Qualified CWP/EMHP

• You will work alongside trainee EMHP's, EMHPs/CWP's, Senior Practitioners and a Team Leader.
• You will provide early interventions to children and young people experiencing mild to moderate mental health concerns in educational settings. Typically, the focus of work is anxiety, low Mood and behaviour.
• You will work with people of different cultural backgrounds and ages, and should be committed to equal opportunities.
• This post affords opportunity for contribution to service development. The Hertfordshire MHST offers plenty of opportunity for career development.

• You will develop and maintain professional relationships with education staff.
• You will be on site at allocated educational settings each day of the week.
• You will provide 1-1 interventions such as low intensity CBT (guided self-help) for children, young people, parent/carers and school staff
• You will work with group interventions.
• You will facilitate workshops for children, young people, parent/carers and school staff.
• You will work in drop-in surgeries for children, young people and school staff.
• You will facilitate co-production to support service development
• You will help support the team in resource development

Essential

• Successful completion of the HEE commissioned 1yr 'Education Mental Health Practitioner' or the 'Child and Young Persons Psychological Wellbeing Practice' course with experience of working with child, young people and families.
• Experience of working clinically with children and young people in a setting such a CAMHS and/or within an educational setting

Desirable

• A further relevant degree qualification

Essential

• Experience of working with children and young people, their families, and others in a healthcare and education setting
• Experience of working and liaising with a wide variety of agencies and stakeholders.
• Experience working in a service which has agreed targets in place demonstrating clinical outcomes.
• Experience in using an electronic clinical records and data collection system.
• Experience of working with parent/carers who's children/young people have social, emotional and/or behavioural difficulties, and those who have experienced a mental health problem
• Experience of working with children and young people with anxiety disorders, affective (mood) disorders.
• Experience of the delivery of specific therapeutic interventions to children, young people, or their families (e.g., CBT informed, solution focused brief therapy).
• Experience of monitoring and recording outcome measures for children's emotional wellbeing

Desirable

• Experience of navigating complex social systems and environments, who may have conflicting priorities or agendas.
• Experience of working with looked after children.
• Experience of working with other vulnerable groups.

Essential

• Demonstrates an understanding of anxiety, depression, and challenging behaviour and how it may present in universal services
• Demonstrates understanding of the need to use evidence based psychological models and how it relates to this post.
• Knowledge of capacity and consent issues including Gillick competence.
• Knowledge of educational environments.
• Knowledge of safeguarding issues.
• Knowledge of the functional operation of specialist CAMHS teams.
• Ability to carry out 1:1 therapeutic mental health interventions with children/families
• Ability to conduct group parenting programmes.
• Ability to work within educational settings to increase mental health awareness within the staff group.
• Ability to conduct mental health assessments of children and young people.
• Ability to assess risk and to record and communicate appropriately
• Ability to take appropriate action to mitigate or manage risk.
• Ability to teach others about mental health issues.
• Ability to conduct other group therapeutic interventions with children and their families.

Desirable

• Knowledge of factors affecting acceptability and accessibility of mental health care.
• Demonstrates knowledge of the stressors young people may encounter in an educational setting and the impact that these can have on mental health
• Knowledge of the school's safeguarding procedures and who the Designated Safeguarding Lead, (DSL), is in each establishment that they work in.

Essential

• Excellent written and verbal communication skills
• Able to write clear reports and letters.
• Ability to work within a team and foster good working relationships
• Ability to use clinical supervision positively and effectively
• Ability to deliver interventions to groups (young people and parent/carer groups).
• Skills in delivering Guided Self-Help interventions.

Desirable

• Able to develop good therapeutic relationships with young people

Essential

• Ability to assess risk assessments and understanding of the importance of assessing risk.