Wellness Coach Specialist

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Application Deadline

12/15/2024 11:59 PM Pacific

Date Posted

11/22/2024

Contact

Carolyn Rodarte

Number of Openings

5

Salary

Pay Range

$5,276.00 – $6,944.00 Monthly

Length of Work Year

10 month

Employment Type

Full Time

Job Description / Essential Elements:

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BASIC FUNCTION

Under the direction of the Director of Mental Health & Wellness, and in collaboration with District and Site Administration, provides culturally, linguistically, and age-appropriate non-clinical services, including wellness promotion and education, screening (reviewed by a mental health provider), care coordination, linkage and referral, individual support, crisis intervention referral, and home and shelter visits; operates as part of a care team under a Licensed Clinical professional or Pupil Personnel Services (PPS) credentialed professional assigned to schools; collaborates with site administration and teams to support student health and enhance wellness; supports district-wide initiatives; participates in appropriate professional development, trainings, and meetings; other related duties as assigned.

Employment Standards

MINIMUM QUALIFICATIONS

Any combination of experience, education and training that would likely provide the required knowledge and abilities is qualifying. A typical combination would be the following:

EDUCATION:

• Required: Graduation with a Bachelor’s degree in Social Work, Health & Human Services, Child Development, Psychology, Sociology, Addiction Studies, or similar from an accredited college.

EXPERIENCE:

• Required: Six months of professional-level work experience involving providing direct services in relevant fields such as social work, child welfare, addiction/substance use recovery, mental health, or case management for children, youth, and families performed in the past two years.

1. Experience must include at least 100 hours of relevant field experience performed in the past two years, as certified via HCAI Verification Statement.

• Preferred: Two years or more of experience is preferred.
• Health, Social Services, and Human Services or School District experience is preferred.
• Substitution: 
• Six months of experience as a Family and Community Engagement Specialist or similar at a school district can be substituted for the required work experience.
• Graduation from a California College or University in Social Work, Human Services, or Addiction Studies can be substituted for the required work experience.

LICENSES AND OTHER REQUIREMENTS:

• License Certification: Receive either a Certified Wellness Coach (I or II) or Registered-Certified Wellness Coach (I or II) certification through the California Department of Health Care Access and Information (HCAI) within six months of employment.
• A valid California driver’s license and availability of private transportation or ability to obtain transportation between job sites are required.
• Secondary Language: Positions in this classification are required to speak, read and write in a designated second language.

KNOWLEDGE, SKILLS, AND ABILITIES

KNOWLEDGE OF (Typically learned through formal training or education):

• Certified Wellness Coach Code of Ethics standards.
• Relevant laws and regulations.
• Ethical decision-making models and research conduct practices.
• Strategies that advance social, economic, and environmental justice. 
• Basic psychological and human relations principles.
• Relevant State laws, codes and regulations and District policies and practices.
• General developmental trends in children.
• Basic behavior modification techniques.
• Basic facilitation, negotiation and conflict resolution techniques and tactics.
• Interviewing strategies.
• Office administrative practices and record keeping.
• Community resources and agencies available to students, parents and school community.

SKILL TO (Typically attained through formal training or practice): 

• Engage with clients and constituencies as experts of their own experiences with an emphasis on cultural humility and responsiveness.
• Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies. 
• Apply self-awareness and self-regulation to manage the influence of personal biases and values in collaborating with diverse clients and constituencies. 
• Recognize and understand the complexity of cultural diversity considering psychological knowledge. 
• Translate appropriately. 
• Build and maintain positive and nurturing relationships with families and the community.
• Understand, interpret, and ensure compliance with laws and regulations.
• Speak in public.
• Prepare technical reports.
• Facilitate communication between families and the school and develop action plans to address identified issues.
• Utilize modern office equipment and software proficiently.
• Drive a vehicle.

ABILITY TO (Typically a personal quality attained without formal training, education, or practice):

• Make ethically sound decisions.
• Maintain a positive demeanor.
• Understand and follow oral and written instructions.
• Communicate effectively both orally and in writing.
• Maintain and safeguard confidentiality of sensitive and privileged information.
• Establish and maintain cooperative working relationships with those contacted in the course of work.
• Coordinate multiple tasks simultaneously while continuously re-evaluating priorities
• Exercise independent judgment, initiative and problem-solving skills.
• Work independently and cooperatively with others.

WORKING CONDITIONS

ENVIRONMENT:

Employees in this classification walk, stand and must be able sit for long periods of time; carry, push, pull, stoop, bend and use fingers repetitively, use both hands simultaneously, and may lift 5 to 25 lbs. unassisted; must speak clearly, and hear normal voice conversation; drive a vehicle; and use a computer and telephone.

PHYSICAL DEMANDS:

Employees in this classification work inside, and may work outside when monitoring student activities; employees work in direct contact with the public, students, parents and other District staff; may be subjected to negative interpersonal situations, and be exposed to minor contagious illnesses (colds, flu, etc.); employees must perform with high volume of work and tight deadlines, with continuously changing priorities and interruptions; and may work alone without guidance from supervisor; subject to evening and/or weekend duty as required by scheduled and unscheduled district and public events.

Examples of Duties

SPECIALIZED ESSENTIAL DUTIES (Typically only performed in this classification)

Curriculum Support

• Support the logistical needs of facilitators that deliver structured curriculum to groups or classrooms.
• Assist the wellness team in promoting wellness, education, mental health literacy, and life skills.
• Reinforce individual skills training as suggested by the care team, fostering positive relationships, and address bullying prevention.
• Integrate nutrition and exercise into behavioral health discussions.
• Implement check-in/check-out procedures.

Screening, Crisis Referral, and Care Coordination

• Assist youth in completing behavioral health screening documentation (e.g., answer basic questions, hand-off screening

results to behavioral health professionals).

• Administer universal screening programs within schools (e.g., hand-off screening

results to behavioral health professionals).

• Refer students identified with behavioral health needs or in crisis to appropriate providers using established safety protocols.
• Connect identified individuals to school-based and community-based resources.
• Facilitate communication with school professionals to ensure comprehensive support.

Caseload Management

• Schedule groups and meetings for mental health providers; gather relevant documents.
• Facilitate wellness education about behavioral health symptoms, nutrition, and exercise, and assist individuals in setting and planning goals.
• Coach students on essential life skills such as stress management, time management, and problem-solving.
• Coach distraction strategies youth can use to redirect attention and discourage negative activities.
• Promote positive behavior activation by encouraging engagement in positive activities.
• Facilitate communication between families and the school and develop action plans to address identified issues.

Home, Youth Shelter, and Family Shelter Visits

• Gather relevant information for school records and future interventions.
• Provide information about available resources and connect families to community resources, and educate families about their rights and advocate for services.
• Follow established safety protocols when conducting site visits
• Plan for ongoing support and follow-up visits.

GENERAL ESSENTIAL DUTIES(Also performed in other classifications)

• Provide oral and written translation and interpretation of materials from English to a designated second language; translate at various meetings and conferences, as needed.
• Assist families in navigating and accessing resources.
• Prepare and maintains a variety of reports, correspondence and notices.
• Participate in the development and tracking of goals and objectives.
• Perform related duties as assigned.

Requirements / Qualifications Requirements / Qualifications

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