Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Eastern suburbs
Reference: 1518720
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; and
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.
Education support class level 1 range 4
The successful applicant will be an experienced professional who will carry out their duties and responsibilities, relative to their professional discipline, with a high level of autonomy and with minimal reliance on professional supervision. 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 2.6.1 of the Education and Training Reform Act 2006 (Vic).
For more information on the responsibilities of an Education Support class level 1 range 4 employee, please visit the Victorian Government Schools Agreement 2022: https://www2.education.vic.gov.au/pal/industrial-agreements/resources
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.
Please note: 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. Specifically:
For Psychologists, applicants must hold full registration with AHPRA
For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
For Occupational Therapists applicants must hold full registration with AHPRA
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.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. 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. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Swinburne Senior Secondary College is a senior-only government secondary school located in Hawthorn, providing a unique and inclusive learning environment for students across metropolitan Melbourne. Within walking distance of Glenferrie Station and Glenferrie Road, the college is highly accessible by public transport and closely connected to the local community.
We are committed to ensuring student wellbeing, engagement, and learning outcomes sit at the centre of everything we do, enabling every young person to feel safe, supported, and empowered to succeed.
Our college offers a comprehensive senior curriculum, including VCE, VCE Vocational Major (VM), and VET programs, with strong pathways across the Arts, Humanities, and Sciences. Learning programs are designed to be challenging, purposeful, and responsive to student needs, supporting both academic and applied pathways that lead to further education, training, or employment.
Student wellbeing is foundational to learning at Swinburne Senior Secondary College. We foster a kind, respectful, and inclusive culture where positive relationships, student voice, and high expectations promote confidence, motivation, and achievement. Strong teacher¿student relationships and targeted wellbeing supports enable students to take ownership of their learning and achieve their personal best.
We are proud to provide students with access to exceptional resources that support deep and authentic learning. Our close proximity to Swinburne University of Technology enhances educational opportunities and strengthens pathways to tertiary study, industry, and the wider community.
As a senior secondary college, we offer a learning environment tailored specifically to young adults, characterised by high expectations, personalised support, and a focus on continuous improvement in learning outcomes. Students from across Melbourne choose Swinburne Senior Secondary College for its supportive culture, accessibility, and breadth of opportunity.
Guided by our core values of Respect, Responsibility, and Commitment, Swinburne Senior Secondary College provides an aspirational learning environment where students are supported to grow academically, socially, and personally, and to make a positive contribution to their communities.