Mental Health Support Team

Role Purpose The postholder will work as an autonomous responsible practitioner as their training affords to: - deliver evidence-based interventions for children and young people in educational settings with mild to moderate mental health needs including anxiety, behaviour and low mood - engage in whole school work which supports and facilitates staff in education settings to identify, and respond to issues related to mental health and wellbeing by building on existing good practice - provide additional clinical support and supervision to Education Mental Health Practitioners (EMHPs) - attend team meetings as required and contribute to the initiation, development and implementation of new responses to changing needs and demands upon the team - contribute, where appropriate, to service development and multi-agency working with our partners - to lead on school initiatives and assist with the day-to-day management of the service. This post will involve working within the Redbridge Educational Wellbeing Team (REWT) which is part of the Educational Psychology Service. This post will usually involve travelling to multiple locations all over Redbridge, mainly between school settings and other locations, such as Social Services. We are offering a blend of in person and remote work.

This is conducted using platforms such as Zoom and Microsoft Teams. Depending on the applicants skills and experience, the post holder may need to be willing to complete a post graduate diploma to train as a senior well-being practitioner. Key accountabilities - undertake therapeutic assessment and intervention: To be able to assess needs and develop plans to support children and young people with mild to moderate mental health needs. Undertake and record accurate assessments of risk and operate clear risk Deliver outcome focused, evidence-based interventions in educational settings for children and young people experiencing mild to moderate mental health difficulties in collaboration with families and schools.

management processes in line with locally agreed procedures including the safeguarding protocols of the educational setting and Local Safeguarding Board guidance. To routinely measure clinical outcomes Support good practice in assessment and intervention across the team Lead group interventions alongside newly qualified and trainee EMHPs -Signpost children with more complex needs to a locally identified appropriate relevant service Contribute to whole school approaches to ensure young people are included with their mainstream setting: To suggest and lead on the delivery of whole-school approaches/interventions to schools and colleges, e.g. via review of school needs, project work, workshops, groups and consultation. To work closely with Emotional Literacy Support Assistants (ELSAs) and Senior Mental Health Leads (SMHLs) in Redbridge schools, modelling and setting up interventions Share knowledge and good practice This may involve conducting research and attending training provided by the borough and external providers To develop a broad range of relationships with both internal and external colleagues and partner agencies, including the voluntary sector, services users, parents and carers Engage in supervision and training: Continuing to seek and engage in continuing professional development opportunities.

Actively engage in regular supervision sessions. Prepare and present case load information to supervisors within the service on an agreed and scheduled basis to ensure safe practice and the governance obligations of the practitioner, supervisor and service are delivered. Respond to and implement supervision suggestions by supervisors in practice. Engage in and respond to personal development supervision to improve competences and practice.

To disseminate research and service evaluation findings in appropriate formats through agreed channels. To provide mentoring, support and supervision to trainee and newly qualified EMHPs Participate in and provide knowledge and advice within consultation and multi-disciplinary meetings: Organising, attending and chairing meetings. Working with classroom teachers, teaching assistants, parents and other professionals involved with the child. Working with other key professionals such as Social Workers or Educational Psychologists Maintain effective records and produce clear reports of interventions and inform interventions: Taking minutes, setting agendas and circulating material.

Keeping clear, professional and coherent records of all activity in line with service protocols and use these records and outcome data to inform decision making.Complete all requirements relating to data collection. To work within a multi professional team and attend relevant meetings: Presenting research, being part of a peer support team, attending team meetings, reading groups, reading and commenting on research papers. Completing training, provide training to colleagues both in EPS and other Redbridge teams (e.