Behavioral Health Liaison Therapist; Humphrey's

Job Description

Join our team as a School-Based Therapist for the  school year
, with start-up activities beginning in late July
. This opportunity is ideal for both experienced therapists and new Master's-level graduates with clinical internship experience who are passionate about supporting students.

This position offers a $2,000 sign-on bonus and follows a 10-month school calendar with pay distributed across a 12-month employment period, providing the stability of consistent income and benefits throughout the year. Therapists also have the option to work during the summer months for additional income or enjoy the flexibility of taking the summer off.

As a school-based behavioral health liaison, you will be responsible for providing face-to-face consultation with classroom teachers to assist them in creating positive, trauma-informed classroom environments, to enhance the learning environment for children at risk of developing an emotional/behavioral problem or substance use disorder, or with serious emotional disturbance (SED). Training and education regarding childhood mental health and trauma-informed behavior responses in the classroom will also be incorporated in the consultation to assist the teachers in promoting a healthy teaching environment.

Each SBBHL shall provide psycho‑educational groups and other support as needed to youth identified by teachers and/or other school officials. The SBBHL program will provide Liaison support between the family and the school and will, when invited, assist parents and youth with the Individualized Education Plan (IEP) process and with trauma‑informed support plans.

• Provide face‑to‑face consultation with classroom teachers to assist in creating a positive, trauma‑informed classroom that enhances the learning environment, and to assist the classroom teacher in developing effective, trauma‑informed behavior responses for the service population and other students in the class.
• Provide at least one face‑to‑face training per year to LEA personnel on a variety of mental health and substance abuse prevention topics.
• Assist in the development of school wide mental health initiatives and universal prevention strategies.
• Provide Liaison services to include communication between the school and the child's family to build open lines of communication and to build home‑school partnerships. Liaison services can include assisting in the IEP process when requested, assisting in the alternative school placement process, developing trauma‑informed support plans collaboratively with the school and families of the students to meet student individual needs, etc.
• Provide information and support for school personnel in navigating the local behavioral health system, including substance abuse and mental health services, and accessing mental health crisis services.
• Maintain logs, tracking documents or other appropriate management tools needed to track all aspects of these services. The State will review these documents during the annual monitoring visit.
• Ensure that each Liaison provides support opportunities to students at each school to include individual student consultations or interventions to assist in building positive coping and de‑escalation skills, as needed; and at least three psychoeducation group activities per year that cover the following topic(s): mental health problems and disorders; the risk of substance use/abuse and substance use/abuse disorders; healthy ways to deal with stress including mindfulness, coping and de‑escalation strategies;
  
  and other topics as decided and requested by each school.
• Address specific mental health or behavioral issues through individual, group, and/or family therapy services. Formulate a diagnosis upon completion of intake assessment. Create and update treatment plans according to policy.
• Maintain timely and accurate documentation, including treatment plans, progress notes, and report, to comply with grant and organizational requirements.
• Compliance requirement for bi‑annual completion of performance evaluation.

• Proficiency in trauma‑informed practices
• Abilit…