and professional networks.
• Ensure student privacy and confidentiality is maintained.
• Maintain clear and accurate documentation/record keeping including case notes, assessments, case formulation, support letters and data collection processes.
• Maintain documentation to support Disability Inclusion Profile (DIP) requirements.
• Participate in regular supervision with chosen external supervision provider.
• Participate in regular internal supervision with Wellbeing Team Leader.
• Adhere to Department of Education Values and Child Safe Standards of practice.

Who May Apply

Applicants must:

• Hold a Bachelor qualification or specialist/post graduate qualification in (or equivalent):
  • Social Work
  • Psychology
  • Nursing with a mental health specialisation
  • Occupational Therapy
• Have a current Working with Children Check (Employee).
• Have a current driver’s license.

Social Work applicants, applicants must be eligible for membership with the Australian Association of Social Workers.

Mental Health Nurse, Psychologist and Occupational Therapist applicants must hold full registration with the required professional body.

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx