Therapeutic Intervention Support Associate
Department: Therapeutic Intervention Services
Shift/Hours: Various weekend shifts available
To: Administrative Director and Care Coordinator, Therapeutic Intervention Services
Work Location: 100% Therapeutic Intervention Center (The Retreat Center—RHC’s main campus)
ESSENTIAL FUNCTIONS AND JOB DUTIES
As part of a small team, the selected Therapeutic Intervention Support Associate will join the Resident Home Corporation, an organization with a rich history of serving the needs of individuals with both developmental disabilities and mental health diagnoses. The Support Associate will be required to develop meaningful and person centered relationships with the individuals served and their family members.
The Support Associate implements intervention plans to address individual needs within programming; facilitates individual and group programming as determined within therapeutic milieu scheduled for weekend programming; completes documentation to monitor goal progress and/or assess current skills, and provides support to individuals receiving services in the development of: coping skills, social skills, communication skills, activities of daily living skills, and expansion of leisure interests and skills.
The ideal candidate will have an interest in working with children, adolescents, and transitional age young-adults with both mental health and developmental disabilities diagnoses. The candidate needs to have an interest and passion for working with individuals who have a history of aggressive behavior and coping with daily life.
ESSENTIAL FUNCTIONS AND JOB DUTIES
Area 1: Intervention Planning & Support Services
•Provides feedback on individualized plans based on implementation of those plans during programming per individual/family preferences, strengths, needs, and interests.
•Contributes input toward the development of therapeutic milieu for center-based therapeutic intervention services to engage participants in during programming.
Area 2: Behavior Support & Intervention Skills
•Models positive, pro-active, respectful, and age-appropriate behavior support skills that maintains the dignity of the individual.
•Engage individuals in therapeutically-based activities in the program to meet their needs (i.e. coping, sensory modulation, communication, etc.).
•Assists the individual to identify positive alternatives when faced with the need to make decisions.
•Encourages the individual to expand upon their interests and abilities, by supporting their participation in new activities (i.e. leisure, eating new foods, learning a new skill, etc.).
•Alternates with team members facilitating group activities to enhance each individual’s involvement in programming goals and activities.
Area 3: Crisis Intervention
•Identifies a crisis, assists in diffusing the situation by quickly collaborating with the team to determine an intervention approach and coordinating supports as necessary.
•Demonstrates the ability to take on the leadership and/or support role during crises and manages role effectively.
•Demonstrates the ability to remain calm, delegate tasks as appropriate, and consults with supervisor as needed.
•Continues to monitor the crisis situation once de-escalated, contacts authorized staff and supervisors to notify them of the crisis, adjusts supports and the environment to maintain the safety/security of all individuals and staff.
•Complies with the agency’s and program’s incident reporting policy and procedures, and completes all necessary documentation within required timeframes.
•Actively participates in team debriefing meetings regarding crisis intervention and contributes input to the development of an intervention strategy.
Area 4: Community Living Skills & Supports
•Assist the individual to meet his/her self-care (i.e. health, grouping, toileting, eating, etc.) and personal management needs (i.e. development, sexuality, etc.) by teaching skills, providing supports, and building upon individual strengths and capabilities.
•Provides household management support to the individuals receiving services including but not limited to: preparing meals; doing laundry; cleaning—washing/putting away dishes, mopping/vacuuming floor, toilets, etc.; grocery shopping, etc.
•Assists in monitoring food consumption to maintain appropriate food portions of individuals receiving services.
•Supports individuals to engage in therapeutic weekend programming including but not limited to by: engaging in daily program schedule, supporting development of independent activities, implementing individualized schedules as appropriate to the individual’s needs.
•Maintains cleanliness or orderliness of center/home-environment during programming.
Area 5: Communication
•Uses clear, sensitive (People-First language), and effective communication skills to build relationships and open channels of communication by: recognizing and adapting to a range of individual communication styles, ages, developmental level, and mental health needs with the individuals, parents, team members, and supervisors.
•Communicates within the community and agency with professionalism (i.e. refrains from using inappropriate language, monitors topics of conversation and does not engage in personal conversation topics with participants or team members while working, provides accurate information, responds timely, etc.).
•Has knowledge of and uses modes of verbal and non-verbal communication that are appropriate to the communication needs of the individuals and families (i.e. sign language, picture symbols, PECS, gestural, etc.).
•Learns and uses terminology appropriately, as it applies to the work with the individual to assist in educating team members, so that they can be a point of reference to explain to the family/guardian how their son/daughter is supported throughout the intervention-based weekend.
•Maintain standards of confidentiality and ethical standards of practice (i.e. refrains from discussing individual-specific issues with others outside of work, uses individual’s full-name when out in the community, etc.).
•Actively engages in shift report meetings and collaborates with team members to divvy up tasks to be completed on the shift, as well as identifying what therapeutic activities each team member will facilitate on shift.
•Gathers/shares information with pertinent family members/team members with regard to how each individual participated in services, progress towards goals, troublesome issues, etc. at the start and end of program weekends.
Area 6: Teaming
•Respects and demonstrates willingness to learn from a diversity of ideas and opinions of team members, supervisors, families, and individuals.
•Maintain collaborative, professional relationships with the individual, team members, family, and external service providers.
•Recognizes personal limitations and seeks out support when needed from fellow team members, mentors, or supervisors.
•Collaborates with team members to develop individualized plans based on the individual/family preferences, strengths, needs, and interests.
•Provides feedback on each individual’s progress toward their personal goals, when this information is not directly collected in documentation.
•Collaborates with the supervisor and team members during the shift to modify plans, weekend schedule, etc. as needed.
•Shares in responsibility for center maintenance and completing activities as arranged during shift report.
•Provides rotating on-call support to the team in the event of call-offs to pick up additional, open shifts during programming weekends to ensure appropriate staffing ratios.
Area 7: Documentation
•Accurately completes individual specific documentation including but not limited to: specific data collection on goals, completion of ISP documentation and Out of Center Documentation for DD paperwork, medication administration form, billing documentation specific for DD services, etc.
•Learns and remains current with appropriate documentation systems.
Area 8: Professional Manner
•Demonstrates adaptability/flexibility which may include but is not limited to: adjust well to change, able to re-prioritize job responsibilities, non-judgmental in the support of others or other’s ideas.
•Demonstrate professional decision making which may include but is not limited to: make decisions quickly as needed, makes well informed decisions, take responsibility for decisions/actions, handles crisis effectively, and consults with supervisor or others as appropriate.
•Demonstrate dependability which may include but is not limited to: arriving on time for work, notifying supervisor/appropriate others if he/she cannot be where he/she is supposed to be, work when scheduled, consistently carry out job responsibilities without direct supervision.
•Perform all other duties as specified by their supervisor, Director of Therapeutic Intervention Services, Chief Operating Officer, and President/CEO.
•Take initiative which may include but is not limited to: enhance quality of life/services, offer ideas/give input, and take on additional responsibilities when staff independently identifies something needs to be done without being asked, researching ideas for activities to engage in during programming, etc.
•Follow all agency and program policies as detailed in the agency and staff manuals.
•Incorporates sensitivity to cultural, religious, racial, disability, and gender issues into daily practices and interactions.
Supervisory Responsibilities – N/A
Physical Demands: Low physical effort required to sit, stand at files, bend, stoop, lift, and walk while performing essential office related responsibilities. High physical effort required to support individuals to participate in programming including but not limited to running, jumping, getting up and down from the floor, and use of physical blocking or restraint if participants become physically aggressive. Maximum unassisted lift = 50lbs. May be required to assist individuals with lifts and transfers to/from wheelchairs, in/out of vehicles, etc. Requires the ability to use a keyboard, monitor and calculator. Also requires the ability to communicate verbally, both in person and on the telephone, and in written communications. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Work Environment: Inside average home environment. Each home noise levels may vary to extremes. May work with individuals who experience occasional or frequent verbal outbursts. May work with individuals with behaviors leading to physical outbursts such as throwing objects, slamming objects, biting, kicking, slapping, hitting and other forms of physical aggression. Training is provided to all team members in the techniques for Crisis Prevention Interventions. Some protective equipment may be required/provided, such as latex gloves, Kevlar arm sleeves, and others. Ambient temperature between 68 and 76F. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. May be required to transport individuals with outdoor weather conditions.
Continuous Training Requirements: The Support Associate will be working in the program-center. The Support Associate will require working with and assisting individuals. The Support Associate is required to maintain up-to-date training in the following areas annually: Medication Administration, Crisis Prevention Interventions, Sexual Harassment, HIPAA, MUI/UI (incident reporting), Safe Lifting, Waiver Training, Skin Breakdown, Fire Safety, Emergency Response, and Blood-borne Pathogens, History and Overview of DD Services, Positive Culture, Self-Determine/Diversity and other trainings as required by agency and program standards. This training is provided by RHC.
JOB REQUIREMENTS AND QUALIFICATIONS
MINIMUM JOB REQUIREMENTS
Required Education and/or Experience:
•High School Diploma
•At least 3 years in the field working with individuals with developmental disabilities, mental health diagnosis or co-occurring developmental disabilities and mental health diagnoses
•Reliable vehicle for possible on-the-job use
Preferred Education and/or Experience:
•Associates Degree or Bachelors Degree in progress preferred (areas of concentration: psychology, social work, special education, or a related field)
•Experience providing support to individuals in acute mental health settings, hospitals or residential treatment centers
•Experience as a mental health technician
•Experience with applied behavioral analysis
•Experience supporting individuals in hospital, mental health treatment or school settings
•Internal candidates must have a good performance history
Location of Services:
•At the Retreat Center
3030 West Fork Rd, Cincinnati, OH 45011
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; strong communication skills both verbally and written.
Intervention Support Skills Must demonstrate the ability to understand positive behavior support practices and implement intervention plans as written. Maintain accurate and real-time data collection to monitor individual progress in program. Uses proactive positive behavior support interventions, and manages crises effectively.
Reasoning Ability Must have the ability to manage and exercise independent judgment and discretion to make non-routine choices within established guidelines, with minimal supervision.
Computer Skills: Proficiency in computer applications for word processing, spreadsheets, databases, graphics, or scheduling. Other skills may include use of laptops, notebooks, tablets, a programmable telephone system, faxes and printers, audiovisual equipment or the Internet.
Certificates, Licenses, Registrations: Valid Drivers’ license with no more than 5 points and current auto insurance. Completes all required training and education in the timeframe directed and demonstrates the training competency.