Employment

Primary Function

The Integrated Classroom is a structured program that builds on strengths and addresses the identified problems associated with the complex conditions of each individual child and their supports. Integrated Classroom provides mental health and/or substance abuse interventions in the context of a treatment milieu in a school setting. The Integrated Classroom services must involve the child’s family or primary caregivers to achieve positive sustained outcomes. The Integrated Classroom services will function as part of the CIHA integrated child behavioral health system. This service should be focused on achieving functional gains, behavior developmentally appropriate, culturally relevant and sensitive, trauma informed, child and family centered and focus on reintegrating the individual back into the school or transitioning into employment. These interventions are designed to reduce symptoms, improve behavioral functioning, increase the individual’s ability to cope with and relate to others, promote recovery, and enhance the child’s capacity to function in an educational setting, or to be maintained in community based services. It is available for children 5 to 17 years of age (up to age 20 with approval). The Integrated Classroom must address the age, behavior, and developmental functioning of each child to ensure safety, health and appropriate treatment interventions within the program milieu.

Job Duties

• Attend and help coordinate relevant IEP, team meetings, school staff meetings
• Attend clinical interagency trainings.
• Release confidential information to designated entities listed on the signed ‘Release of confidential information form.’
• Provide basic case management for clients.Refer clients to necessary services, supports, and resources
• Participate in Critical Incident response within reasonable timeframe of incident.
• Attend relevant community meetings to promote positive relationships with community members
• Complete accurate documentation in a timely manner (progress notes/assessments within 24 hours and signed off within 3 days)
• Display effective written and oral communication in an organized and professional fashion.
• Maintain good working relationship with supervisors, team members, students, and their families.
• Attend staff meetings.
• Offer provider choice when referring to another service/resource
• Return phone calls/emails in timely fashion (community stakeholders, clients, agency departments.)
• Implement behavioral system within Integrated Classroom operation.
• Provide interventions that support symptom reduction and/or sustain systems stability at the lowest possible levels, increase ability to cope, relate to others, support sustain recovery, enhanced capacity to function in an inclusive setting or to be maintained in community based services.
• Provide interventions that focus on achieving developmentally appropriate functional gains, culturally relevant, sensitive, child, family centered, and focus on reintegrating individual back into school or transitioning into employment.
• Provide therapeutic intensive services that are designed to reduce symptoms and improve functional skills.Functional skills shall include but are not limited to functioning in a mainstream setting, maintaining residence with a family or community based ongoing institutional setting (foster home, therapeutic home, etc.), and maintaining appropriate role functioning in community settings.
• Provide interventions that address the following challenges experienced by the child and/or their support system:
  • Behavioral challenges that have been previously or are currently are being displayed. Developing skills for replacement behaviors, which can be practiced, applied and monitored within the educational environment.
  • Symptom management
  • Social / Relational skills
  • Emotional regulation skills
  • Adaptive skill training
  • Communication skills
  • Problem solving skills
  • Development of appropriate support systems for the child and their family or caregivers
  • Psychiatric symptom management
  • Relapse prevention
  • Disease management strategies
  • Development of trauma informed educational settings
• Provide culturally sensitive treatment
• Communicate professionally and consistently with school social workers, guidance counselors, and relevant teachers to show your involvement and interest in the school’s needs
• The provider must follow a clearly identified clinical model(s) or evidence-based treatment(s) consistent with best practice. The selected model(s) must be specified and described in the provider’s program description. The clinical model(s) or Evidence-Based.Practices (EBPs) should be expected to produce positive outcomes for this population

Education/Experience

• Must be at least 18 years of age, be able to read, write, understand and follow directions.
• High school diploma or equivalent
• Must not have any substantiated findings of abuse or neglect listed on the North Carolina Health Care Personnel Registry.
• Must disclose any criminal conviction. 
• One must meet the NC criteria of an associate or paraprofessional