Occupation:
Health and Allied Health

Ability to implement a range of small group and whole-school mental health prevention and promotion activities aimed at improving student mental health and wellbeing, including the delivery of capability building and awareness raising activities for staff and/or students on key mental health and wellbeing issues affecting the school's student population.

Demonstrated ability to input into the development, implementation and evaluation of processes and strategies aimed at enhancing mental health and wellbeing prevention, promotion and early intervention.

Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of mental health needs.

Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate.

Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.

Clear understanding of legislative requirements regarding privacy of health information.

The Mental Health Practitioners (MHP) initiative was announced by the Minister for Education in late 2018 to expand mental health and wellbeing support in government schools.

The initiative provides for a suitably qualified mental health professional in all government secondary school campuses and specialist school (with secondary-aged enrolments) settings.

Operating in collaboration with the relevant Department of Education Regional Mental Health Branch, this role has the following functions:
Enhancing mental health prevention and promotion activities in the school by contributing to whole-school health and wellbeing plans, building the capability of teaching staff and school leadership to address matters relating to student mental health and wellbeing, and helping to develop and deliver appropriate programs and strategies in the school according to specified school priorities

Providing early intervention services (including short-term counselling) for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate mental health concerns; Coordinating supports for students with complex needs both within and external to the school, including proactively working with regions, local mental health service providers and other health professionals to engage further support as required.

The successful applicant will be responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.

As an education support class position, this role supports the educational services being provided to students, but will not include duties of teaching as defined in clause 2.1 of the Education and Training Reform Act 2006 (Vic).

Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students wellbeing, learning and developmental outcomes.

Delivering professional support services in a school, including mental health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of mental health needs, applying sound theoretical knowledge and practical expertise.

Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk.

Working collaboratively with the school to enhance mental health prevention and promotion across the school by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.

Liaising with other department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide appropriate support to students.

Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.
Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.

Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).

Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class.

For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practising member of either the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA)
Demonstrated direct counselling experience
A current Working With Children Check.
For Psychology applicants, specialisation in educational and/or developmental psychology.

For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.

For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.

For Occupational Therapy applicants, a Better Access to Mental Health Endorsement.
For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA).

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity.

The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via .

Child Safe Standards
Victorian government schools are child safe environments.

Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards.

All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools.

A probationary period may apply during the first year of employment and induction and support programs provided.

Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Consistent with policy, we shall advise you if we will take this action.
A probationary period may apply during the first year of employment and induction and support programs provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Wedderburn is a small rural community in the North Central district approximately one-hour drive from Bendigo. Students draw from the small communities of Korong Vale, Borung and Inglewood.

We are committed to the implementation of the School Wide Positive Behaviour Support (SWPBS) framework and to continuous improvement across our whole college.

The College¿s vision:
`Developing positive learners for a world community¿, reflects our desire for all students to access opportunities that will allow them to realise positive and productive futures for themselves. The College occupies a significant and valuable place within the wider Wedderburn community and this relationship is a source of pride for both. The College recently finalised building works, which included upgrading the library to a modern Resource Centre with a separate Junior Literacy area, a new administration, and staff work area, a dedicated Numeracy room, Digital Technology Lab, as well as other infrastructure work in College grounds .

---