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Detailed job description and main responsibilities

Key Responsibilities:

Clinical and Client Care

• To provide mental health support, consultation, teaching and training to New Woodlands School, a specialist provision for children with social, emotional, and mental health needs (SEMH). This includes working on site within the school for 2 days a week (with another CAMHS colleague in post) including some outreach intervention work with pupils of the school/pupils’ families.
• To provide outreach CAMHS support and evidence-based interventions to pupils who are at risk of exclusion and/or have been absent from school for an extended period.
• To manage referrals and formulate care plans which may include delivering evidence-based models of interventions to support the individual child or young person, the school, family, and parent/carer.
• To provide assessment, collaborative formulation, evidence-based interventions and consultation to children and young people with a wide range of emotional, behaviour and mental health problems, that impact on their engagement with school life.
• To work effectively & efficiently with CAMHS practitioners in the service from all disciplines, both internal & external professional networks. To ensure that care plans for individual young people and services are cohesively managed across agencies. This will include routinely carrying out risk assessments for children and young people and working closely with clinical colleagues to manage these situations effectively and safely.  
• To clinically manage own caseload and hold cases that are medium to high risk and share responsibility for monitoring clinical practice in the absence of the Team Manager and others as agreed.
• To work from different locations across the borough offering outreach support for pupils. This may include home visits, schools, NHS buildings and Local Authority offices. Home visits may be necessary to undertake assessments and meet with parents/carers.
• To be responsible for optimising clinical outcomes for children, young people, and their families, which are evidenced by performance indicators such as activity data, targets and quality measures.  
• To provide a CAMHS specialist service for schools through consultation and/or training, ensuring that school staff are equipped to support children with identified mental health needs.
• To contribute to providing a framework to inform the multidisciplinary/agency care of children within the school environment and support multi-disciplinary colleagues in providing intervention and support to the young people, parents/careers, and network of school professionals.
• To offer CAMHS expertise to the wider professional network including teachers, SENCOs, the Special Education Needs and Disability (SEND) Panel, Fair Access Panel (FAB) and other professionals within the school system.
• To contribute to assuring service quality by using a specialist knowledge and breadth of understanding of theories underpinning child and adolescent mental health difficulties and distress. Using assessments and evidence-based interventions to manage complex presentations.
• To adapt assessments/formulations and interventions as appropriate to facilitate access to neurodivergent children and young people, where suitable, and with supervisory support as required.
• To contribute to training, research and audit and interpret complex data to develop individual and service-wide understanding of child and adolescent distress.
• To manage your own caseload and undertake outreach work from within a base CAMHS team but have freedom to act within the service framework and Trust operational policies. The post holder manages their own time and caseload.
• The post holder is accountable for their own professional actions and receives both management and clinical supervision.
• The post holder will initiate new clinical and service actions guided by broad Trust clinical policies and procedures.  

Contributing to team or service clinical functioning

• To contribute to the effective working of the team or service and to bring psychologically informed expertise to the service.
• To contribute to the team or service’s delivery of accessible and acceptable services to diverse local communities.
• To be proactive in challenging discrimination and support the development of culturally competent services.
• To advise other members of the service on specialist psychological care of clients.
• To liaise with referrers, GPs and other professionals concerned with clients to develop and review care plans.
• To utilise theory, evidence-based literature, and research to support evidence-based practice in individual work and work with other team members.
• To work in partnership with schools and colleges to develop and deliver activities related to their whole school approach to mental health and wellbeing.
• Contribute to enabling other staff, service users and carers from diverse backgrounds to flourish by working to create a psychologically safe environment.

Policy and service development

• To implement policies and procedures in own area of work, and to propose improvements or beneficial changes.
• To contribute to service development through undertaking and participating in appropriate projects related to the wider team.
• To contribute to the consultation and engagement of service users in planning and delivering services which meet the needs of local communities.

Care or management of resources

• To take care of, and use carefully, the Trust’s equipment and physical resources.
• To ensure that the post-holder has sufficient resources by estimating future needs and requesting or ordering supplies as needed.

Management and supervision

• To clinically and/or professionally supervise, advise, or manage junior members and trainees  

Teaching and Training

• To undertake teaching and training with the wider team.
• To develop and deliver training for schools, universal and targeted services when necessary.
• To contribute to the development of the knowledge and skills base within the schools teams by maintaining an active awareness of current developments and by implementing knowledge gained in training to practice.
• To disseminate research and service evaluation findings through presentations and published articles.

Record-keeping and Information Governance

• To ensure that all information generated by own work is recorded as required by Trust policies and local procedures.
• To maintain the highest standards of clinical record keeping and report writing, according to professional and Trust guidelines, including electronic data entry.

Research and development

• To initiate, undertake, support, and supervise regular complex service evaluation and audits
• To initiate and carry out appropriate research where appropriate.
• To initiate and implement the development of outcome measurement and assessment and assist other staff in the implementation of same.

Maintaining professional standards and continuing professional development

• To receive regular clinical and professional supervision from a more senior clinician according to Professional and Trust guidelines.
• To ensure own Continuing Professional Development in line with professional and Trust Personal Development Plan requirements and professional ‘Standards for Continuing Professional Development’.
• To maintain an up-to-date knowledge of current developments in professional and clinical practice and of relevant legislation and policies.
• To comply with the trust and professional ‘Standards of Conduct, Performance and Ethics’ and ‘Standards of Proficiency’, and ensure professional development in line with these.
• To adhere to Professional Practice Guidelines and Trust policies and procedures.

General

• To travel to as appropriate and across the Trust when required.
• To be aware of risk relating to aggressive and challenging behaviour amongst the client group and follow trust policies relating to its management.
• To respond appropriately and professionally to emotionally distressing situations and to support others involved in such situations.