Behavior Support Specialist-ITP

Basic Function/Overall Responsibilities: In concert with Treatment Team coordinate all aspects of crisis prevention activities in support of the development of a collaborative treatment environment and achievement of a significant reduction in the use of restraints at the Intensive Treatment Program, Pivot and Raise the Age program.

Shift: 11:00am- 7:00pm

Principal Assigned Responsibilities:

• Orient and engage youth and their families as part of the admission and initial planning process in a review of the crisis support program and completion of the Individual Behavior Support Assessment (IBSA) and other pertinent assessments, as defined by the Treatment Team
• Work in conjunction with each youth's Treatment Team to complete an Individualized Crisis Support Plan (ICSP) and related safety plans within agency’s prescribed timeframes.
• Provide consultation for the revision of ICSPs and safety plans for each youth.
• Ensure that every staff person who may be involved in participating in a restraint has completed the agency's Therapeutic Crisis Intervention (TCI) training curriculum.
• Support restraint instruction and administrative follow up.
• Complete and maintain certification in the agency’s Therapeutic Crisis Intervention training program.
• Provide psycho-educational and skill-building activities for youth and their families relevant to trauma-informed care and crisis prevention and management.
• Provide support and guidance through collateral contacts with the Treatment Team regarding crisis prevention and response skills.
• Be the lead facilitator of formal debriefings with staff, youth, and families.
• Coordinate the programs analysis of restraint and near miss trend data to refine quality improvement efforts against standards defined by the agency and accrediting bodies.
• Assist program Management and Clinical staff in promoting and ensuring the provision of effective trauma informed, strength- based, and recovery-oriented daily therapeutic activities that build resiliency.
• Participate in the agency's Behavior Support Committee.
• Attend agency, community or other meetings as assigned by the Clinical Manger.
• Other related tasks/duties or special projects as requested by supervisor.

Relationships-Supervision and Coordination: The Behavior Support Specialist reports directly to the Clinical Manager and has regularly scheduled supervision with that person. They must maintain positive relationships with all treatment team members and will meet regularly with Primary Therapists to ensure that service needs are being met for all cases. The Behavior Support Specialist must maintain positive working relationships with youth and families in treatment.

Education & Experience Requirements:

• Bachelor's degree and three years of applicable experience in children’s mental health, addiction, foster care, child welfare, juvenile justice and/or another related human services field
• Valid NYS Driver’s License.

Required Knowledge, Skills, Abilities and Competencies:

• Commitment to the following and Embracing the Seven Commitments of our Sanctuary Model.

• Excellent verbal and written communication skills.

• Organized and efficient.

• Working knowledge of relevant regulatory and accreditation standards and requirements.

• Willingness and ability to work flexible hours, including some evenings and weekends consistent with restraint utilization patterns.

• Computer proficiency including word processing, spread sheet and database management preferred.

• Understanding of basic needs and developmental issues of children in a way that promotes growth and respects individuality.

• Asks age and developmentally appropriate questions and actively listens to children's responses.

• Develops a warm, positive, nurturing relationship with each child.

Follows mandated reporting requirements regarding child abuse and neglect.

11. Practices infection control, including appropriate hand-washing procedures.

12.Using knowledge of developmental milestones assists children in participating at their individual level of interest and ability.

13. Interacts with children during meal and snack times, promoting appropriate social behavior.

14. Applies knowledge of child development to plan and implement developmentally appropriate activities and environments.

15. Adapts activities and environments to meet the special needs and situations of individual children.

16. Identifies developmentally appropriate behavior and reasonable expectations for children 's behavior.

17. Uses observation as a way to "get to know" children —their interests and developmental levels.