Qualified Mental Health Provider / Art Therapist

REPORTS TO

Senior Program Administrator – Special Education

PROGRAM

Creeks Programs

• Arata Creek School
• Burlingame Creek School
• Creeks Transition Program

POSITION SUMMARY

The Qualified Mental Health Provider (QMHP) / Art Therapist provides integrated mental health and expressive arts therapy services to students receiving special education and alternative education services within the Creeks programs. This position includes approximately 20% QMHP responsibilities focused on the Creeks Transition Program and 80% art therapy services supporting students across all three Creeks schools.

The QMHP/Art Therapist supports students experiencing social-emotional, behavioral, mental health, cognitive, developmental, and transition-related challenges through trauma-informed, relationship-based, and expressive therapeutic practices. Services include individual and group counseling, therapeutic art interventions, crisis response, social emotional learning (SEL), behavioral support, and collaboration with multidisciplinary teams.

The position supports students with significant behavioral and emotional needs using restorative practices, Safety-Care strategies, Collaborative Problem Solving (CPS), and neurodiversity-affirming approaches. The QMHP/Art Therapist collaborates closely with educators, behavior specialists, families, outside providers, and partner districts to promote student regulation, engagement, communication, self-expression, and overall school success.

LIMITED DURATION POSITION

This position is a limited duration position funded through the federal School-Based Mental Health Grant. The position is scheduled to expire in December 2026 unless additional grant funding is secured and renewed. Continued employment beyond December 2026 is contingent upon ongoing grant funding availability.

ESSENTIAL JOB FUNCTIONS

Mental Health & Therapeutic Services

• Provide individual and group mental health counseling services for students
• Provide therapeutic art interventions designed to support emotional regulation, communication, coping skills, self-expression, social skills, and behavioral growth
• Utilize art therapy techniques and creative expression to support student mental health and engagement
• Deliver trauma-informed and culturally responsive therapeutic supports
• Provide crisis intervention, de-escalation support, suicide risk assessments, and safety planning as needed
• Support implementation of social emotional learning (SEL) practices within classrooms and therapeutic settings
• Support students experiencing significant behavioral, emotional, cognitive, developmental, and mental health needs
• Utilize Safety-Care practices and approved de-escalation techniques
• Support restorative and Collaborative Problem Solving (CPS)-informed interventions

Special Education & School-Based Collaboration

• Participate in IEP meetings, eligibility meetings, manifestation determinations, and multidisciplinary team meetings as appropriate
• Provide services aligned with IEP goals, behavior support plans, and student treatment plans
• Collaborate with teachers, instructional assistants, behavior specialists, administrators, and related service providers
• Support classroom regulation, executive functioning, emotional regulation, and student engagement
• Consult with staff regarding therapeutic supports, behavioral strategies, and trauma-informed practices
• Provide family-centered support and communication as appropriate

Documentation & Compliance

• Maintain timely and accurate documentation of services, progress notes, assessments, and required reporting
• Maintain confidentiality and compliance with FERPA, HIPAA, mandatory reporting laws, OARs, and district procedures
• Complete required mental health documentation and risk assessment protocols
• Maintain current licensure, certification, and continuing education requirements

Program Support

• Assist with staff training and professional development related to mental health, trauma-informed practices, emotional regulation, and therapeutic supports
• Participate in onboarding and mentoring of staff as requested
• Attend required meetings, trainings, conferences, and professional learning activities
• Travel between Creeks program sites as needed
• Support overall program goals and continuous improvement efforts across MESD programs

ESSENTIAL QUALITIES

Equity

Demonstrate commitment to equity, inclusion, culturally responsive practices, and anti-bias approaches.

Relationships

Build trusting and supportive relationships with students, families, staff, and community partners.

Communication

Communicate effectively and collaboratively with diverse populations using inclusive and respectful practices.

Student-Centered Focus

Maintain a strong commitment to supporting students with complex educational, behavioral, emotional, and mental health needs.

Professionalism

Demonstrate flexibility, reliability, professionalism, ethical practice, and sound judgment in high-stress situations.

MINIMUM QUALIFICATIONS

• Master’s degree in Art Therapy, Counseling, Social Work, Psychology, Marriage and Family Therapy, or related mental health field
• Certification or registration as an Art Therapist preferred
• Licensure or ability to obtain appropriate Oregon licensure/certification as required for QMHP services
• Experience providing therapeutic or mental health services to children, adolescents, or young adults
• Experience supporting students with behavioral, emotional, developmental, or cognitive disabilities
• Knowledge of trauma-informed care, de-escalation practices, and school-based mental health supports
• Ability to provide individual and group therapeutic interventions
• Strong collaboration, communication, and organizational skills

PREFERRED QUALIFICATIONS

• Experience working in special education or alternative education settings
• Experience supporting students with significant behavioral challenges
• Training or experience in Safety-Care, CPI, or similar behavioral support systems
• Experience with restorative practices, PBIS, and Collaborative Problem Solving (CPS)
• Experience facilitating expressive arts or therapeutic groups
• Experience supporting transition-age students
• Bilingual or bicultural skills preferred

WORKING CONDITIONS

Work is performed in school, classroom, office, and community-based settings. The position requires working with students who may experience behavioral escalation, emotional dysregulation, mental health crises, or significant support needs. Frequent travel between program sites may be required.

PHYSICAL DEMANDS

• Frequent sitting, standing, walking, bending, and movement throughout school environments
• Ability to support implementation of Safety-Care interventions and student safety procedures
• Frequent keyboarding, documentation, and communication
• Ability to respond calmly and effectively in crisis situations
• Occasional lifting, carrying, or movement of materials up to 50 pounds

POSITION ALLOCATION

• 20% QMHP services at Creeks Transition Program
• 80% Art Therapy services supporting:
  • Arata Creek School
  • Burlingame Creek School
  • Creeks Transition Program