Educational mental health practitioner supervisor with appropriate supervision qualification, to work as an autonomous and responsible practitioner as their training affords and within the scope of their job description, to engage in;
Supporting EMHPs with developing their clinical practice. The post holder will be expected to provide Case Management and Clinical Skills Supervision to a number of EMHPs within the service.
Delivering evidence-based intervention for children and young people in education setting with mild to moderate mental health problems
Helping children and young people within these settings who present with more severe problems to rapidly access more specialist services
Supporting and facilitating staff in education settings to identify and where appropriate manage issues related to mental health and wellbeing
Working with and within education environments to afford better access to specialist mental health services
And to use the acquired skills, knowledge and abilities to deliver a service based within education settings that builds on and reinforces but does not replace those initiatives that already exist within these environments.
The role of the Education Mental Health Practitioner Supervisor will be to carry out the role of the EMHP whilst also providing clinical skills and case management supervision to band 4 and 5 EMHPs.
Assess and deliver outcome focused, evidence-based interventions in educational settings for children and young people experiencing mild to moderate mental health difficulties, working at all times in collaboration with and giving respect to the education function of the setting in which the post-holder is deployed.
- Providing supervision and caseload management to the EMHP’s / EMHP trainees.
- Undertake and record accurate assessments of risk and operate clear risk management processes in line with locally agreed procedures including the safeguarding protocols of the educational setting and Local Safeguarding Board guidance.
We have a skilled and dedicated workforce of over 5000 colleagues working in a diverse range of services over 55 sites and within people’s homes. We strive to enable a welcoming workplace culture that builds and celebrates civility, inclusivity and diversity, while providing a sense of belonging and trust.
Annual staff surveys, regular Pulse surveys and other engagement opportunities provide our people with lots of opportunity to tell us about their experiences of working with us. In the latest staff survey, 61% of colleagues gave us their views. It was great to hear that:
72% of colleagues would recommend the Trust as a place to work, ranking us 1st for Provider Trusts in the South West region on this question.
76% would recommend the standard of care provided in our services if a friend or relative needed treatment, also ranking us 1st in the South West region.
81% said that care of patients and service users is the Trust’s priority, compared with an average in comparable NHS Trusts in England of 64%.
This high-level overview shows we are in a healthy position, with higher scores than average for comparable organisations, alongside a great response rate, indicating good staff engagement. However, we also know we have plenty of room for improvement in many areas. To that end, we continue to prioritise and invest in our commitment to genuinely becoming a Great Place to Work with consistent top-quartile performance in the annual staff survey and Pulse surveys.
- Assess and deliver outcome focused, evidence-based interventions in educational settings for children and young people experiencing mild to moderate mental health difficulties, working at all times in collaboration with and giving respect to the education function of the setting in which the post-holder is deployed.
- Providing supervision and caseload management to the EMHP’s / EMHP trainees.
- Work in partnership to support children and young people experiencing mild to moderate mental health difficulties and their parents/carers, families and educators in the self-management of presenting difficulties.
- Work in effective, evidence-based partnership with children, young people, their families and their educators in the development of plans for the intervention and agreed outcomes.
- Support and empower children, young people, their parents/carers and families and their educators to make informed choices about the interventions being offered.
- Support the Participation and Engagement of children, young people, their parents/carers and families and their educators. Actively increasing autonomy and the ability for children and young people to make positive changes for themselves and future service-users.
- Operate at all times from an inclusive values base, which recognises and respects diversity.
- Accept referrals within educational settings according to agreed local and national and local protocols.
- Undertake and record accurate assessments of risk and operate clear risk management processes in line with locally agreed procedures including the safeguarding protocols of the educational setting and Local Safeguarding Board guidance.
- Adhere to all regulations, processes and procedures within the educational service to which the postholder is attached within the educational setting where the post-holder working including (but not limited to) HR policies, training requirements, referral protocols, and emergency procedures. Signpost referrals of children with more complex needs to a locally identified appropriate relevant service
- Through case management, supervision and any other relevant local pathway, escalate cases where the level of need or risk is beyond the scope of practice of the postholder.
- Provide a range of information and support for evidence based psychological treatments, primarily guided self-help.
- Practice, evidence and demonstrate an ability to manage one’s own caseload in conjunction with the requirements of the team.
- Attend multi-disciplinary and multi-agency meetings relating to referrals or children and young people in treatment, where appropriate.
- Keep clear, professionally coherent records of all activity in line with both health and education service protocols and use these records and outcome data to inform decision making.
- Complete all requirements relating to data collection.
- Assess and integrate issues relating to transitions, education and training/employment into the overall therapeutic process.
- Work within a collaborative approach involving a range of relevant others when indicated.
- Contribute to the development of individual or group clinical materials or training materials, and in addition to develop such materials independently as falls within own degree of competence, and under direction of the wider team.
