The posting
Basic Job Assignment: Under the supervision of the Mental Health Coordinator, with additional guidance from the Disability, Health, nutrition, and Family & Community Partnership Coordinators to ensure a holistic approach, the Program Specialist – Mental Health supports and assists site and area staff to identify, develop, and implement strategies (in‑person classroom support) to meet the cognitive, social, emotional, and physical needs of Head Start Program children and their families. May be assigned lead/supervisory responsibilities for a widely diverse team of technical, professional staff and student interns. Qualifications: The following are typical ways of obtaining the knowledge, skills, and abilities outlined above:
Bachelor’s degree in Early Childhood Education, Social Work, Psychology or related field is required. A master’s degree is strongly preferred. A minimum of two (2) years of progressively responsible experience providing direct services to low-income children (ages 0-5) and families of diverse cultural backgrounds in the mental health and/or human services field is required.
DESIRED MINMUM QUALIFICATIONS: Knowledge of:
Current theories, methods and practices of strength-based family development work;
Early childhood education; early childhood mental health
Child health and development for children 0-5 years of age including social services, emotional and/or physical health, and learning and/or physical disabilities;
Federal, state and local laws and regulations applicable to the Early Head Start & Head Start Program and the assigned areas of responsibility and expertise;
Challenges and needs of low-income families;
Community socioeconomics and sociocultural populations of service areas, principles and practices of supervision, including training and staff development.
Ability to:
Establish and maintain effective working relationships with internal and external clients;
Organize, set priorities and exercise sound, independent judgment;
Interpret, apply, explain and reach sound decisions in accordance with program regulations, policies and procedures;
Instruct and train individuals in a group setting and one-on-one;
Prepare clear, concise, and accurate reports;
Exercise tact, objectivity, and sensitivity, in interactions with children, families, and staff;
Present an outstanding professional demeanor while on the job and in relationships;
Maintain strict confidentiality of all child and family information, safeguarding sensitive data in accordance with Head Start Performance Standards and agency policies.
Examples of Major Functions: The duties listed below are intended only as illustrations of various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to this position.
Participates as a member of a trans-disciplinary team of professionals and paraprofessionals engaged in identifying, assessing, planning and implementing interventions and support plans for families and children;
Provides crisis intervention services;
Assists parents and families in problem solving;
Serves as an advocate for parents and families with outside agencies;
Acts as a resource and provides and/or makes referrals for necessary services;
Informs and educates parents and families about emotional, physical health, social, educational and other special needs of children;
Assists in developing community and family partnerships;
Implements care coordination procedures and follow-up activities;
Conducts classroom observations to assess staff training needs in the areas of assigned responsibility and expertise;
Models appropriate intervention strategies for classroom staff, parents, Site Supervisors and other Head Start Program staff through in-person classroom support.
Interprets provisions of the Head Start Performance Standards for staff, parents and the community;
Documents child and family progress and performs various other administrative duties;
Acts as community liaison and promotes community relations;
Provides in-service and pre-service training;
Supports program’s 5 year Goals & Objectives and continuous Quality Improvement (CQI) goals;
Other duties as assigned by supervisor.
LICENSES, CERTIFICATES, & SPECIAL REQUIREMENTS: A Valid Class C driver’s license and current automobile insurance and reliable transportation and the ability to travel to various sites. Must be CPR/First Aid Certified or have the ability to obtain certification within the first 90 days of employment. Must meet and maintain State law and County licensing requirements regarding employment in a childcare center (Immunizations, fingerprints, TB, and physical). Ability to: Organize, set priorities and exercise sound independent judgment within areas of assigned responsibility; interpret, apply, explain and reach sound decisions in accordance with program regulations, policies and procedures; document child and family progress; instruct and educate individuals in a group setting and one-on-one; communicate effectively orally and in writing; prepare clear, concise and accurate reports, correspondence and other written materials; exercise tact, objectivity, sensitivity, strategy and judgment in dealing with volunteers, parents and staff. Language Skills: Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals; ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public. Ability to speak a second language is desirable. Mathematical Skills: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals, ability to compute rate, ratio, and percent and to draw and interpret bar graphs. Reasoning Ability: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Physical and Mental Demands: The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Physical Demands: Employee is required to stand, bend or stoop for long periods of time; sit, stand, talk or hear in person and by telephone, use hands to finger, handle and feel computers and other standard office equipment, and reach with hands and arms. The employee infrequently lifts up to fifty (50) pounds. Mental Demands: This job includes close vision and the ability to adjust focus; use written and oral communications skills; read and interpret information and documents; analyze and solve problems; observe and interpret people and situations. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee works under typical office conditions; the noise level varies between quiet to moderate noise.
