Art Therapist

Occupation Other Reference Location Melbourne - Northern suburbs Role Overview Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs. Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management. The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations. This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management. 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 To be considered for the role and be successful in it, we’re looking for someone who has the following key skills and experiences: Support students in classrooms and engagement programs to improve connection, participation, and self-regulation. Collaborate with Teaching, Learning, and Careers Teams to develop safe, inclusive, and goal-oriented learning environments. Provide individual and group therapeutic support using trauma-informed practice. Participate in Student Support Groups, Care Plans, and Review Meetings. Develop and deliver targeted wellbeing programs based on identified student needs. Liaise with families and external agencies (e.g., DFFH, hospitals, specialist services). Responsible for maintaining accurate, detailed, and up-to-date case notes and internal school database system notes. Provide a range of evidence-based therapies through individual, group and family work, for students and their family, undertaking an integrated approach to support a trauma informed education model. Support the student and their families to achieve improved self regulation and problem solving capacities in their education participation. Contribute to program evaluation and continuous improvement through data-informed practice. Engage in ongoing reflective practice and professional learning. Perform other duties as directed by the Wellbeing or Leadership Teams. Qualifications Masters in Arts Therapy and registration with the Australian, New Zealand and Asian Creative Arts Therapies (ANZACATA) or a pathway that matches registration requirements with ANZACATA. Bachelor and postgraduate degree in arts therapy that matches registration requirements with the Psychotherapy and Counselling Federation of Australia (PACFA). Demonstrated experience applying restorative and therapeutic strategies with vulnerable young people. Knowledge of trauma-informed and strengths-based approaches that enhance engagement and wellbeing. #J-18808-Ljbffr