Specialist Mentor (SM-ASC and/or SM- MH)

Bespoke Inclusive Support; United Kingdom; Remote; GBP 80,000 - 100,000; Part time

Job summary

A specialized mentoring service in the United Kingdom seeks a Specialist Mentor to provide tailored one-to-one support for clients with disabilities and neurodiverse conditions. The role requires excellent communication skills, a degree-level education, and experience in mentoring. Responsibilities include developing individual learning plans and empowering clients through personalized strategies. This position offers the flexibility of remote work, ensuring candidates with relevant qualifications and experience are encouraged to apply.

Qualifications

• A minimum of two years of experience in tutoring or mentoring students with disabilities.
• Ability to assess learner’s needs and create Individual Learning Plans.
• Proficient in Google/Microsoft packages.

Responsibilities

• Provide bespoke methods for clients to overcome challenges.
• Develop and monitor Individual Learning Plans for clients.
• Manage paperwork and attend relevant training and meetings.

Skills

Experience with students with disabilities

Outstanding communication skills

Excellent time management

Ability to inspire and motivate

Proficient in IT skills

Education

Educated to degree level

Postgraduate qualification in mental health

Job description

Overview

Purpose of Role

• To provide bespoke specialist one-to-one study skills Specialist Mentor support sessions to clients with disabilities, mental health and neurodiverse conditions, including but not limited to: AD(H)D, Asperger’s, autism, Anxiety and Depression, EUPD in education.

• To facilitate and empower clients to become independent through lifelong learning strategies specific to the task at hand.

• To provide highly specialised one to one support, specifically tailored, to help clients address and overcome barriers created by a particular challenge, e.g. mental-health conditions, AD(H)D or autistic spectrum disorders. This could include a range of issues, for example, coping with anxiety and stressful situations, how to deal with concentration difficulties, time management, prioritising workload, communication difficulties and creating a suitable work-life balance.

• The role is not to act as an advocate or counsellor, the scope of the role is to help clients recognise the barriers to learning created by their challenges, and to provide support in developing coping strategies to address these barriers, particularly at times of transition, e.g. when starting education.

• For some clients this support will need to be ongoing while for others it might be gradually phased out or only be required at certain points of their education.

Main duties and responsibilities

At one-to-one sessions:

• Provide clients with bespoke methods of developing independent strategies to overcome their challenges
• Apply a dynamic approach at all times according to the changing needs of the individual client
• Assess the strengths of individuals and teach them to use them effectively
• Develop effective learning plans and complete an Individual Learning Plan (ILP) for each client
• Communicate, encourage and support clients to understand their goals and ambitions, assist them to discover and overcome their personal barriers, and set targets to meet their objectives
• Review, evaluate and monitor ILP and set future targets
• Manage paperwork efficiently and promptly, i.e. completing time sheets and ILPs
• Provide session notes, reports, and backup materials for clients to reference as needed.
• Attend sessions in a punctual, professional, and courteous manner.
• Maintain confidentiality and personal boundaries to agreed disclosure levels in line with Bespoke Inclusive Support GDPR policy
• Adherence to Bespoke Inclusive Support safeguarding policy must be maintained at all times

Outside of sessions / other times:

• Undertake the required number of hours of relevant CPD annually as stated in the SLC NMH qualification matrix (Annex 1).
• Attend any relevant training or meetings and have the ability to develop existing skills
• Contribute to the team resources portal regularly
• Liaise with colleagues for team development and best practise
• Ensure that clients are happy with the support being provided, any problems must be referred to your manager immediately
• To undertake such other duties as may be reasonably required by Bespoke Inclusive Support

Skills, Knowledge & Experience

• A minimum of two years of experience in tutoring, mentoring, managing or working with students with disabilities, mental health and neurodiverse conditions in higher education on a 1:1 basis or to small groups (Essential)
• Outstanding communication and interpersonal skills; Friendly, patient, and encouraging (Essential)
• Excellent time management, planning and organisational abilities (Essential)
• Ability to inspire and motivate (Essential)
• Able to assess learner’s needs and devise an appropriate Individual Learning Plan (Essential)
• To be able to establish and maintain professional boundaries (Essential)
• Able to work from home and deliver support virtually thorough email/Skype/webcam/phone (Essential)
• Confidence in working independently with clients (Essential)
• Takes a logical approach to problem solving and pays close attention to detail (Essential)
• Proficient in IT skills, including the use of Google/Microsoft packages (Essential)
• Applies quality standards to all tasks undertaken and ensures that nothing is overlooked (Essential)
• Able to use own phone/laptop/desktop computer to access client data and time sheeting application (Essential)

Essential Qualifications

IMPORTANT: The requirements for these roles can vary depending on your qualifications and direct Autism training in higher education. If unsure, please check the criteria on the SLC website:

https://www.practitioners.slc.co.uk/media/1987/final-nmh-qualifications-matrix-july2023.pdf

Specialist Mentor (SM-MH)

Educated to degree level and membership of a mental health related professional body such as BPS Graduate member (GMBPsS). For BPS Chartered and Graduate members, the following is required, a. A postgraduate qualification in mental health (an undergraduate degree in mental health is not acceptable. The qualification must be a postgraduate degree in mental health); and b. 30 hours of mental health relevant continuous professional development (CPD) annually; and c. engagement in supervision.

Specialist Mentor (SM-ASC)

Educated to degree level
Experience of working with autistic students and students with ADHD
Relevant qualification or willingness to obtain this through Optimum Student Support training course: Autism and ADHD in Higher Education: Recognising and addressing the barriers through Non-Medical Helper (NMH) Mentoring and Study Skills Strategies
OR NAS Core Modules and additional requirements noted in this matrix: https://www.practitioners.slc.co.uk/media/1987/final-nmh-qualifications-matrix-july2023.pdf

Other Information

• Must be eligible to work in the UK
• Must provide a current basic DBS check