• Participate in a one hour bi-weekly reflective supervision/consultation with the Mental Health Professional via phone conferencing;
• Provide reflective consultation to area teachers in a cluster format as determined by the Area Manager;
• Conduct mental health consultation activities: discuss identified children during case consultation with behaviors and mental health concerns and possible strategies for supporting their social-emotional health (to include any child scoring an ‘area of concern’ on the e-DECA screen);
• Respond to concerns about a child’s mental health through observation of individual children in the classroom and/or in the home as requested via referral/request;
• Facilitate a Positive Behavior Support plan meeting with parents and staff, when appropriate;
• Conduct intake observation (in home and/or classroom) to determine Plan of Action;
• Engage families whenever possible as partners in the process of assessment and intervention;
• Facilitate referral to outside mental health services as needed;
• Communicate with the Regional Manager as necessary to support the position and its delivery of mental health services.

• Utilize the CSEFEL T-POT observation tool to provide feedback to staff on overall social-emotional environment, guidance techniques, relationship-building interactions, and other areas;
• Ensure staff understands the referral process and data collections systems and provide guidance as needed;
• Conduct follow-up observations as determined by Regional Manager or requested by the Regional Team.

• Provide small group trainings for parents or staff as determined by the Regional Manager and/or requested by the Regional Team;
• Demonstrate a working knowledge of current theory and practice in areas of child development, trauma-informed care, family dynamics, parenting issues, and community and local systems;
• Provide ongoing training and modeling of the CSEFEL model; use/demonstrate use of Deveraux resources as well as activities for use found on the e-DECA system;
• Have a sound understanding of the requirements of the HS Program Performance Standards/GSRP programs and early childhood general/special education as it relates to interventions in the classroom. Provide on-going training to staff as needed;
• Provide services within the context of multi-cultural understanding and competence that enhance families’ support of their child’s learning experience;
• Attend staff meetings and agency training as requested, as well as pertinent conferences and seminars;
• Participate in regular Child Assistance Team meetings.

• Provide case consultation to Regional Teams in a group cluster format as determined;
• Participate in the Regional Team meeting at start-up to schedule group consultation and general classroom observation and again mid-year to discuss effectiveness of the service and to plan future mental health activities;
• Demonstrate functional computer literacy and skills;
• Complete required documentation of relevant activities and submit records and reports in a timely and accurate manner;
• Maintain adequate safeguards for the privacy and confidentiality of information.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.