High Desert ESD celebrates all cultures and languages and is committed to creating a diverse environment and is proud to be an equal opportunity employer.  All qualified applicants will receive considerations for employment without regards to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.

 

Clinical Behavioral Health Specialist - School Setting

40 hours per week, Monday-Friday, 189 day contract

The Nest Program - Tamarack Building, Bend, Oregon

 

Salary Range:  As established by bargaining agreement, 2024-2025 Licensed Salary Schedule (based on experience and education). 

Benefits include family insurance package, sick leave and paid holidays, generous tuition reimbursement and PERS contributions.

 

Employee Value Statement:

At the heart of the breathtaking landscapes of Central Oregon, where snow-capped mountains meet lush forests and vibrant communities, lies an opportunity to make a meaningful impact. The High Desert ESD believes that every student, educator, and community member deserves a voice and a place to thrive, regardless of their background or circumstances. Our commitment to equity and inclusion is woven into everything we do, from the programs we develop to the partnerships we cultivate. We strive to create a culture where diverse perspectives are valued and where everyone feels a sense of belonging.

 

Position Summary:  

The Clinical Behavioral Health Specialist provides support to students enrolled in an intensive behavior program.  The Clinical Behavioral Health Specialist also supports families in obtaining access to additional community services.  Additionally, the Clinical Behavioral Health Specialist may provide small group social skill instruction and collaborate with other professionals (e.g. SPED Teachers, district partners etc.) in meeting the diverse needs of students. The Clinical Behavioral Health Specialist works directly with students who experience difficulties in achieving their academic potential due to social/emotional, home, and community barriers through individual and systemic interventions. They serve as a liaison between the school, family, and community partners as they advocate for and align services to increase educational equity.

Essential Functions and Responsibilities:

• Promote/teach positive coping and stress management skills.
• Respond to need for crisis intervention.
• Communicate regularly with families/provide family counseling when appropriate.
• Identify families who may need additional counseling/services and make appropriate community referrals as necessary.
• Participate in weekly team meetings to problem solve and provide guidance to staff in working with students where mental health issues may be a concern.
• Keep appropriate records.
• Communicate clearly and appropriately verbally and in writing.
• Respect and maintain confidential information in all situations.
• Trained in Nonviolent Crisis Intervention and Collaborative Problem Solving.
• Works with school leaders, coaches, counselors, teachers, educational assistants, and external support organizations to develop and continuously improve a program dedicated to supporting students struggling with complex behavioral health and/or social and emotional challenges that interfere in functioning effectively in the regular classroom environment.
• Works closely with each participating student’s teacher(s), using consultative and coaching approaches as needed, to support integration of strategies successful for that student into the general education classroom setting.
• Provides 1:1 and/or small-group clinical intervention to participating students on a flexible, as-needed basis, employing clinical methods that are most appropriate for meeting the goals in each student’s plan.
• Exhibit successful experience in working with culturally diverse families and communities, and/or have otherwise demonstrated a commitment to equity and strengthening engagement of a diverse community and skill in communicating with a diverse population.
• Exhibit regular attendance, as demonstrated by not more than an average of one day per month absent unless on a protected statutory leave.
• Be punctual and present for all required duties.

Specific Job Capabilities:

• Masters- or higher-level training and/or experience (minimum 2 years) working with children and families struggling with complex challenges, including acute trauma responses and mental health challenges, causing significant dysregulation that regularly interferes with school functioning. Licensed social workers, school counselors, or therapists are encouraged to apply.
• Knowledgeable and trained in best practices related to modalities such as Dialectical Behavior Therapy (DBT), Trauma Informed Practice, Restorative Practices, the Neuro-Sequential Model of Therapeutics, Attachment Theory, and Collaborative Problem Solving.
• Knowledge of special education and 504 law.
• Demonstrated skill and experience setting clinical and behavioral goals and providing direct clinical supports and skill-building to young children in the school setting
• Demonstrated skill and successful experience working with parents/guardians
• Excellent case management skills, including collaborating with collateral/community-based mental health providers
• Demonstrated effectiveness with development and continuous improvement of student support programming within a school environment
• Demonstrated effectiveness providing functional supervision to other professionals/paraprofessionals
• CPI trained or willingness to be trained
• Strong knowledge of school culture and climate
• Strong knowledge of school classrooms including classroom management and pedagogy

Minimum Qualifications: 

• Licensed social worker, school counselor, or licensed therapist.
• Valid Oregon TSPC teaching, school counselor, school psychologist, or student services license or the ability to obtain one

Preferred Qualifications: 

• 2-3 years of experience in a clinical or educational setting

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 position.  

 

While performing the duties of this position, the employee is regularly required to:  talk, hear, walk frequently, sit, stand, stoop, kneel, crouch, crawl, use hand dexterity for computer work, handle items, reach with hand and arms, lift and/or move up to 30 pounds and occasionally up to 50 pounds and see close and at a distance, have peripheral vision and the ability to adjust focus.  Workloads are heavy and timelines may be unreasonably short at times.  Requests and issues are often received which require immediate attention and conflict with other priorities.  

Terms of Employment   Salary, benefits, and vacation are established by policy and contract.