TRACC (Transitioning Residential Adolescents and Children into the Community) is looking for two full-time Child and Youth Care Counsellors.
- Tuesday to Saturday - 7 a.m.to 3 p.m., and 3 to 11 p.m. shifts
- Sunday through Thursday - 7 a.m. to 3 p.m., and 3 to 11 p.m. shifts
The TRACC Program provides services to help treat adolescents with serious emotional and/or behavioural difficulties who are not yet able to be effectively served in the community. An emphasis is placed on parental involvement, community participation, and the development of relevant community-living skills. The treatment modality is DBT (Dialectical Behaviour Therapy) which focuses on teaching skills in four areas: mindfulness, emotional regulation, distress tolerance and interpersonal effectiveness.
About us: Hull Services is a Registered Charitable organization that provides an integrated continuum of services including specialized therapy, counselling and education for children, youth and families who may experience emotional and psychological disorders, mental illness, behavioural and developmental challenges.
We view our employees as our strength and are committed to professional growth, competitive compensation, comprehensive benefits, and a supportive team environment.
Position Summary: Reporting to the Program Coordinator, the Child and Youth Care Counsellor is a member of an interdisciplinary team which assesses, plans, implements and evaluates the treatment program(s) for youth. The Counsellor participates fully in all facets of program life and is responsible for our youths’ daily care, treatment, nurturance, supervision, health and discipline. The role is extensive and includes counselling, teaching and training, as well as recording and reporting.
Duties and Responsibilities:
- Attend to the physical safety, esteem and developmental needs of the youth (person served).
- Select and make appropriate use of behavioural interventions and strategies.
- Communicate rules and behavioural limits and follow through on appropriate behavioural consequences.
- Identify and act on goal-related teaching opportunities; use systematic plans of instruction, appropriate teaching methods and approaches to transfer information and skills.
- Supervise, organize and implement daily living activities and see these as opportunities for educational and therapeutic interventions.
- Use routines and activities to give persons served security and enable them to relate to others in socially acceptable ways; help the youth understand the need for routines and procedures.
- Provide meaningful and responsible role-modeling, as well as direct teaching in areas of grooming, hygiene, dress, nutrition and social manners.
- Plan and carry out individual and group activities of a recreational nature.
- Improve the quality of life for the persons served by attending to their physical environment.
- As appropriate (in terms of status and eligibility), take on (where appropriate), a key-worker role (primary advocacy role) and participate in the design, implementation, evaluation and transition phases of the person’s served program.
- Contribute observations and ideas to the treatment team regarding individual program plans.
- Monitor and work directly with the person served in all aspects of his/her life, i.e., liaise with parents and community groups.
- Promote and safeguard persons' served rights, interests and treatment by interceding on their behalf.
- Act as an avenue of recourse or grievance for the person served and represent his/her interests.
- Carry out advocacy responsibilities with regard to the person served and the Agency.
- In working with persons served, parents/guardians, co-workers, other professionals and the public, demonstrate appropriate conduct in terms of behaviour, appearance, and presentation and conform to Agency expectations with regard to confidentiality.
- Attend to team responsibilities in terms of participation, communication, and demonstrating a positive attitude.
- Model socially acceptable values, e.g., integrity, fairness, and respect.
- Participate in professional development activities.
Skills and Qualifications:
- Degree or diploma in Human Services or Social Sciences.
- Experience in Therapeutic Campus-Based Care treatment (preferred).
- High level of personal competence in the formation and maintenance of caring and therapeutic relationships.
- Ability to engage persons served and families in the treatment process.
- Demonstrated interest, commitment, consistency, and a high level of personal maturity and responsibility.
- Ability to work independently and as part of a team.
- Clear Police Check including Vulnerable Sector Check, Child Intervention Record Check.
- Reliable transportation, valid driver’s license and ability to drive Agency vehicles.
- Completion of ASIST, First Aid, Therapeutic Crisis Intervention and Certification with CYCAA would be considered an asset.
- Preference will be given to those that have completed coursework and/or certification in Brain Development or Trauma Informed Care. Some suggested courses include:
- The Brain Story Certification through the Alberta Family Wellness Initiative (AFWI) - www.albertafamilywellness.org
- The Trauma-Informed Care E- Learning Modules through Alberta Health Services - https://www.albertahealthservices.ca/info/Page15526.aspx
- Sheldon Kennedy Centre “Being Trauma Aware” online course - https://trauma.respectgroupinc.com
How to apply:
- If interested, please direct your e-mail, cover letter, and resume to: firstname.lastname@example.org
- Please indicate “Your Full Name – TRACC CYCC” in the subject line of your e-mail.
Closing date: Friday, July 19, 2019
We thank all applicants who are interested in this position, however only those candidates selected for an interview will be contacted.
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