Practitioner Positions

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Madison Youth Ranch and Home Campus Positions available with Florida United Methodist Children’s Home 

Job Title:                                          Residential Child Care Specialist         

FLSA Status:                                   Full time,Salaried,Exempt

SUMMARY – The primary role of the Residential Child Care Specialist/Houseparent (RCCS) is to oversee the day-to-day care and supervision of the resident children assigned to his/her cottage.  The Residential Child Care Specialist/Houseparent is responsible for monitoring all the aspects of daily cottage life and is, in essence, the primary caring person for the child/youth during his/her stay at the Madison Youth Ranch.

EDUCATION AND/OR EXPERIENCE

  • MINIMUM AGE REQUIREMENT FOR THIS POSITION – 21 YEARS OLD
  • High School Diploma or equivalent Preferred
  • Experience with at risk youth in a residential setting preferred
  • Basic knowledge of first aid and CPR

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skill and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  • Demonstrated ability to work effectively with co-workers to support and implement the defined Model of Care and holistic program philosophy
  • Demonstrated ability to work effectively with youth
  • High personal values and standards that serve as model for youth
  • Demonstrated ability to work with the treatment team to make decisions on issues related to the resident/residents in the cottage you are assigned
  • Must have sensitivity to the service population’s cultural and socioeconomic characteristics

CERTIFICATES, LICENSES, REGISTRATIONS

  • Valid Florida Driver’s License (with passenger endorsement).
  • The RCCS is responsible for completion of required trainings and certifications within the first 90 days of employment or as required by regulation

PRIMARY DUTIES AND RESPONSIBILITIES

  • The RCCS is responsible for knowing and carrying out agency policies and procedures in the cottage and on-campus as dictated by the Policy and Procedures Manual and assigned supervisor
  • The RCCS is responsible for creating an atmosphere conducive to growth and development of the children/youth of his/her cottage as individuals and as a cottage group.
  • The RCCS is responsible for assisting the children/youth in his/her cottage in their adjustment to group living without weakening their ties to their natural families or significant others in the child/youth’s life
  • The RCCS is responsible for maintaining the cottage, its furnishings, and its grounds. This includes daily cleaning and supervision of residents when they do their chores
  • The RCCS is responsible for planning and providing for the transportation for children/youth in his/her cottage to various functions and activities and maintaining all necessary maintenance documentation
  • The RCCS is responsible for providing for the nutritional needs of the children/youth in his/her cottage including the preparation of meals, implementation and all necessary documents with the menus and commissary
  • Responsible to provide for the health and clothing needs of each resident in the cottage. This includes over the counter medications, proper documentation (as assigned) of medication.  Clothing needs are to be communicated through the clothing room and purchase order if required.

SECONDARY DUTIES AND RESPONSIBILITIES

  • The RCCS attend Sunday church services as well as weekly bible study/youth group with residents consistently
  • The RCCS participates in team meetings
  • The RCCS is responsible for assisting in the accumulation of data and the formulation of service plans
  • The RCCS is responsible for monitoring and supporting auxiliary services (recreational, religious, counseling, etc.) rendered to the child
  • Participate in in-service training that is required by regulatory entities and as assigned by the Team Leader

SUPERVISORY RESPONSIBILITIES

This job has no supervisory responsibilities.

LANGUAGE SKILLS

Ability to read, write and speak the English language.

MATHEMATICAL SKILLS

Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals.

REASONING ABILITY

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.  Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The noise level in the work environment is usually moderate and will include, but will not be limited to computers, printers, telephones, and normal communication.  Noise may also include acting out behavior in children.

ATTENDANCE AND LEAVE

Vacations, sick leave, holidays, emergency leave, termination of employment, etc., shall be in accordance with published Personnel Policies of the Florida United Methodist Children’s Home.  Other policies concerning full time employees are as set forth in the current policies and procedures manual.

___________________________________________________________________________________________

Hope Center for Children
Family Teacher (Anchor House)
Posted: April 25, 2018

*This position does require Live In work schedule commitment since Family Teachers spend the night at the home and work a one week on, one week off work schedule.

Qualifications: Bachelor degree in social sciences, education or related field from accredited institution and minimum one year of experience working with children; or a similar combination of education and experience. Experience in Teaching-Family Model preferred. A valid SC driver’s license and acceptable driving record is required.

Job Description: This position reports to the Anchor House Program Supervisor. Through use of the Family Teaching Model, the Family Teacher applies his or her knowledge, training and experience to recommend and execute individualized treatment for each resident and a therapeutic daily schedule that meets the needs of all residents. This includes ensuring compliance with organization policy and procedures. This full-time, salaried (exempt) position requires flexibility but typically requires working an “eight days on, six days off” (Monday to Monday) schedule. During the eight work days staff is typically required to sleep at the residence.

Positions Supervised: The position provides supervision to volunteers who work with residents to ensure that interactions are appropriate and impact treatment in a positive way. The Family Teacher Floater directs Relief Family Teachers (but do not directly supervise) in problem solving and executing the individualized treatment for each resident, which is developed by the treatment team which includes the Family Teacher, guardian, etc.

Family-Teacher Responsibilities:

  • When requested, begin the treatment process for each resident by meeting with SC DSS caseworkers and/or law enforcement in conjunction with the youth to do all necessary intake paperwork and assess and document the initial trauma needs of each youth.

  • Provide daily teaching that results in the development of social, academic, emotional and independent living skills for each child served. Ensure that daily teaching ties to the overall treatment plan of each child and recommend updates as appropriate.

  • Complete weekly progress summary notes on assigned children and ensure that they correspond to the individual skills and treatment plan as recommended by you (Family Teacher) and the treatment team.

  • Complete discharge summaries outlining individualized treatment needs based on training and experience.

  • Assess and respond to children’s needs specifically related to trauma, and apply knowledge, training and experience to develop and individualized course of treatment to address the effects of trauma.

  • Apply knowledge, training and experience to develop a natural, supportive, structured home environment and build close relationships with youth, using his or her discretion and judgment to adapt based on individualized resident needs.

  • Work toward professional certification in the Teaching Family Model.

  • Provide and execute all elements of the Teaching-Family Model program as trained and work with the team of Family Teachers to implement the program as trained.

  • Execute the individual course of treatment for each resident, as developed by the Family Teacher and other treatment team members, by working with parents, teachers, mental health workers, guardians, Guardian Ad Litems and other adult supports to ensure each remains connected with maximum supports and resources.

  • Remain informed through the Program Supervisor and Child Advocate about local, state, federal and Teaching-Family Association standards and regulations pertaining to the provision of services to children and their families.

  • Actively make individualized treatment plan recommendations for residents according to Family Teacher’s training, knowledge and experience and direct this treatment on a daily basis.
  • Provide transportation for residents to and from personal appointments, religious services, place of employment, and other activities that are a part of the residents’ individualized courses of treatment, including establishing and maintaining long term relationships that may create normalcy and long-term supports for each child served.
  • Implement organization policy and procedures as written.

  • Complete all paperwork in a timely fashion, per organization policies, using organization forms.

  • Keep track of expenditures related to the cottage, following the organization fund management policy.
  • Provide daily teaching around life skills through individualized teaching interactions and by modeling the skill(s).
  • Ensure that residents are supervised, even when volunteers are present, unless the legal guardian has authorized sole volunteer supervision in writing.
  • This position is an integral part of the PQI process for HCFC through duties which include but are not limited to:
  1. Recording output data including supplemental education hours and family visits
  2. Completing necessary assessments on clients within specified time frames
  3. Completing other duties as assigned on the PQI Grid
  4. Completing and reporting on critical incidents
  5. Inputting information into KaleidaCare as trained
  6. Completing comprehensive care plans and the Casey Life Skills assessment per the PQI grid and HCFC policy
  • Other duties as required to meet treatment needs.

Necessary characteristics: Must be committed to positive changes in children. Must be able to develop strong relationships with girls between 11 and 19 years old and good understanding of issues impacting girls and children in foster care; must have good problem solving skills and perseverance in advocating for the best interests of each child served. Must exhibit a desire for professional growth as evidenced by accepting and responding to constructive feedback. Strong customer service, team leadership and critical thinking skills are essential.

Interested applicants can submit cover letter and resume’s to HR@hopecfc.org.

Hope Center for Children
Family Teachers – Faucette House Emergency Shelter
Posted: January 31, 2018

POSITION AVAILABLE

Full-time 1 week on-shift, 1 week off

Qualifications

  • Bachelor’s + 1 year of related experience, or high school equivalent
  • Driver License and “clean” driving record

Preferences

  • Teaching-Family Model familiarity and/or Professional Certification
  • Bachelor’s in social sciences (psychology, criminal justice, social work, counseling, etc.) or education

Requirements

  • Use of Teaching-Family Model (TFM) principles in structured, direct residential care, applied to social, academic, self-help, self-government, moral, spiritual, physical, emotional, and independent living skills development, for children who are sometimes recovering from traumatic experiences in an at-home environment
  • Earning TFM Professional Certification and maintaining it with ongoing Training hours credits
  • Participation in weekly Staff Meetings to discuss individual needs for executing care plans, and to receive instructions from Child Advocates for individualized care
  • Working with youths’ families, teachers, mental health workers, juvenile probation officers and other law enforcement, social workers, doctors, etc., when requested
  • Providing transportation to and from school, when running errands, and for activities, in company-issued vehicles, and tracking spending by submitting receipts
  • Supervising resident clients at all times, even when with Volunteers, and documenting during family visits
  • Acting as a positive role model for both colleagues and children
  • Punctually-documenting and reporting Critical Incidents, and via KaleidaCare
  • All other duties as assigned, in alignment with State and federal laws, and HCFC policies and procedures

Contact: Whitney Wright wwright@hopecfc.org

Full-time third shift 1 week on-shift, 1 week off

Qualifications

  • Bachelor’s + 1 year of related experience, or high school equivalent
  • Driver License and “clean” driving record

Preferences

  • Teaching-Family Model familiarity and/or Professional Certification
  • Bachelor’s in social sciences (psychology, criminal justice, social work, counseling, etc.) or education

Requirements

  • Meeting with DSS Case Workers for intake, then completing intake paperwork when available on-shift, while taking care to note initial trauma needs
  • Teaching-Family Model (TFM)-based interactions in structured, overnight, direct residential care, applied to social, academic, self-help, self-government, moral, spiritual, physical, emotional, and independent living skills development, for children who are sometimes recovering from traumatic experiences in an at-home environment
  • Performing bed checks every 15 minutes, increasing frequency for new admissions
  • Cooking dietician-approved breakfasts for residents
  • Earning TFM Professional Certification and maintaining it with ongoing Training hours credits
  • Participation in weekly Staff Meetings to discuss individual needs for executing care plans when able
  • Working with youths’ families, teachers, mental health workers, juvenile probation officers and other law enforcement, social workers, doctors, Guardians Ad Litem, etc., when requested
  • Providing transportation to and from school, when running errands, and for activities, in company-issued vehicles, and tracking spending by submitting receipts
  • Supervising resident clients at all times, even when with Volunteers, and documenting during family visits
  • Acting as a positive role model for both colleagues and children
  • Punctually-documenting and reporting Critical Incidents; via KaleidaCare; and Discharge Summaries
  • All other duties as assigned, in alignment with State and federal laws, and HCFC policies and procedures

Contact: Whitney Wright wwright@hopecfc.org

Methodist Family Health
Teaching Parent Couples and Alternate Teaching Parents (Full-time and part-time positions available)
Posted: January 31, 2018

POSITIONS AVAILABLE

Teaching Parent Couples — Statewide, Heber Springs Boys’ Home – beautiful, rural setting.

Summary: Under the direction of the Program Consultant, the Teaching Parent married couple provides the day to day care and guidance of assigned youths in a residential care setting.

Responsibilities:

  • Teaches youth a curriculum of skills in social, self help, independent living, maintenance, and academic areas and provides moral, spiritual, and physical training and guidance to the youths assigned to the couple’s home.

  • Provides or coordinates academic assistance to youths and works closely with the public school system.

  • Operates the home and the program of care on a 24 hour per day, 365 days per year basis.

  • Develops a normalized home environment that encourages the development of close family relationships among the youths. Provides a naturalized family living experience.

  • Has primary responsibility for providing counseling, concern, direction, assistance, and support which would normally be received from a parent.

  • Implements an individualized plan of care for each youth.

  • Facilitates the process of observed self-medication administration for clients. Manages appropriate storage of medications.

  • Works closely with the youths’ parents, teachers, social workers, and significant others to ensure the definition and implementation of a proper and effective program of youth care to assist each youth in achieving to his/her maximum potential.

  • Supervises Alternate Teaching Parent(s) who provides program continuity while working with the Teaching-Parents and during the Teaching-Parent’s time off duty.

  • Manages money and expend funds for youth home operation. Maintains fiscal records as directed and in accordance with sound business practice.

  • Remains informed about and in compliance with local, state, and federal standards and regulations pertaining to the provision of services to children and their families.

  • The Teaching Parent may assist in providing the following functions: Admission of children to the home; Residential services for children and their families; discharge of children from the group home; and maintenance of case records.

  • Establishes and maintains contact with program referral sources by making personal visits and other contacts to agencies and others within a designated service area.

  • Communicates the Home’s philosophy and programs to individuals and groups, agencies, and the “community at large” within a designated service area.
  • Assists with preparation for home licensure. Is knowledgeable of and maintains compliance with all licensing standards.
  • Takes advantage of professional growth opportunities and works to achieve or maintain Teaching Parent certification status.
  • Works closely with the assigned supervisor/consultant to develop and implement all areas of care for the youths in the home. Seeks consultation and provides detailed information regarding all significant issues affecting youths in their care.
  • Cooperates in scheduling consultation/supervision visits to the home. Seeks out, responds positively to, and implements suggestions and feedback from supervisors.
  • Provides and maintains requested information and program records.
  • Performs related duties as requested by the Director of Group Home and Emergency Shelter Programs.

Qualifications:

  • A Bachelor’s Degree from an accredited university, in the fields of human service or education, and/or experience working with children or other populations with special needs preferred.
  • The ability to take advantage of extensive training and to apply that training to the implementation of a comprehensive program of care for children.
  • Must be physically capable of restraining youth if said youth are a danger to themselves or others.
  • Must be physically capable and willing to teach and assist youth in maintenance activities occurring in and around the youth home. Activities include but are not limited to:
  • Yard Care
  • Interior Cleaning
  • Vehicle Cleaning and Maintenance
  • Must Possess or a valid Arkansas Driver’s License and must be insurable to operate company vehicles.
  • Maintains mandatory employee requirements as needed.
  • Must have good auditory, visual and olfactory ability
  • Requires the ability to sit and stand for long periods of time and intermittently walk, stand, stoop, kneel, crouch and reach with hands and arms
  • Lift and hold at least 50 pounds for one minute
  • Use hands and fingers to handle or feel objects, tools or controls
  • Must be able to maintain effective audio, visual discrimination and perception needed for making observations, communicating with others, reading and writing, and operating office equipment and other treatment equipment
  • Must be able to use a telephone to communicate verbally and a computer to communicate through written means, to review information and enter/retrieve data, to see and read characters on a computer screen, chart or other treatment items
  • Requires the strength and stamina to perform required duties
  • Job descriptions are not intended, nor should be construed, to be all-inclusive lists of all responsibilities, skills, efforts or working conditions associated with a job. While this job description is intended to be an accurate reflection of the job requirements, management reserves the right to modify, add or remove duties from particular jobs and to assign other duties as necessary

Scheduling:

  • MFH recognizes that the Teaching-Parent position and schedule can be very demanding and so has structured the compensation package to take this into consideration. When rates are calculated, they are based upon a schedule that presumes a normal week for Teaching-Parents will encompass more hours than a traditional work week and such rates encompass additional compensation for hours worked over the traditional 40 hour work week. This also takes into consideration the personal time available to the Teaching-Parents, sleep time and other time when the Teaching-Parents are not involved in working with the youth who are assigned to their residence. Program coverage is provided by relief staff who work a 40 hour week for the purpose of allowing the Teaching-Parents time off where they are free to be away from the Group Home, including some overnight coverage. Time not covered by the relief staff is worked by the Teaching-Parents. Since there is no way of predicting the exact hours worked by Teaching-Parents from week to week, the compensation has been increased over a base rate in consideration of the additional coverage that is provided by the Teaching-Parents as part of the live-in position.
  • In the event of unusual circumstances where relief staff is not available for an extended period or another emergency arises which causes Teaching-Parents to work substantially more hours than typically anticipated, other arrangements for additional compensation to Teaching-Parents for lack of time off will be made.

Note: Teaching Parents are employed as individuals but are hired as a married couple to live in and to implement a family styled program of care. If one member of the Teaching Parent couple leaves their position, the spouse’s position will automatically be terminated.

Please submit a dated letter of interest to:

Human Resources — (lthornton@methodistfamily.org).  Methodist Family Health — 1600 Aldersgate Road; Little Rock, AR 72205

Alternate Teaching Parents – Fayetteville Boy’s Home, Heber Springs Boys’ Home, Helena Girls’ Home, Weekend Staff – Little Rock Co-ed Group Home & Emergency Shelter, Searcy Girls’ Home, Springdale Girls’ Home.

Alternate Teaching Parents (Part-time) – Fayetteville Boy’s Home, Heber Springs Boys’ Home, Helena Girls’ Home, Weekend Staff – Little Rock Co-ed Group Home & Emergency Shelter, Magale Manor Boys’ Home in Magnolia, Searcy Girls’ Home & Springdale Girls’ Home.

Summary

The Alternate works in coordination and direction of the Teaching Parent couple and the Program Consultant, the Alternate Teaching Parent performs management duties associated with the day to day teaching and guidance of assigned youth in a residential care setting.

Responsibilities

Teach youth a curriculum of skills in social, self help, independent living, maintenance, and academic areas and provides moral, spiritual, and physical training and guidance to the youth assigned to their home.

Assist with the provision of academic assistance to youth and work closely with the public school system.

Provide coverage and program continuity of the youth home during the Teaching Parents’ time off duty as specified in the youth home staff scheduling procedures.

Assist with the development of a normalized home environment that encourages the building of close family relationships among the youth and provides a naturalized family living experience.

Assist with the provision of counseling, concern, direction, assistance, and support that would normally be received from a parent.

Assist with the implementation of an individualized plan of care for each youth.

Work closely with the youth’s parents, teachers, social workers, and significant others to ensure the definition and implementation of a proper and effective program of youth care to assist each youth in achieving to his/her maximum potential.

Work closely with the Teaching Parents and the program supervisor to ensure efficient home coverage and mutually satisfying working relationships.

Under the direction and supervision of the Teaching-Parents, expend money for youth home operation. Maintain a checking account and other fiscal records as directed and in accordance with sound business practice.

Remain informed about local, state, and federal standards and regulations pertaining to the provision of services to children and their families.

If the Alternate Teaching Parent holds an appropriate four-year degree and has had the training, he/she may assist the Teaching Parents in providing the following functions under the “Social Services” section of Standards for Child Caring Institutions:

-Admission of children to the home.

-Residential Services for children and their families.

-Discharge of children from the home.

-Maintenance of case records.

Establish and maintain contact with program referral sources by making personal visits and other contact to agencies and others within a service area.

Assist in the interpretation of the Home’s philosophy and programs to individuals and groups, agencies, and the “community at large” within a service area.

Assist with preparation for home licensure.

Take advantage of in-service training and professional growth opportunities.

Work closely with the assigned Teaching Parent and their supervisor/consultant to develop and implement all areas of care to the youth in the home. Seek consultation and provide detailed information regarding all significant issues affecting youth in care.

Cooperate in scheduling consultation/supervision visits to the home. Seek out, respond positively to, and implement suggestions and feedback from supervisors.

Provide and maintain requested information and program records.

Teach and assist youth in maintenance activities occurring in and around the youth home, including activities such as yard care, interior cleaning, vehicle cleaning and maintenance

Perform related duties as requested by the Teaching Parents or Program Consultant.

Note

The Alternate Teaching-Parent position is scheduled on a 40 hour week average. In the event the Teaching-Parent couple is absent from the home, the Alternate Teaching-Parent will assume all responsibilities related to the operation of the group home. Increased compensation is explained in the Employee Handbook. Alternate Teaching-Parents are not paid for sleep time.

Qualifications

A Bachelor’s Degree from an accredited university in human services or education field preferred, but high school diploma or equivalent required.

Experience working with children or other population with special needs preferred.

The ability to take advantage of extensive training and to apply that training to the implementation of a comprehensive program of care for children.

Possess or able to obtain a valid Arkansas Driver’s License and is insurable to drive company vehicles.

Physically capable of restraining youth if said youth are a danger to themselves or others.

Physically capable of performing various maintenance tasks.

Please submit a dated letter of interest to:

Human Resources — (lthornton@methodistfamily.org). Methodist Family Health — 1600 Aldersgate Road; Little Rock, AR 72205

Children’s Hope Alliance
Group Home Youth Care Worker
Posted: December 21, 2017

The Youth Care Worker provides direct care services and planned treatment interventions for youth 12-17 years old who have experienced complex trauma and are admitted to Children’s Hope Alliance residential facility. This position will provide support to the Group Home on the Banner Elk, NC campus.  We have two shifts available. We work rotating shifts from Sunday –Tuesday one week and the following week Sun-Wednesday. The other available shift is working Thursday-Sat and the following week Wednesday-Sat. Staff will be on shift for 3 to 4 consecutive days. Position requires staff to remain on campus overnight for the scheduled shift.

Treatment

  • Maintain a strengths-based therapeutic milieu in the cottage and educational setting to foster social, emotional, cognitive, spiritual, and physical growth
  • Provide direct care services for individual children to meet the child’s needs in a respectful, affirming, and dignified manner
  • Ensure the child’s physical safety and emotional well-being
  • Identify and build upon each child’s strengths in functional skill areas, including academic, communication, social, self-care, problem solving, appropriate personal boundaries, and other interpersonal skill areas
  • Cultivate each child’s strengths, including developing a positive self-concept, a sense of safety, personal integrity, and trust in the adult world
  • Assist the child to recognize and control inappropriate behaviors
  • Nurture the child’s ability to build trusting and caring relationships
  • Provide planned treatment intervention for individual children per the individual treatment plan
  • Demonstrate effective use of behavior management techniques and TCI interventions
  • Provide supportive group experiences through: daily life events, psycho-educational group processing, planned therapeutic outings/activities, and other group experiences to develop the capacity of the peer group to display appropriate caring for each other

Administration

  • Maintain confidential client records and information in compliance with HIPAA standards
  • Provide documentation of individual and group services through computer-based documentation systems such as daily progress notes, incident reports, and cottage logs
  • Provide medication administration as assigned
  • Complete all required documentation before end of daily shift

Other Responsibilities

  • Participate as a member of the clinical team in a client-focused manner through team meetings, clinical meetings, and participation in training events
  • Provide rotating coverage at the campus academy during school hours
  • May be assigned to other cottages depending upon staffing shortages
  • If qualified and approved, provide transportation services for clients through the use of company vehicles when needed

Qualifications

  • Minimum requirement is a High School diploma or GED.
  • Associate’s Degree with 2 years related experience working with population served or Bachelor’s degree (B. A.) from four-year college, in psychology, social work, or related field preferred.
  • The position requires a valid driver’s license with a clear driving record.

Apply for this position at http://www.ChildrensHopeAlliance.org

Florida United Methodist Children’s Home
Residential Child Care Assistant
Posted: December 18, 2017

SUMMARY

The primary role of the Residential Child Care Assistant is to assist the live-in Residential Child Care Specialist with the day-to-day care and supervision of the residents of the assigned cottage(s) and to support the related Residential Care Programs in our holistic system of care as assigned by supervisor. While all Residential Child Care Assistants will be on a rotating schedule, they are expected to work at any assigned cottage or residential program.

EDUCATION

  • Minimum High School Diploma or GED
  • Minimum age requirement – 21 years old

QUALIFICATIONS

  • Demonstrated ability to work effectively with co-workers
  • Demonstrated ability to work effectively with youth
  • Ability to communicate effectively, both orally and in writing
  • High personal values and standards that serve as models for youth
  • Basic knowledge of first aid
  • Must meet the minimum qualifications set forth by the Home’s Vehicular Insurance Carrier
  • Must have sensitivity to the service population’s cultural and socioeconomic characteristics

ESSENTIAL DUTIES AND RESPONSIBILITIES

While the duties noted below are very general in nature, responsibilities may extend beyond the noted list.  It is the expectation that the RCCA will work collaboratively with the RCCS/YCS to determine what are the specific needs of the assigned home.

  • The RCCA will be given guidance from the primary RCCS/YCS’s on duties during the shift.
  • The RCCA is responsible for assisting RCCS/YCS’s in carrying out agency policies and procedures
  • The RCCA is responsible to assist in creating an atmosphere conducive to the growth and development of the residents
  • The RCCA helps with supervision of residents, leading to a safe environment
  • The RCCA is responsible for helping residents in their adjustment to group living
  • The RCCA establishes rapport with residents and with all agency staff
  • The RCCA assists other staff in teaching residents social skills and daily living skills
  • The RCCA shares the responsibility for maintaining the cottage
  • The RCCA helps with all aspects of cottage management when asked, i.e. cooking, transportation, checking homework completion, etc.
  • The RCCA produces some documentation according to agency policy, i.e. incident reports, e-mail communication, behavioral documentation and is familiar with the computer resources in the staff office
  • The RCCA assists other staff in encouraging the religious growth and education of the residents
  • The RCCA is responsible for learning and growing in skills and knowledge of this field and is encouraged to attend in-service training
  • The RCCA is responsible for completing room checks and follow up with residents on room cleanliness and house chore responsibilities
  • The RCCA will participate in Treatment Team meetings one time per month to provide input regarding any behaviors or treatment needs
  • The RCCA increases skills through the supervisory relationship
  • The RCCA debriefs with the house parents on the daily goals, what it is that needs to get accomplished that day and or the rest of the week
  • The RCCA is responsible for logging over the counter medications as distributed, as well as follow the medication protocol.

SCHEDULE:

  • The RCCA’s are scheduled 40 hours per week on a rotating schedule in which consecutive days off will change on a monthly basis. The shift hours will typically be 1-9 pm or 11am-7 pm.

SUPERVISORY RESPONSIBILITIES

This job does not have supervisory responsibilities

LANGUAGE SKILLS

Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures or governmental regulations.  Ability to write reports.  Ability to effectively present information and respond to questions from groups of managers and committee members.

MATHEMATICAL SKILLS

Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions and decimals.  Ability to compute rate, ratio and percent and to draw and interpret bar graphs.

REASONING ABILITY

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.  Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

CERTIFICATES LICENSES, REGISTRATIONS

Valid Florida Driver’s License.

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit; use hands to finger, handle or feel and talk and hear.  The employee frequently is required to walk; reach with hands and arms, stoop, kneel, crouch or crawl.  The employee is occasionally required to stand.  The employee must frequently lift and move up to 50 pounds.  Specific vision abilities required by this job include close vision; color vision and ability to adjust focus in order to properly construct reports, use a computer and color coordinate the monthly Reports.

 WORK ENVIRONMENT

Upon hire, the RCCA will be assigned to a home to assist the primary RCCS with the day to day activities of    the home. Although the RCCA may be assigned to a specific home, the RCCA may be asked to work in other programs or homes (boys or girls) during their shift due to the needs of the campus. This will also include all residential programs as needed.  There may also be times when the RCCA may be asked to work as alternate shift such as 2 pm-10 pm, or 6 am-2 pm depending on agency need.   The work environment characteristics described here are representative of the group house an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The noise level in the work environment is usually moderate and will include, but will not be limited to computers, printers, telephones, and normal communication.

ATTENDANCE AND LEAVE

Vacations, sick leave, holidays, emergency leave, termination of employment, etc., shall be in accordance with published Personnel Policies of the Florida United Methodist Children’s Home. Other policies concerning full time employees are as set forth in the current policies and procedures manual.

Childrens Hope Alliance
Youth Care Worker – Group Home – Banner Elk, NC
Posted: Nov 15, 2017

The Youth Care Worker provides direct care services and planned treatment interventions for youth 12-17 years old who have experienced complex trauma and are admitted to Children’s Hope Alliance residential facility. This position will provide support to the Group Home on the Banner Elk, NC campus. We have two shifts available. We work rotating shifts from Sunday –Tuesday one week and the following week Sun-Wednesday. The other available shift is working Thursday-Sat and the following week Wednesday-Sat. Staff will be on shift for 3 to 4 consecutive days. Position requires staff to remain on campus overnight for the scheduled shift.

Treatment

  • Maintain a strengths-based therapeutic milieu in the cottage and educational setting to foster social, emotional, cognitive, spiritual, and physical growth
  • Provide direct care services for individual children to meet the child’s needs in a respectful, affirming, and dignified manner
  • Ensure the child’s physical safety and emotional well-being
  • Identify and build upon each child’s strengths in functional skill areas, including academic, communication, social, self-care, problem solving, appropriate personal boundaries, and other interpersonal skill areas
  • Cultivate each child’s strengths, including developing a positive self-concept, a sense of safety, personal integrity, and trust in the adult world
  • Assist the child to recognize and control inappropriate behaviors
  • Nurture the child’s ability to build trusting and caring relationships
  • Provide planned treatment intervention for individual children per the individual treatment plan
  • Demonstrate effective use of behavior management techniques and TCI interventions
  • Provide supportive group experiences through: daily life events, psycho-educational group processing, planned therapeutic outings/activities, and other group experiences to develop the capacity of the peer group to display appropriate caring for each other

Administration

  • Maintain confidential client records and information in compliance with HIPAA standards
  • Provide documentation of individual and group services through computer-based documentation systems such as daily progress notes, incident reports, and cottage logs
  • Provide medication administration as assigned
  • Complete all required documentation before end of daily shift

Other Responsibilities

  • Participate as a member of the clinical team in a client-focused manner through team meetings, clinical meetings, and participation in training events
  • Provide rotating coverage at the campus academy during school hours
  • May be assigned to other cottages depending upon staffing shortages
  • If qualified and approved, provide transportation services for clients through the use of company vehicles when needed

Qualifications

  • Minimum requirement is a High School diploma or GED.
  • Associate’s Degree with 2 years related experience working with population served or Bachelor’s degree (B. A.) from four-year college, in psychology, social work, or related field preferred.
  • The position requires a valid driver’s license with a clear driving record.

Apply for this position at http://www.ChildrensHopeAlliance.org

 

Boys Town
Family Teaching Couple / Houseparents
Posted: Sep 13, 2017

OVERVIEW OF BOYS TOWN:
Are you passionate about shaping the future of America’s Youth?

Boys Town is changing the way America cares for children, families and communities by providing and promoting an Integrated Continuum of Care that instills Boys Town values to strengthen body, mind and spirit.

Our mission is centered on creating an environment for children that includes trust, discipline, emotional support and respect. We believe that all children and youth have the potential to become bright, productive, adjusted, loving people.

Boys Town is nationally recognized for its research-proven child, health and family care programs. As one of the country’s largest nonprofit funded child-care organizations, Boys Town touches the lives of more than 2 million children and families nationwide each year. Join our Town today and help us shape the future of America!

OVERVIEW OF JOB:

As our Family-Teaching Couple, you will provide direct care for 6-8 at-risk youth through creating a safe and loving family style living environment. Living on-site in a Boys Town Family home, together you will provide youth with moral, spiritual, and educational development needed for future success. This includes providing emotional support utilizing praise, positive feedback, affection, and empathy to build ones self-confidence and respect. Through the use of the Boys Town Model, you will guide and teach youth appropriate skills and behaviors. Using rational problem solving techniques you will teach youth critical thinking skills, assist with behavioral problems, counsel through personal issues, and provide crisis intervention when needed. As our Family Teaching Couple you will plan, participate, and provide opportunities for individual and family activities that are both educational and entertaining. Through displaying and teaching parenting, family, and relationship skills to youth, legal guardians, and caretakers you will help create collaborative relationships and family engagement. You will maintain contact with both internal and external consumers/agencies to obtain and/or provide information regarding youth’s behaviors, strategies, and progress.

As our Family Teaching Couple, you will be responsible for maintaining and preparing written records for household budgeting, tracking youth progress, reporting incidents/behaviors, and documenting youth medical needs and appointments. You will continually provide support for educational success through monitoring youth academic performance. Additionally, you will teach and role model Boys Town values and ethical behaviors, as well as support and encourage participation in regular religious activities. As our Family Teaching Couple you will be responsible for supervising the activities of your assigned Assistant Family Teacher to aid in their development and success. Additionally, you will manage the daily operating schedule of the home; assist with youth transportation needs, and overall household upkeep. This position can also be referred to as houseparent or house parent.

WE ARE CURRENTLY LOOKING FOR MISSION DRIVEN COUPLES TO ADD TO OUR HOUSEPARENT PIPELINE IN THE FOLLOWING LOCATIONS:
• Omaha, NE (Headquarters Campus)
• New Orleans, LA
• Washington D.C.
• Tallahassee, FL
• Oviedo, FL
• Portsmouth, RI

REQUIRED EDUCATION, TRAINING, EXPERIENCE, OR SKILLS:

  • Be at least 21 years of age or older, except if applying for Washington D.C. due to contractual requirements one must be at least 22 years of age or older
  • High School diploma or equivalent is required, some college credit is preferred
  • A valid driver’s license with a good driving record and the ability to pass a MVR Check
  • Ability and desire to work and live with youth
  • Excellent verbal and written communication skills
  • Flexibility and willingness to work a wide array of hours, which will include days, evenings, weekends and holidays
  • A willingness to learn and implement all phases of the Boys Town Home Model, including all intervention and administrative functions
  • Proven record of sound judgment and ability to work with children in a mature and responsible manner
  • Ability to pass a thorough background check and reference verification procedure in order to determine one’s fitness to satisfactorily and safely care for youth

BENEFITS OF BEING A BOYS TOWN FAMILY-TEACHING COUPLE:
•A minimum annual salary of $54,400/Couple (Starting salaries vary by location)
•Fully paid living expenses, which include rent, utilities and a monthly household budget
•Excellent benefits package that includes health, dental and vision insurance; a 401K retirement plan; paid vacation and sick leave
•A company vehicle
•Relocation Assistance
•Opportunities to earn college credit while working
•Career advancement opportunities within the organization

Apply Online Today At: https://jobs.boystown.org

If you have questions prior to applying please feel free to reach out to us at btrecruiter@boystown.org OR 1.877.639.6003

This advertisement describes the general nature of work to be performed and does not include an exhaustive list of all duties, skills, or abilities required. Boys Town is an equal employment opportunity employer and participates in the E-Verify program. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or veteran status. To request a disability-related accommodation in the application process, contact us at 1-877-639-6003.

Individuals in this position also show interest in: social work, family advocacy, wrap-around services, foster care, case planning, case management, mental health, psychology, sociology, human services, CASA, social services, criminal justice, criminology, and education.

To be considered for this position, please visit our web site at https://jobs.boystown.org to view a list of open positions for each of our sites.

Hope Center for Children
Family Teacher (TLP Program)
Posted: Sep 13, 2017

Qualifications: Bachelor degree in social sciences, education or related field from accredited institution and minimum one year of experience working with young adults; or a similar combination of education and experience. A valid SC driver’s license and acceptable driving record is required. Experience working with youth in foster care or youth who have experienced homelessness preferred. Experience in Teaching-Family Model preferred.

Job Description: This position reports to the Transitional Living Program Supervisor. Through use of the Teaching-Family Model, the Family Teacher applies his or her knowledge, training and experience to recommend and execute individualized treatment for each youth and a therapeutic daily schedule that meets the needs of all residents. This includes ensuring compliance with organization policy and procedures. This full-time, salaried (exempt) position requires flexibility but typically requires working an “eight days on, six days off” (Monday to Monday) schedule. During the eight work days staff sleeps at one of the community-based transitional living homes.

Positions Supervised: The position provides supervision to volunteers who work with residents to ensure that interactions are appropriate and impact treatment in a positive way. The Family Teacher directs Relief Family Teachers (but does not directly supervise) in problem solving and executing the transitional living plan and treatment plan as developed by the Family Teacher under direct supervision of the Program Supervisor.

Family Teacher Responsibilities:

  1. Direct and execute the assessment and intake process for all transitional youth coming into the residential portion of the program (including those placed immediately in community based housing).

  2. Complete all intake and screening paperwork and the CRAFFT as trained within 24 hours of intake(including those placed immediately in community based housing).

  3. Ensure that the following tools are executed within at least 7 days of intake as trained: DERS, Ansell E. Casey Life Skills plus the Casey Homeless Youth Supplement, Children’s Hope Scale (including those placed immediately in community based housing).

  4. In partnership with the youth, execute the individual course of treatment as informed by data gained through assessment tools. This includes but is not limited to ensuring that:

    1. For DERS, any youth scoring higher than a three (3) on the impulse control domain or lack of emotion regulation engage with staff quickly in safety planning. A written safety plan should be in place within a week of intake the plan should highlight the youth’s visible strengths (for youth in community based housing work with the case manager to ensure a written safety plan is in place).

    2. All clinically significant scores on CRAFFT found during screening will result in an immediate referral for further assessment and support related to the possibility of substance abuse problems.

    3. Formal planning toward a transitional living plan in partnership with the Case Manager begins within two weeks with the youth driving this process; a written transitional living plan will be in place in the youth’s file no later than the 30th day.

  5. Direct weekly life skill groups which will typically take place at two times during the week, focusing on independent living skills and positive youth development as outlined per grant requirements. Track youth attendance at classes and provide information to the case manager or program supervisor as appropriate on areas of need that surface during class time.

  6. Apply training to daily teach target skills which tie to the transitional living plan.

  7. Review weekly goal sheets with each youth served in the group home setting; meet regularly with the case manager to ensure target skills are tying closely with transitional living plan.

  8. Work closely with the transitioning youth to identify natural supports and build healthy relationships with others.

  9. Coordinate with the case manager and program supervisor to meet transportation needs of transitional youth.

  10. Assess maintenance needs and complete a maintenance report for the Facility and Safety Supervisor weekly; work with the case manager and house manager to ensure resident help and accountability related to maintenance needs.

  11. Work with the resident manager to ensure implementation of a house and yard cleaning and maintenance program.

  12. Implement organization policy and procedures as written.

  13. Complete all paperwork in a timely fashion, per organization policies, using organization forms.

  14. Keep track of expenditures, following the organization fund management policy.

  15. Assess and respond to youth trauma needs; apply knowledge, training and experience to develop an individualized course of treatment to address the effects of trauma.

  16. Work toward professional certification in the Teaching-Family Model.

  17. Provide and execute all elements of the Teaching-Family Model program as trained and work with the team of Family Teachers to implement the program as trained.

  18. Remain informed about local, state, federal and Teaching Family Association standards and regulations pertaining to the provision of services.

  19. This position is an integral part of the PQI process for HCFC through duties which include but are not limited to:

  1. Recording output data including supplemental education hours and family visits

  2. Completing necessary assessments on clients within specified time frames

  3. Completing other duties as assigned on the PQI Grid

  1. Other duties as required to meet treatment needs.

Duties corresponding to both transitional living youth and youth placed at Faucette House typically by the Department of Social Services:

  1. Between 2 and 7 p.m., support the basic care, supervision and teaching needs of both transitional youth and youth in foster care.

  2. Provide transportation for residents to and from personal appointments, religious services, place of employment, etc.; support residents to develop transportation methods that create less dependency on the program (use of public transportation, bicycle, network of friends, saving for a car, etc.).

  3. Ensure that residents are adequately supervised according to their needs; residents in SC DSS custody must be supervised at all times, even when volunteers are present, unless the legal guardian has authorized sole volunteer supervision in writing.

Necessary characteristics: Must be committed to positive changes in children. Must be able to develop strong relationships with children and have understanding of issues impacting children in foster care; must have good problem solving skills and perseverance in advocating for the best interests of each child served. Must exhibit a desire for professional growth as evidenced by accepting and responding to constructive feedback. Strong customer service, team leadership and critical thinking skills are essential.

Contact: Whitney Wright, wwright@hopecfc.org

Monument Academy
Student Life Faculty/Houseparent Couple
Posted: June 5, 2017

Student Life Faculty/Houseparent Couple Job Description and Responsibilities

Unique opportunity for two individuals or a married couple to serve on the Student Life Faculty at an innovative charter boarding school targeting foster care youth

About Monument Academy

Monument Academy is a new, unique and innovative model weekday boarding school in Washington, DC with a mission to provide students, particularly those who have had or might have contact with the foster care system, with the requisite academic, social, emotional, and life skills to be successful in college, career, and community, and to create an outstanding school that attracts, supports, and retains exceptional and caring people. MA opened in 2015, added another class in 2016, and will add 2 more classes over the next 2 years to house 160 students in grades 5-8.  

About the Position

Monument Academy Houseparent work weeks are Sunday from 3:30pm to Friday at 9:30AM, with off duty free time on Monday-Thursday from 9:30AM-3PM. Monument Academy houseparents also have every weekend off starting at 9:30AM on Fridays, 6 weeks of school holidays and all Federal holidays off.

Additional Benefits for Houseparents include:

  • Salary per couple PLUS housing, utilities, cleaning service, internet, food, parking, and a benefit plan where 95% of your coverage — such as health, dental, vision, and retirement — are paid for by the school
  • Very limited paperwork
  • Minimal to no driving
  • July 2017 start/move in date.

As a member of the Student Life Faculty, Houseparent pairs will play an integral role in shaping the lives of the students at Monument Academy.  Houseparents at Monument Academy work in pairs (either two individuals or a married couple) that reside on property in a family-style apartment and provide direct care to 8-12 single-gender students Sunday evening-Friday morning.  Houseparents have Friday late morning until Sunday afternoon off. They also have school holidays off. They are expected to participate fully in professional development days. Houseparents’ living quarters are two private bedrooms with a private bath abutting the family space. The family space includes living room and kitchen area shared with their students during the week.   

The Houseparent role is much more significant than supervision.  Houseparents will cultivate a safe and caring home environment that is supportive of all students’ social, emotional, and academic development.  They must be consistent role models with their words and actions. It is imperative that Houseparents build strong family-like relationships that begin with taking a genuine interest in every student and his or her unique story.  Families will set goals together, celebrate successes together, learn new skills together, and overcome challenges together.  The Houseparents guide this process and are responsible for establishing and maintaining a positive culture at all times. This includes adhering to the Monument Academy approaches to structuring the student home expectations and systems. The Student Life team is responsible for designing lessons and activities aligned with Monument Academy’s life skills curriculum, scheduling and planning for celebrations and recreational family activities, as well as participating fully in the conversations around student progress and the development and review of students’ personalized learning plans.  

Houseparents’ primary responsibilities are when students are in their care from 3:45pm until 8:45am.  They have flexible time when the students are in school, although from time to time they may be required to participate in professional development or meetings regarding student progress as needed during the day.  All Houseparents will participate in an emergency on-call rotation schedule for weekends, in the event that a student is unable to go home due to unforeseen circumstances. Houseparents will report to the Director of Student Life.    

It is recommended that for houseparent couples with children that they have no more than 2 small children or 1 older child (10+)  of their own residing with them on campus.  Whether couples or individuals, everyone should each submit separate applications and, if married, note in the cover letter your spouse’s name and your intent to seek employment together as Houseparents at Monument Academy.  

Key responsibilities include, but are not limited to the following:

  • Promote Monument Academy’s core values and model the highest behavior standards for staff and student at all times
  • Create and maintain a safe and positive family home environment for youth utilizing Monument Academy’s systems and approaches.
  • Ensure that Positive Behavioral Interventions and Supports are utilized effectively in the home and are consistent with the day time structure of the school
  • Guide students in the development of their independent living skills using the life skills strand of the Monument Academy Well-Being Curriculum
  • Maintain accurate records of daily activities and medicine dispensed  
  • Manage the day-to-day responsibilities of caring for a home, including scheduling, light meal preparation, and cleaning and home upkeep
  • Participate in conversations with leadership, teachers, the well-being team, outside service providers, parents/guardians, and students to assess students’ progress toward goals, identify potential challenges, and implement interventions and supports.
  • Conduct home visits with another staff member as needed
  • Provide crisis intervention and initiate the proper protocols to ensure the involvement of the appropriate counselors and/or leaders in a given situation

The qualified applicant/couple is positive, caring, results-oriented, and of exceptional character and is deeply committed to Monument Academy’s integrated approach to supporting and educating students. The individuals/couple is passionate about working with adolescents, particularly those who may require additional support to meet their unique educational and emotional needs. The applicants believe that all children are capable of achieving at high levels and in the significance of making the connection between students’ aspirations for their lives and careers and their education. This couple also understands and models that learning, and setback, are opportunities for growth for both students and adults. The qualified individuals/couple will set an example as a continuous, open-minded learner, devoted to evidence-based practices that promote student achievement and well-being.  They will build trusting relationships with and support faculty, staff, students, and parents.

Candidates should possess the following:

Character Traits and Values

  • Commitment to the mission of Monument Academy
  • Emotional self-regulation, patience, maturity and humility
  • Honesty and integrity
  • Patience, especially in highly stressful situations
  • Curiosity and creativity
  • Optimism and enthusiasm
  • Excellent ability to build relationships with and relate to youth
  • Respect for students, families, and staff
  • Ability to accept and quickly apply feedback
  • Proactive and able to anticipate issues and manage unanticipated events with thoughtfulness and grace
  • Commitment to positive behavioral approaches
  • Willingness to learn and grow in a new school environment
  • Thoughtful self-reflection and good self-care skills

Experience, Credentials, and Skills

  • Flexibility and willingness to work a wide array of hours, including early mornings, evenings, and weekends
  • Proven record of sound judgment, particularly when working with at-risk youth
  • Ability to pass a thorough background check and reference verification procedure to determine one’s fitness to satisfactorily and safely care for youth
  • 1-3 years of work experience in a school setting or program (preferably residential) that works directly with at-risk youth, preferably in an urban/diverse educational setting
  • Experience working with traumatized youth preferred
  • Cultural competency in working with students and families from different racial, ethnic, linguistic, and sexual orientation backgrounds
  • Ability to connect with families/caregivers
  • Experience working with or knowledge of the foster care system a plus
  • Experience working with students with special needs and technical knowledge of special education policies a plus
  • Outstanding verbal and written communication skills
  • Outstanding organizational skills and ability to prioritize, delegate, manage time and tasks to meet deadlines
  • Proven track record working collaboratively with a team

Location: Washington, D.C.

Compensation

Compensation package for each individual is $25,000 (for couples, $50,000). The compensation package for this position includes room, meals during school hours, 3% matching retirement plan, and competitive health care coverage. Monument Academy is committed to its policy of full inclusion and does not discriminate on the basis of race, color, religion, gender, sexual orientation or identification or national and ethnic origin in hiring and employment, nor in the administration of its educational policies, or admissions policies.

To Apply

Applicants should apply as a married couple or as an individual. Each member of the couple should apply separately and note your intentions in your cover letter.  Please apply under the Careers section of our website at www.monumentacademy.org under the Careers tab.

Prior to uploading files, please name the documents as follows:
YOURLASTNAME.YOURFIRSTNAME.Resume.SET
YOURLASTNAME.YOURFIRSTNAME.CoverLetter.SET


Hope Center for Children

Family Specialist
Posted: May 8, 2017

Job Title: Family Specialist

Qualifications:

Master’s degree from accredited college or university in Social Work, Counseling, or related field, with three years of work experience, or Bachelor degree from accredited college or university with a minimum of four years of work experience, preferably extensive experience

working with family systems. Licensure preferred. Teaching-Family Practitioner certification preferred.

Job Description:

Under the direct supervision of the Family Specialist Supervisor, the Family Specialist oversees implementation of home-based services, ensuring that those services further the mission of the Hope Center for Children; improving the lives of the youth that we serve, and strengthening families in our community. Responsibilities includes home visitations and leading parenting groups in community settings. The Family Specialist remains on call 24/7 in a support role for families.

Position Responsibilities:

  • Conducts assessments, treatment planning, and behavior modification sessions in family homes.
  • Implements and supervises a system of home visitation with families.
  • Observes, describes and offers feedback on Parent and Youth behaviors.
  • Develops and reviews family/individual case plans.
  • Communicates regularly with all stakeholders or persons identified as supports on the family case plans.
  • Leads parent groups utilizing Triple P Group methods.
  • Facilitates and coordinates treatment meetings for families.
  • Participates in orientation of new youths and families as they enter the program.
  • Accepts other responsibilities as assigned by the Family Specialist Supervisor.
  • Remains on call 24/7 to respond to crises; in order to quickly assist families when needed, it is preferred for the Family Specialist worker to live in Spartanburg County or within a 10-15 minute radius.
  • Explores and connects families with community resources.
  • Adheres to all mandates as established by referral sources, Medicaid standards, COA national accreditation standards, and any other relevant standards.
  • This position is an integral part of the Performance Quality Improvement process for HCFC, through duties which include but are not limited to:

-Completing necessary assessments on clients within specified time frames

-Completing outcome measures as outlined in the PQI grid

-Inputting required documentation into KaleidaCare

-Maintaining accurate client records that meet Medicaid, HCFC or other requirements

as applicable.

-Completing other duties as assigned on the PQI Grid

Key Qualities:

  • Passionate about improving the lives of youths and a contributor to the agency mission, by identifying opportunities to enhance the mission.
  • Excellent supervision, support, and writing skills.
  • Responsible for independently organizing work; prioritizing tasks; planning ahead; following through to complete assignments; and using time effectively.
  • Judgment – Analyzes and resolves problems (individually and in a group) by anticipating them; makes sound decisions associated with responsibilities; involves others as appropriate.
  • Teamwork – Works cooperatively with colleagues; builds relationships and team spirit; treats others with respect; willing to compromise; addresses conflicts positively.
  • Communication – Communicates clearly, both verbally and in writing; listens attentively and is receptive to feedback; provides candid feedback professionally; prepares required documentation.
  • Leadership – Assumes responsibility; leads by example; maintains a positive attitude; motivates others; is flexible; can overcome barriers; facilitates and supports change; identifies opportunities to improve processes; initiates assignments.
  • Timeliness and Accuracy of Work – Performs assignments in an accurate, complete and timely manner; manages overall quantity versus quality of work; meets deadlines; is thorough.
  • Self Development – Strives to improve performance; understands personal strengths and weaknesses; desires and makes and effort to enhance skills and develop new skills.
  • Professionalism – Utilizes authority and position appropriately; is generally on-time for work; dresses appropriately for position; represents the program in a positive manner at public and private events; maintains confidentiality; avoids discussion of in-house matters with parents/children or others.

Contact: Whitney Wright, wwright@hopecfc.org

Alpine Academy
Family Teacher
Posted: February 15, 2017

Alpine Academy, a program of Utah Youth Village, has an opening for Family Teachers. Our nearly 40-acre campus provides a unique and amazing opportunity to work with teen-aged girls in a setting that offers residential, academic, and clinical services.  As an Accredited Sponsor site of the Teaching-Family Association, advanced systems, services and supports are delivered to practitioners.  Unique and comprehensive family work is done with parents and siblings.  Alpine Academy has a 94% success rate, with nearly every student either returning home to her community or going on to post-secondary education or employment.

Please visit us at www.alpineacademy.org and see what you think.  A generous compensation package is offered including salary benefits, retirement, regular time off, vacation, and living expenses.

If you would like to learn more, please contact Jeff Boguslofski, Residential Director, at jboguslofski@alpineacademy.org

Indiana United Methodist Children’s Home
Teaching Parent Couples
Posted: January 12, 2017

Salary/Benefits: $95,000/couple; Rent free private apartment – 3 bedrooms(includes master bedroom with bathroom & walk-in closet; extra bathroom; full kitchen; living room; private patio and separate entrance; free utilities (except cable & internet); Medical Insurance – Traditional or Health Savings Account ($2,000 employer contribution); 403(b) retirement plan with employer match up to 6 percent; 6 annual holidays; 4 personal days; 10 vacation days (after first year); Employer paid YMCA membership; Relocation assistance; Teaching Family Model Professional Certification; 50% tuition reimbursement (after TFM professional certification) = in position salary.

Job Description: IUMCH is seeking house parents (certified family teachers preferred) to work with 8 adolescents. Five day work week – Monday through Friday from 6 a.m. – 10 p.m. (with occasional weekend hours)

Website: www.iumch.org

Contact budm@iumch.org

Methodist Family Health
Teaching Parent Couples — Statewide, Searcy Girls’ Home, Fayetteville Boys’ Home
Posted: Aug 30, 2016

Summary: Under the direction of the Program Consultant, the Teaching Parent married couple provides the day to day care and guidance of assigned youths in a residential care setting.

Responsibilities:

  • Teaches youth a curriculum of skills in social, self help, independent living, maintenance, and academic areas and provides moral, spiritual, and physical training and guidance to the youths assigned to the couple’s home.

  • Provides or coordinates academic assistance to youths and works closely with the public school system.

  • Operates the home and the program of care on a 24 hour per day, 365 days per year basis.

  • Develops a normalized home environment that encourages the development of close family relationships among the youths. Provides a naturalized family living experience.

  • Has primary responsibility for providing counseling, concern, direction, assistance, and support which would normally be received from a parent.

  • Implements an individualized plan of care for each youth.

  • Facilitates the process of observed self-medication administration for clients. Manages appropriate storage of medications.

  • Works closely with the youths’ parents, teachers, social workers, and significant others to ensure the definition and implementation of a proper and effective program of youth care to assist each youth in achieving to his/her maximum potential.

  • Supervises Alternate Teaching Parent(s) who provides program continuity while working with the Teaching-Parents and during the Teaching-Parent’s time off duty.

  • Manages money and expend funds for youth home operation. Maintains fiscal records as directed and in accordance with sound business practice.

  • Remains informed about and in compliance with local, state, and federal standards and regulations pertaining to the provision of services to children and their families.

  • The Teaching Parent may assist in providing the following functions: Admission of children to the home; Residential services for children and their families; discharge of children from the group home; and maintenance of case records.

  • Establishes and maintains contact with program referral sources by making personal visits and other contacts to agencies and others within a designated service area.

  • Communicates the Home’s philosophy and programs to individuals and groups, agencies, and the “community at large” within a designated service area.
  • Assists with preparation for home licensure. Is knowledgeable of and maintains compliance with all licensing standards.
  • Takes advantage of professional growth opportunities and works to achieve or maintain Teaching Parent certification status.
  • Works closely with the assigned supervisor/consultant to develop and implement all areas of care for the youths in the home. Seeks consultation and provides detailed information regarding all significant issues affecting youths in their care.
  • Cooperates in scheduling consultation/supervision visits to the home. Seeks out, responds positively to, and implements suggestions and feedback from supervisors.
  • Provides and maintains requested information and program records.
  • Performs related duties as requested by the Director of Group Home and Emergency Shelter Programs.

Qualifications:

  • A Bachelor’s Degree from an accredited university, in the fields of human service or education, and/or experience working with children or other populations with special needs preferred.
  • The ability to take advantage of extensive training and to apply that training to the implementation of a comprehensive program of care for children.
  • Must be physically capable of restraining youth if said youth are a danger to themselves or others.
  • Must be physically capable and willing to teach and assist youth in maintenance activities occurring in and around the youth home. Activities include but are not limited to:
  • Yard Care
  • Interior Cleaning
  • Vehicle Cleaning and Maintenance
  • Must Possess or a valid Arkansas Driver’s License and must be insurable to operate company vehicles.
  • Maintains mandatory employee requirements as needed.
  • Must have good auditory, visual and olfactory ability
  • Requires the ability to sit and stand for long periods of time and intermittently walk, stand, stoop, kneel, crouch and reach with hands and arms
  • Lift and hold at least 50 pounds for one minute
  • Use hands and fingers to handle or feel objects, tools or controls 
  • Must be able to maintain effective audio, visual discrimination and perception needed for making observations, communicating with others, reading and writing, and operating office equipment and other treatment equipment 
  • Must be able to use a telephone to communicate verbally and a computer to communicate through written means, to review information and enter/retrieve data, to see and read characters on a computer screen, chart or other treatment items 
  • Requires the strength and stamina to perform required duties
  • Job descriptions are not intended, nor should be construed, to be all-inclusive lists of all responsibilities, skills, efforts or working conditions associated with a job. While this job description is intended to be an accurate reflection of the job requirements, management reserves the right to modify, add or remove duties from particular jobs and to assign other duties as necessary

Scheduling:

  • MFH recognizes that the Teaching-Parent position and schedule can be very demanding and so has structured the compensation package to take this into consideration. When rates are calculated, they are based upon a schedule that presumes a normal week for Teaching-Parents will encompass more hours than a traditional work week and such rates encompass additional compensation for hours worked over the traditional 40 hour work week. This also takes into consideration the personal time available to the Teaching-Parents, sleep time and other time when the Teaching-Parents are not involved in working with the youth who are assigned to their residence. Program coverage is provided by relief staff who work a 40 hour week for the purpose of allowing the Teaching-Parents time off where they are free to be away from the Group Home, including some overnight coverage. Time not covered by the relief staff is worked by the Teaching-Parents. Since there is no way of predicting the exact hours worked by Teaching-Parents from week to week, the compensation has been increased over a base rate in consideration of the additional coverage that is provided by the Teaching-Parents as part of the live-in position.
  • In the event of unusual circumstances where relief staff is not available for an extended period or another emergency arises which causes Teaching-Parents to work substantially more hours than typically anticipated, other arrangements for additional compensation to Teaching-Parents for lack of time off will be made.

Note: Teaching Parents are employed as individuals but are hired as a married couple to live in and to implement a family styled program of care. If one member of the Teaching Parent couple leaves their position, the spouse’s position will automatically be terminated.

Please submit a dated letter of interest to:

Human Resources — (lthornton@methodistfamily.org).  Methodist Family Health — 1600 Aldersgate Road; Little Rock, AR 72205

Methodist Family Health
Alternate Teaching Parents – Searcy Girls’ Home, Springdale Girls’ Home, Helena Girls’ Home
Alternate Teaching Parents (Part-time) – Heber Springs Boys’ Home, Fayetteville Boys’ Home, Helena Girls’ Home, Magnolia Boys’ Home, Searcy Girls’ Home, Springdale Girls’ Home
Alternate Teaching Parent (Lead, Live-in) – Searcy Girls’ Home, Fayetteville Boys’ Home
Posted: Aug 30, 2016

Summary

The Alternate works in coordination and direction of the Teaching Parent couple and the Program Consultant, the Alternate Teaching Parent performs management duties associated with the day to day teaching and guidance of assigned youth in a residential care setting.

Responsibilities

Teach youth a curriculum of skills in social, self help, independent living, maintenance, and academic areas and provides moral, spiritual, and physical training and guidance to the youth assigned to their home.

Assist with the provision of academic assistance to youth and work closely with the public school system.

Provide coverage and program continuity of the youth home during the Teaching Parents’ time off duty as specified in the youth home staff scheduling procedures.

Assist with the development of a normalized home environment that encourages the building of close family relationships among the youth and provides a naturalized family living experience.

Assist with the provision of counseling, concern, direction, assistance, and support that would normally be received from a parent.

Assist with the implementation of an individualized plan of care for each youth.

Work closely with the youth’s parents, teachers, social workers, and significant others to ensure the definition and implementation of a proper and effective program of youth care to assist each youth in achieving to his/her maximum potential.

Work closely with the Teaching Parents and the program supervisor to ensure efficient home coverage and mutually satisfying working relationships.

Under the direction and supervision of the Teaching-Parents, expend money for youth home operation. Maintain a checking account and other fiscal records as directed and in accordance with sound business practice.

Remain informed about local, state, and federal standards and regulations pertaining to the provision of services to children and their families.

If the Alternate Teaching Parent holds an appropriate four-year degree and has had the training, he/she may assist the Teaching Parents in providing the following functions under the “Social Services” section of Standards for Child Caring Institutions:

-Admission of children to the home.

-Residential Services for children and their families.

-Discharge of children from the home.

-Maintenance of case records.

Establish and maintain contact with program referral sources by making personal visits and other contact to agencies and others within a service area.

Assist in the interpretation of the Home’s philosophy and programs to individuals and groups, agencies, and the “community at large” within a service area.

Assist with preparation for home licensure.

Take advantage of in-service training and professional growth opportunities.

Work closely with the assigned Teaching Parent and their supervisor/consultant to develop and implement all areas of care to the youth in the home. Seek consultation and provide detailed information regarding all significant issues affecting youth in care.

Cooperate in scheduling consultation/supervision visits to the home. Seek out, respond positively to, and implement suggestions and feedback from supervisors.

Provide and maintain requested information and program records.

Teach and assist youth in maintenance activities occurring in and around the youth home, including activities such as yard care, interior cleaning, vehicle cleaning and maintenance

Perform related duties as requested by the Teaching Parents or Program Consultant.

Note

The Alternate Teaching-Parent position is scheduled on a 40 hour week average. In the event the Teaching-Parent couple is absent from the home, the Alternate Teaching-Parent will assume all responsibilities related to the operation of the group home. Increased compensation is explained in the Employee Handbook. Alternate Teaching-Parents are not paid for sleep time.

Qualifications

A Bachelor’s Degree from an accredited university in human services or education field preferred, but high school diploma or equivalent required.

Experience working with children or other population with special needs preferred.

The ability to take advantage of extensive training and to apply that training to the implementation of a comprehensive program of care for children.

Possess or able to obtain a valid Arkansas Driver’s License and is insurable to drive company vehicles.

Physically capable of restraining youth if said youth are a danger to themselves or others.

Physically capable of performing various maintenance tasks.

Please submit a dated letter of interest to:

Human Resources — (lthornton@methodistfamily.org). Methodist Family Health — 1600 Aldersgate Road; Little Rock, AR 72205

Thornwell Home for Children
Family Teacher
Posted: Aug 8, 2016

Location: Clinton, South Carolina
Contact Person: Lindy Scott
Contact Phone #: 864-938-2685
Contact E-Mail: lindy.scott@thornwell.org
Position Salary: Competitive salary and benefits, plus off-duty housing. Relocation assistance available.
Job Description:

For 140 years, Thornwell Home for Children has been committed to providing the highest quality of care for preschoolers  to transitional living for young adults. We are a ministry of the Presbyterian Church USA and are located in Clinton, SC, a historic, college town in upstate SC.

We are seeking singles and couples to work in professional positions to provide a nurturing, family style setting for 6-8 children.  We have eleven cottages on our campus and staff each cottage with four adults as to allow for consistency for the children and adequate time off for staff. Thornwell uses the Evidence Based Teaching Family Model.  Our four hundred acre campus includes historic buildings, cottages, recreational facilities, farm, and a state of the art Learning Center.

We desire nurturing, professional and deeply committed  ministry minded people who are ready to accept the challenge of working with hurting children. If you are interested in serving God and serving kids, we invite you to apply. Please visit our website at www.thornwell.org 

Glenwood Academy
House Parents
Posted: May 20, 2016

Position Reports to: Director of Residential Services
Supervisory Responsibilities: None
POSITION SUMMARY & OBJECTIVES:
Glenwood Academy is seeking married couples to positively impact the lives of diverse children as live-in House Parents. The Houseparent position is responsible for providing a safe and a home like environment on our campus, within the general policies and guidelines of the Agency for the students entrusted in their care. Use of effective verbal and written communication with staff, students and families. Frequent use of computer. Maintains flexibility to adjust work schedule according to Agency needs.
ESSENTIAL FUNCTIONS:
 Daily care and supervision of students entrusted in their care.
 Attend to student’s health, nutrition and rights while in their care.
 Maintain a professional and nurturing relationship with student, parents/guardians, and staff.
 Work as part of a team to ensure high standard of care.
 Participates in team meetings and uses other meetings to accomplish the objectives the agency has for students and families.
 Maintain regular communication with supervisor.
 Monitor safety, health conditions in assigned cottage.
 Maintain cottage integrity.
 Plan and implementation of recreation, social activities, and special events for students.
 Ability to work effectively with students and staff in a culturally diverse environment.
 Reinforce positive social and behavioral skills, through everyday encounters.
 Active communication with internal and external team members.
 Complete all necessary reports, forms, and documentation accurately and timely.
 Demonstrates a commitment to continuous quality improvement in all aspects of the position.
OTHER DUTIES AND RESPONSIBILITIES
 Teach positive social behavioral and educational skills, through everyday encounters and family meetings and by setting goals and charting progress.
 Promote and maintain discipline at all times.
 Maintains flexibility to adjust work schedule according to Agency needs
 Participate in agency seminars and in-service programs as designated by administration.
 Ensure that health and safety procedures are observed.
 Attend regular statutory training as well as role-specific training.
 Other duties and responsibilities as assigned.
REQUIRED QUALIFICATIONS:
 Must be 21 years of age.
 Married couple for a minimum three years
 Minimum education level is a high school diploma or GED.
 Experience working with children and youth.
 Valid IL Driver’s License with no suspensions in effect within the previous three years of hire.
 Must have personal vehicle or access to one and provide proof of automobile liability insurance.
 No history of child abuse or neglect.

PREFERRED QUALIFICATIONS:
 Undergraduate Degree in human service field (i.e. Social Work, Sociology, Psychology, etc.).
 Previous work experience in a residential/boarding environment working with children ages 7-18.
WORKING CONDITIONS:
Residential (Cottage) Environment. Houseparent live and work with the students in their care. Workday
can be long, fast paced, and challenging. Houseparents must have a high stress tolerance. Moderate Noise.
Workday is a split shift, working early morning and returning to work late afternoon when students return
after school dismissal. Position may require off site travel and attendance at outside events on days and
times outside of the normal workweek schedule. Houseparent’s workweek begins Sunday evenings;
ending Friday evenings.
PHYSICAL REQUIREMENTS:
Standing, sitting, walking, talking or hearing.
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to
perform the essential functions.
This position meets the FLSA requirements for Exempt.
Job descriptions are not intended, and should not be construed to be all-inclusive lists of all responsibilities,
skills, efforts or working conditions associated with a job. While this job description is intended to be an
accurate reflection of the job requirements, management reserves the right to modify, add or remove duties
from particular jobs and to assign other duties as necessary.
Equal Opportunity Employer M/F/D/V
This job description does not constitute a contract of employment. Employment at Glenwood is an “atwill”
arrangement.

Please click here to complete the online application. Once completed, please email it along with your resume to Wendi V. Crawford, HR Director at wcrawford@glenwoodacademy.org. or you may fax the application to (708) 754-0187.

Glenwood Academy
Relief House Parents
Posted: May 20, 2016

Position Reports to: Director of Residential Services
Supervisory Responsibilities: None
POSITION SUMMARY & OBJECTIVES:
Glenwood Academy is seeking married couples to positively impact the lives of diverse children as live-in Relief House Parents. This position is responsible for relieving full time Houseparents of their duties during their scheduled days off and for emergency extended days off. Relief-Parents will provide a safe and a home like environment on our campus, within the general policies and guidelines of the Agency for the students entrusted in their care. Use of effective verbal and written communication with staff, students and families. Frequent use of computer. Flexible to adjust work schedule according to Agency needs.
ESSENTIAL FUNCTIONS:
 Daily care and supervision of students entrusted in their care.
 Attend to student’s health, nutrition and rights while in their care.
 Maintain a professional and nurturing relationship with student, parents/guardians, and staff.
 Work as part of a team to ensure high standard of care.
 Participates in team meetings and uses other meetings to accomplish the objectives the agency has for students and families.
 Maintain regular communication with supervisor.
 Monitor safety, health conditions in assigned cottage.
 Maintain cottage integrity.
 Plan and implementation of recreation, social activities, and special events for students.
 Ability to work effectively with students and staff in a culturally diverse environment.
 Reinforce positive social and behavioral skills, through everyday encounters.
 Active communication with internal and external team members.
 Complete all necessary reports, forms, and documentation accurately and timely.
 Demonstrates a commitment to continuous quality improvement in all aspects of the position.
OTHER DUTIES AND RESPONSIBILITIES
 Teach positive social behavioral and educational skills, through everyday encounters and family meetings and by setting goals and charting progress.
 Promote and maintain discipline at all times.
 Maintains flexibility to adjust work schedule according to Agency needs
 Participate in agency seminars and in-service programs as designated by administration.
 Ensure that health and safety procedures are observed.
 Attend regular statutory training as well as role-specific training.
 Other duties and responsibilities as assigned.
REQUIRED QUALIFICATIONS:
 Must be 21 years of age.
 Married couple for a minimum three years
 Minimum education level is a high school diploma or GED.
 Experience working with children and youth.
 Valid IL Driver’s License with no suspensions in effect within the previous three years of hire.
 Must have personal vehicle or access to one and provide proof of automobile liability insurance.
 No history of child abuse or neglect.

PREFERRED QUALIFICATIONS:
 Undergraduate Degree in human service field (i.e. Social Work, Sociology, Psychology, etc.).
 Previous work experience in a residential/boarding environment working with children ages 7-18.
WORKING CONDITIONS:
Residential (Cottage) Environment. Houseparent live and work with the students in their care. Workday can be long, fast paced, and challenging. Houseparents must have a high stress tolerance. Moderate Noise. Workday is a split shift, working early morning and returning to work late afternoon when students return after school dismissal. Position may require off site travel and attendance at outside events on days and times outside of the normal workweek schedule. Houseparent’s workweek begins Sunday evenings; ending Friday evenings.
PHYSICAL REQUIREMENTS:
Standing, sitting, walking, talking or hearing.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
This position meets the FLSA requirements for Exempt.
Job descriptions are not intended, and should not be construed to be all-inclusive lists of all responsibilities, skills, efforts or working conditions associated with a job. While this job description is intended to be an accurate reflection of the job requirements, management reserves the right to modify, add or remove duties from particular jobs and to assign other duties as necessary.
Equal Opportunity Employer M/F/D/V
This job description does not constitute a contract of employment. Employment at Glenwood is an “at-will” arrangement.

Please click here to complete the online application. Once completed, please email it along with your resume to Wendi V. Crawford, HR Director at wcrawford@glenwoodacademy.org. or you may fax the application to (708) 754-0187.

Monument Academy
Student Life Faculty/Parent Couple
Posted: May 17, 2016

Job Description and Responsibilities

Unique opportunity for two individuals or a married couple to serve on the Student Life Faculty at an innovative charter boarding school targeting foster care youth

About Monument Academy

Working with the most at risk adolescents and established on an innovative model integrating excellent academics with strength based practices, Monument Academy is a weekday boarding

school that opened in the 2015-2016 school year with a 5 th grade class of 40 students and is growing to 6th grade in 2016-17. The school is currently authorized to expand to 8 th grade and maintains the goal of growing through high school so that students will graduate from Monument Academy. The mission of Monument Academy is to provide students, particularly those who have had or might have contact with the foster care system, with the requisite academic, social, emotional, and life skills to be successful in college, career, and community, and to create an outstanding school that attracts, supports, and retains exceptional and caring people. Monument Academy will fulfill its mission by providing stability, adult connection, high quality academics, therapeutic support, and life skills for preteens and teens. Monument Academy graduates will be prepared for postsecondary education, on a career trajectory, and have the social, emotional, and selfcare skills to maintain a healthy, connected, and economically self supporting life.

About the Position

Work weeks are Sunday from 4pm Friday at 10AM. Weekday hours off from 9:30 am to 4PM. Weekends off & 7 weeks of school holidays and all Federal holidays off, limited paperwork, little or no driving, housing, food, 95% of medical benefits paid.

Benefits for Residential Parents include:

Salary per couple PLUS housing, utilities, cleaning service, internet, food, parking, and benefits

such as health, dental, vision, and retirement

Weekends, 7 weeks of school holidays and Federal Holidays off! Residential Parents work 5 days on

(Sunday night through Friday Morning) and 2 days off (Friday late morning through Sunday early

evening). This is in addition to federal holidays and school breaks.

Very limited paperwork

Minimal to no driving

July 2016 start/move in date.

As a member of the Student Life Faculty, Resident Parent pairs will play an integral role in shaping the lives of the students at Monument Academy. Residential Parents at Monument Academy work in pairs (either two individuals or a married couple) that reside on property in a familystyle apartment and provide direct care to 8-12 single gender students Sunday evening to Friday morning. Residential Parents have Friday late morning until Sunday afternoon off. They also have school holidays off. They are expected to participate fully in professional development days. Residential Parents’ living quarters are two private bedrooms with a private bath abutting the family space. The family space includes living room and kitchen area shared with their students during the week. The Resident Parent role is much more significant than supervision. Residential Parents will cultivate a safe and caring home environment that is supportive of all students’ social, emotional, and academic development. They must be consistent role models with their words and actions. It is imperative that Residential Parents build strong family like relationships that begin with taking a genuine interest in every student and his or her unique story. Families will set goals together, celebrate successes together, learn new skills together, and overcome challenges together. The Residential Parents guide this process and are responsible for establishing and maintaining a positive culture at all times. This includes adhering to the Monument Academy approaches to structuring the student home expectations and systems. The Student Life team is responsible for designing lessons and activities aligned with Monument Academy’s life skills curriculum, scheduling and planning for celebrations and recreational family activities, as well as participating fully in the conversations around student progress and the development and review of students’ personalized learning plans. Residential Parents’ primary responsibilities are when students are in their care from 4pm until 9am. They have flexible time when the students are in school, although from time to time they may be required to participate in professional development or meetings regarding student progress as needed during the day. All Residential Parents will participate in an emergency on call rotation schedule for weekends, in the event that a student is unable to go home due to unforeseen circumstances. Residential Parents will report to the Director of Student Life and Extended Day Learning.

Resident Parent couples may have up to 2 small children or 1 older child (10+) of their own. Whether

couples or individuals, everyone should each submit separate applications and, if married, note in the

cover letter your spouse’s name and your intent to seek employment together as Residential Parents at

Monument Academy.

Key responsibilities include, but are not limited to the following:

Promote Monument Academy’s core values and model the highest behavior standards for staff and student at all times

Create and maintain a safe and positive family home environment for youth utilizing Monument Academy’s systems and approaches.

Ensure that Positive Behavioral Interventions and Supports and/or Teaching-Family Model standards are utilized effectively in the home and are consistent with the day time structure of the school

Guide students in the development of their independent living skills using the life skills strand of the Monument Academy Well Being Curriculum

Maintain accurate records of daily activities and medicine dispensed

Manage the day-to-day responsibilities of caring for a home, including scheduling, light meal preparation, and cleaning and home upkeep

Participate in conversations with leadership, teachers, the wellbeing team, outside service providers, parents/guardians, and students to assess students’ progress toward goals, identify potential challenges, and implement interventions and supports.

Conduct home visits with another staff member as needed

Provide crisis intervention and initiate the proper protocols to ensure the involvement of the appropriate counselors and/or leaders in a given situation

The qualified applicant/couple is positive, caring, results oriented, and of exceptional character and is deeply committed to Monument Academy’s integrated approach to supporting and educating students. The individuals/couple is passionate about working with adolescents, particularly those who may require additional support to meet their unique educational and emotional needs. The applicants believe that all children are capable of achieving at high levels and in the significance of making the connection between students’ aspirations for their lives and careers and their education. This couple also understands and models that learning, and setback, are opportunities for growth for both students and adults. The qualified individuals/couple will set an example as a continuous, open minded learner, devoted to evidence based practices that promote student achievement and wellbeing. They will build trusting relationships with and support faculty, staff, students, and parents.

Candidates should possess the following:

Character Traits and Values

Commitment to the mission of Monument Academy

Emotional selfr egulation, patience, maturity and humility

Honesty and integrity

Patience, especially in highly stressful situations

Curiosity and creativity

Optimism and enthusiasm

Excellent ability to build relationships with and relate to youth

Respect for students, families, and staff

Ability to accept and quickly apply feedback

Proactive and able to anticipate issues and manage unanticipated events with thoughtfulness and grace

Commitment to positive behavioral approaches

Willingness to learn and grow in a new school environment

Thoughtful self reflection and good self care skills

Experience, Credentials, and Skills

Flexibility and willingness to work a wide array of hours, including early mornings, evenings, and weekends

Proven record of sound judgment, particularly when working with at risk youth

Ability to pass a thorough background check and reference verification procedure to determine one’s fitness to satisfactorily and safely care for youth

-3 years of work experience in a school setting or program (preferably residential) that works directly with at riskyouth, preferably in an urban/diverse educational setting

Experience working with traumatized youth preferred

Cultural competency in working with students and families from different racial, ethnic, linguistic, and sexual orientation backgrounds

Ability to connect with families/caregivers

Experience working with or knowledge of the foster care system a plus

Experience working with students with special needs and technical knowledge of special education policies a plus

Outstanding verbal and written communication skills

Outstanding organizational skills and ability to prioritize, delegate, manage time and tasks to meet deadlines

Proven track record working collaboratively with a team

Location: Washington, D.C.

Compensation

Compensation package for each individual is $25,000 (for couples, $50,000). The compensation package for this position includes room, meals during school hours, 3% matching retirement plan, and competitive health care coverage. Monument Academy is committed to its policy of full inclusion and does not discriminate on the basis of race, color, religion, gender, sexual orientation or identification or national and ethnic origin in hiring and employment, nor in the administration of its educational policies, or admissions policies.

To Apply

Applicants should apply as a married couple or as an individual. Each member of the couple should apply separately and note your intentions in your cover letter. Please apply under the Careers section of our website at www.monumentacademy.org under the Careers tab.

Prior to uploading files, please name the documents as follows:

YOURLASTNAME.YOURFIRSTNAME.Resume.SET

YOURLASTNAME.YOURFIRSTNAME.CoverLetter.SET

If you are having difficulty with the website, please email careers@monumentacademydc.org .

Adriel Foster Care
Full-time Therapist
Posted: May 5, 2016

Adriel is a faith-based organization with conservative values and working environment. We employ mission-minded, passionate, dedicated professionals to serve youth in their respective disciplines. This includes an array of positions in the social services area working directly in our group homes, licensed social workers, therapists, and a variety of support positions to help in the work of Adriel.

Adriel works with a challenging population of children, youth, and adolescents who have had many challenges in their lives. Our employees are exposed to behavioral issues, developmental disabilities, physical delays, and mental health concerns. It takes a certain type of person to stand in the gap for these kids to help them go on to become the success story inside of them all. The road is sometimes a long one…but the rewards are worth it all.

We are currently searching for a full-time Therapist for our Residential program.

The therapist is to provide counseling and psychotherapy services to clients and families and to provide the Adriel interdisciplinary team with expertise concerning the mental health issues concerning each child.

Responsibilities include:

  • Provide a comprehensive diagnostic assessment on intakes, and as needed, which will provide an intensive clinical evaluation of the person. The focus of the assessment will determine the level of functioning, psychological state, and will include the formulation of a diagnostic impression, assessment of need, and/or status.
  • Develop an Individual Service Plan (ISP) with the client, family and other service providers. Update, revise and maintain this plan with the interdisciplinary team according to agency guidelines.
  • Provide accurate and timely documentation and service delivery requirements as set forth by the agency and ODMH.
  • Provide therapeutic services in a manner that ensures confidentiality of the client.
  • Conduct appropriate and effective individual, group, and/or family therapy with clients and families based on mutually agreed upon goals with the client and/or custodian as identified in the ISP.
  • Present cases and recommendations for services to any review committee according to agency guidelines and procedures.
  • Perform the role of “primary service provider” needed on assigned cases.
  • Meet agency productivity standards for the position.
  • Advocate for clients to ensure that appropriate services are provided.
  • Maintain effective, timely and thorough verbal and written communication with clients, referring agencies, and other service providers as described in the interdisciplinary team process.
  • Participate in on-call rotation.
  • Attend in-services and workshops to enhance and maintain professional growth as well as to keep up with agency goals and objectives.
  • Actively and professionally promote Adriel in the community.
  • Provide Crisis Intervention and Pre-Hospitalization Screening services according to agency guidelines.

Qualifications:
Qualified candidates must have a master’s degree in social work/counseling or a related field, and/or a PhD in psychology or related field. They must also meet license standards set forth by ODMHAS.

We offer competitive wages and excellent benefits.

You may submit your resume online by visiting our website at www.adriel.org or you may fax your resume to Human Resources at 937-465-8690.

Job Type: Full-time

Required license or certification:

  • Master’s degree in social work/counseling or related field, and/or a PhD in psychology

Required education:

  • Master’s

How to Apply:

Submit your resume to Jacquie Linville via email at careers@adriel.org. You can also apply online by visiting our website at www.adriel.org EOE

Methodist Family Health
Teaching Parents – Statewide
Posted: Mar. 1, 2016

Summary: Under the direction of the Program Consultant, the Teaching Parent married couple provides the day to day care and guidance of assigned youths in a residential care setting.

Responsibilities:

  • Teaches youth a curriculum of skills in social, self help, independent living, maintenance, and academic areas and provides moral, spiritual, and physical training and guidance to the youths assigned to the couple’s home.

  • Provides or coordinates academic assistance to youths and works closely with the public school system.

  • Operates the home and the program of care on a 24 hour per day, 365 days per year basis.

  • Develops a normalized home environment that encourages the development of close family relationships among the youths. Provides a naturalized family living experience.

  • Has primary responsibility for providing counseling, concern, direction, assistance, and support which would normally be received from a parent.

  • Implements an individualized plan of care for each youth.

  • Facilitates the process of observed self-medication administration for clients. Manages appropriate storage of medications.

  • Works closely with the youths’ parents, teachers, social workers, and significant others to ensure the definition and implementation of a proper and effective program of youth care to assist each youth in achieving to his/her maximum potential.

  • Supervises Alternate Teaching Parent(s) who provides program continuity while working with the Teaching-Parents and during the Teaching-Parent’s time off duty.

  • Manages money and expend funds for youth home operation. Maintains fiscal records as directed and in accordance with sound business practice.

  • Remains informed about and in compliance with local, state, and federal standards and regulations pertaining to the provision of services to children and their families.

  • The Teaching Parent may assist in providing the following functions: Admission of children to the home; Residential services for children and their families; discharge of children from the group home; and maintenance of case records.

  • Establishes and maintains contact with program referral sources by making personal visits and other contacts to agencies and others within a designated service area.

  • Communicates the Home’s philosophy and programs to individuals and groups, agencies, and the “community at large” within a designated service area.
  • Assists with preparation for home licensure. Is knowledgeable of and maintains compliance with all licensing standards.
  • Takes advantage of professional growth opportunities and works to achieve or maintain Teaching Parent certification status.
  • Works closely with the assigned supervisor/consultant to develop and implement all areas of care for the youths in the home. Seeks consultation and provides detailed information regarding all significant issues affecting youths in their care.
  • Cooperates in scheduling consultation/supervision visits to the home. Seeks out, responds positively to, and implements suggestions and feedback from supervisors.
  • Provides and maintains requested information and program records.
  • Performs related duties as requested by the Director of Group Home and Emergency Shelter Programs.

Qualifications:

  • A Bachelor’s Degree from an accredited university, in the fields of human service or education, and/or experience working with children or other populations with special needs preferred.
  • The ability to take advantage of extensive training and to apply that training to the implementation of a comprehensive program of care for children.
  • Must be physically capable of restraining youth if said youth are a danger to themselves or others.
  • Must be physically capable and willing to teach and assist youth in maintenance activities occurring in and around the youth home. Activities include but are not limited to:
  • Yard Care
  • Interior Cleaning
  • Vehicle Cleaning and Maintenance
  • Must Possess or a valid Arkansas Driver’s License and must be insurable to operate company vehicles.
  • Maintains mandatory employee requirements as needed.
  • Must have good auditory, visual and olfactory ability
  • Requires the ability to sit and stand for long periods of time and intermittently walk, stand, stoop, kneel, crouch and reach with hands and arms
  • Lift and hold at least 50 pounds for one minute
  • Use hands and fingers to handle or feel objects, tools or controls 
  • Must be able to maintain effective audio, visual discrimination and perception needed for making observations, communicating with others, reading and writing, and operating office equipment and other treatment equipment 
  • Must be able to use a telephone to communicate verbally and a computer to communicate through written means, to review information and enter/retrieve data, to see and read characters on a computer screen, chart or other treatment items 
  • Requires the strength and stamina to perform required duties
  • Job descriptions are not intended, nor should be construed, to be all-inclusive lists of all responsibilities, skills, efforts or working conditions associated with a job. While this job description is intended to be an accurate reflection of the job requirements, management reserves the right to modify, add or remove duties from particular jobs and to assign other duties as necessary

Scheduling:

  • MFH recognizes that the Teaching-Parent position and schedule can be very demanding and so has structured the compensation package to take this into consideration. When rates are calculated, they are based upon a schedule that presumes a normal week for Teaching-Parents will encompass more hours than a traditional work week and such rates encompass additional compensation for hours worked over the traditional 40 hour work week. This also takes into consideration the personal time available to the Teaching-Parents, sleep time and other time when the Teaching-Parents are not involved in working with the youth who are assigned to their residence. Program coverage is provided by relief staff who work a 40 hour week for the purpose of allowing the Teaching-Parents time off where they are free to be away from the Group Home, including some overnight coverage. Time not covered by the relief staff is worked by the Teaching-Parents. Since there is no way of predicting the exact hours worked by Teaching-Parents from week to week, the compensation has been increased over a base rate in consideration of the additional coverage that is provided by the Teaching-Parents as part of the live-in position.
  • In the event of unusual circumstances where relief staff is not available for an extended period or another emergency arises which causes Teaching-Parents to work substantially more hours than typically anticipated, other arrangements for additional compensation to Teaching-Parents for lack of time off will be made.

Note: Teaching Parents are employed as individuals but are hired as a married couple to live in and to implement a family styled program of care. If one member of the Teaching Parent couple leaves their position, the spouse’s position will automatically be terminated.

Please submit a dated letter of interest to:

Human Resources — (lthornton@methodistfamily.org).  Methodist Family Health — 1600 Aldersgate Road; Little Rock, AR 72205

Methodist Family Health
Teaching Parents – Helena
Posted: Mar. 1, 2016

Summary: Under the direction of the Program Consultant, the Teaching Parent married couple provides the day to day care and guidance of assigned youths in a residential care setting.

Responsibilities:

  • Teaches youth a curriculum of skills in social, self help, independent living, maintenance, and academic areas and provides moral, spiritual, and physical training and guidance to the youths assigned to the couple’s home.

  • Provides or coordinates academic assistance to youths and works closely with the public school system.

  • Operates the home and the program of care on a 24 hour per day, 365 days per year basis.

  • Develops a normalized home environment that encourages the development of close family relationships among the youths. Provides a naturalized family living experience.

  • Has primary responsibility for providing counseling, concern, direction, assistance, and support which would normally be received from a parent.

  • Implements an individualized plan of care for each youth.

  • Facilitates the process of observed self-medication administration for clients. Manages appropriate storage of medications.

  • Works closely with the youths’ parents, teachers, social workers, and significant others to ensure the definition and implementation of a proper and effective program of youth care to assist each youth in achieving to his/her maximum potential.

  • Supervises Alternate Teaching Parent(s) who provides program continuity while working with the Teaching-Parents and during the Teaching-Parent’s time off duty.

  • Manages money and expend funds for youth home operation. Maintains fiscal records as directed and in accordance with sound business practice.

  • Remains informed about and in compliance with local, state, and federal standards and regulations pertaining to the provision of services to children and their families.

  • The Teaching Parent may assist in providing the following functions: Admission of children to the home; Residential services for children and their families; discharge of children from the group home; and maintenance of case records.

  • Establishes and maintains contact with program referral sources by making personal visits and other contacts to agencies and others within a designated service area.

  • Communicates the Home’s philosophy and programs to individuals and groups, agencies, and the “community at large” within a designated service area.
  • Assists with preparation for home licensure. Is knowledgeable of and maintains compliance with all licensing standards.
  • Takes advantage of professional growth opportunities and works to achieve or maintain Teaching Parent certification status.
  • Works closely with the assigned supervisor/consultant to develop and implement all areas of care for the youths in the home. Seeks consultation and provides detailed information regarding all significant issues affecting youths in their care.
  • Cooperates in scheduling consultation/supervision visits to the home. Seeks out, responds positively to, and implements suggestions and feedback from supervisors.
  • Provides and maintains requested information and program records.
  • Performs related duties as requested by the Director of Group Home and Emergency Shelter Programs.

Qualifications:

  • A Bachelor’s Degree from an accredited university, in the fields of human service or education, and/or experience working with children or other populations with special needs preferred.
  • The ability to take advantage of extensive training and to apply that training to the implementation of a comprehensive program of care for children.
  • Must be physically capable of restraining youth if said youth are a danger to themselves or others.
  • Must be physically capable and willing to teach and assist youth in maintenance activities occurring in and around the youth home. Activities include but are not limited to:
  • Yard Care
  • Interior Cleaning
  • Vehicle Cleaning and Maintenance
  • Must Possess or a valid Arkansas Driver’s License and must be insurable to operate company vehicles.
  • Maintains mandatory employee requirements as needed.
  • Must have good auditory, visual and olfactory ability
  • Requires the ability to sit and stand for long periods of time and intermittently walk, stand, stoop, kneel, crouch and reach with hands and arms
  • Lift and hold at least 50 pounds for one minute
  • Use hands and fingers to handle or feel objects, tools or controls 
  • Must be able to maintain effective audio, visual discrimination and perception needed for making observations, communicating with others, reading and writing, and operating office equipment and other treatment equipment 
  • Must be able to use a telephone to communicate verbally and a computer to communicate through written means, to review information and enter/retrieve data, to see and read characters on a computer screen, chart or other treatment items 
  • Requires the strength and stamina to perform required duties
  • Job descriptions are not intended, nor should be construed, to be all-inclusive lists of all responsibilities, skills, efforts or working conditions associated with a job. While this job description is intended to be an accurate reflection of the job requirements, management reserves the right to modify, add or remove duties from particular jobs and to assign other duties as necessary

Scheduling:

  • MFH recognizes that the Teaching-Parent position and schedule can be very demanding and so has structured the compensation package to take this into consideration. When rates are calculated, they are based upon a schedule that presumes a normal week for Teaching-Parents will encompass more hours than a traditional work week and such rates encompass additional compensation for hours worked over the traditional 40 hour work week. This also takes into consideration the personal time available to the Teaching-Parents, sleep time and other time when the Teaching-Parents are not involved in working with the youth who are assigned to their residence. Program coverage is provided by relief staff who work a 40 hour week for the purpose of allowing the Teaching-Parents time off where they are free to be away from the Group Home, including some overnight coverage. Time not covered by the relief staff is worked by the Teaching-Parents. Since there is no way of predicting the exact hours worked by Teaching-Parents from week to week, the compensation has been increased over a base rate in consideration of the additional coverage that is provided by the Teaching-Parents as part of the live-in position.
  • In the event of unusual circumstances where relief staff is not available for an extended period or another emergency arises which causes Teaching-Parents to work substantially more hours than typically anticipated, other arrangements for additional compensation to Teaching-Parents for lack of time off will be made.

Note: Teaching Parents are employed as individuals but are hired as a married couple to live in and to implement a family styled program of care. If one member of the Teaching Parent couple leaves their position, the spouse’s position will automatically be terminated.

Please submit a dated letter of interest to:

Human Resources — (lthornton@methodistfamily.org).  Methodist Family Health — 1600 Aldersgate Road; Little Rock, AR 72205

 

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