Qualified Education Mental Health Practitioner (EMHP) - Tameside

Essential

• Expertise within specialism, underpinned by theory Knowledge of mental health services and procedures gained through training in Educational Health Practice for Children and Young People (EMHP Qualification).
• Must be Accredited with the BABCP/BPS

Desirable

• Training in Nursing, Social Work, Occupational Therapy, Counselling or within a Psychological Therapy.
• Psychology or other Health related undergraduate degree.
• Psychology or other health related Postgraduate degree.

Essential

• Experience of managing a caseload of children and young people with a range of mild and moderate mental health needs.
• Working within a community mental health setting.
• Experience of delivering evidence based psychological interventions
• Experience of delivering groupbased interventions.
• Experience of providing psychological interventions in Educational Settings.
• Experience of working with children and families and a hospital or community setting.
• Experience of working within mental health service.

Desirable

• Evidence of working in the local community.
• Experience of safeguarding vulnerable people
• Working within an integrated multidisciplinary environment and coworking with other teams within team meetings, case conferences and professional meetings.

Essential

• Knowledge of mental health issues in young people.
• Knowledge of legislation and National policies in relation to mental health issues in young people.
• Child protection knowledge and implemented in practice.
• Knowledge of CPA Processes.
• Understanding of how difficulties.
• Understanding how difficulties can be maintained by the wider system and family.
• Working Knowledge of the educational system in England
• Knowledge of children and young people gained through academic study in child development, child wellbeing or mental health.
• An understanding of mild to moderate mental health difficulties.
• An understanding of mental health in community settings.
• An understanding of The Mental Health Act/Mental Capacity Act.
• An understanding of Child Development.
• An understanding of Safeguarding responsibilities and the importance of multi-agency working for children and families in the community.
• Understanding of CYP-IAPT Principles including the use of Routine Outcome Measures.

Desirable

• Knowledge of the functional operation of specialist CAMHS teams.
• Knowledge of the school's safeguarding procedures and who the Designated Safeguarding Lead, (DSL), is in each establishment that they work in.
• Knowledge of Pennine care trusts Safeguarding policy
• Working knowledge and working relationship with CAMHS.
• Low Intensity Interventions for low mood, worry/ anxiety
• Working knowledge of the Whole School Approach to mental health.

Essential

• Ability to assess, plan and implement care programmes for young people with complex emotional and/or behavioural difficulties
• Ability to observe, listen and communicate effectively, verbally and non-verbally with young people and their families.
• Insight into clients' perceptions and ability to empathise.
• Ability to use humour constructively.
• Effective communication skills.
• Ability to plan work of self
• Ability to recognise own limits and seek appropriate support.
• Ability to recognise own attitudes towards offending / challenging behaviours.
• Ability to recognise challenges of working within an inpatient environment.
• Flexible and innovative.
• Excellent oral and written communication skills.
• Self-motivated and willingness to learn and develop role.
• Team player
• Excellent time management and organisational skills.
• Can demonstrate skills in assessing and managing people / children and young people experiencing emotional and or mental health problems.
• Can demonstrate skills in assessing and managing risk in a variety of settings
• Proven ability in assessing the needs and strengths of people and their carers.
• Ability to deliver a range of therapeutic techniques which can be incorporated into one to one and / or group interventions.