Employment and Education Specialist

Employment and Education Specialist Early Psychosis Programs – San Francisco 

 Agency Overview

Founded in 1889, the Felton Institute (formerly Family Service Agency of San Francisco) has a 128-year history of innovation in services for vulnerable children, families, and adults. Felton’s mission is to respond to human needs with cutting edge social services and treatment that combine the best social science research with cultural sensitivity, a deep respect for the consumer, and a commitment to social justice. With over 46 programs in 11 languages at sites throughout the San Francisco Bay Area and surrounding counties, our comprehensive array of services reaches across all racial, ethnic, cultural, and linguistic lines. At the heart of our work is the belief that individuals and families in crisis must have access to services and resources to help them build on their inherent strengths and develop self-sufficiency. Felton offers a dynamic, challenging, and supportive work environment where staff is encouraged to increase their skills and enter new domains. 

Program Description

Felton Institute’s Early Psychosis programs (formerly PREP) were originally developed in partnership with the University California San Francisco (UCSF). The Felton Early Psychosis Model specializes in psychosis early detection and intervention with a multi‐disciplinary approach to treatment. Our program model combines evidence‐based practices including Cognitive Behavioral Therapy for Psychosis (CBTp), Strengths‐Based Care Management, Multi‐family Group Therapy, Peer Support, Algorithm-Based Medication Management, Individual Placement and Support (IPS) model of supported education and employment, and access to Cognitive Remediation Training to address issues early and get people back on track to a fulfilling life as quickly as possible. The model is being expanded into a new component (BEAM) to provide early intervention services for individuals with psychosis and mood disorders. We provide excellent training and workforce development and is poised for growth with new opportunities afforded by the expanding field of early psychosis. Funded through partnership with respective county behavioral health departments, Felton implements evidence-based practices with outcome driven fidelity measures, and currently operates sites in four counties: San Francisco, Alameda, San Mateo, and Monterey. 

Position Overview

The Employment and Education Specialist is a member of the treatment team and will provide supported employment and education services via the IPS model to all Early Psychosis clients. The Employment and Education Specialist will work directly with individuals to develop and implement employment and/or education goals in line with the IPS model of supported employment and education and will interact with the treatment team regarding the role of education and/or employment goals in participants’ recovery process. The Employment and Education Specialist is expected to provide services to clients in the community, including but not limited to schools, job sites, clients’ homes, or other community locations. This position reports directly to the Supported Employment and Education Manager and will work at the San Francisco program site. 

Specific Duties and Responsibilities (Essential Functions) 

 Engage with clients to identify employment/education goals, strengths, barriers, and steps towards goals. Provide information about disclosure and help client to analyze past and present experiences with education/employment goals to develop employment/education plan with the client according to IPS fidelity. 

 Help clients through all phases of seeking employment or education placement including evaluation and planning, job and/or resource development, placement/enrollment, development and follow through of ongoing support for job retention and/or academic progress. Complete all required IPS documentation of these phases. 

 Develop and document employer contacts according to IPS fidelity and the individual preferences of job seekers.

 Provide comprehensive support with educational goals including accessing accommodations through disability resource centers or special education procedures. Provide support with linkage to other education support resources as needed. 

 Interface with client’s employer/school staff to facilitate client’s success. Provide resources and information regarding mental health and support strategies to employer/school staff. Encourage self-advocacy of participants. 

 Aid clients in connecting to employment and education resources including DoR and benefits counseling according to IPS fidelity. 

 Assist clients in engaging in work/school with preparation and follow along supports including organization, transportation planning, time management, and self-advocacy. 

 Complete required number of direct client contact hours per week and document all client contacts and information in compliance with mandated quality assurance standards and IPS fidelity. Meet all deadlines and comply with agency’s requirements for contract and IPS accountability. 

 Maintain close collaboration within the treatment team and community resources, including employer contacts, DoR, and school teams. 

 Participate actively in supervision, coaching, data collection and reporting, staff meetings, intake and discharge activities, case conferences and all agency meetings and trainings as assigned by Program Manager 

 Engage in outreach events, conferences, open houses, etc., and provide information about supported employment and education services and the IPS model as needed 

 Availability to work some evenings and/or weekends with advance notice. 

 Other duties as assigned 

 

Qualifications: 

 Bachelor’s degree in a human service field preferred OR a minimum of four years experience in mental health/social service setting 

 One year experience working in the employment/education arena with youth or young adults with serious mental health challenges OR one year experience providing transitional support to youth and adults with serious mental health challenges 

 Personal or family experience of overcoming mental health challenges highly desirable 

 Counseling/mentoring skills, goal setting and problem solving skills, and ability to engage clients and family members 

 Demonstrated ability to interact with and respect differences of opinion, beliefs, culture, appearances and ways of life 

 Demonstrated proficiency in Microsoft Word, Excel, Outlook, and ability to type 45 WPM 

 Valid California Drivers’ License with an excellent driving record 

Competencies: 

 Knowledge and experience in building working relationships with community resources, education support teams, and employers; demonstrated ability to relate positively with a broad range of employers and resources in the community 

 Knowledge of respective county behavioral health and school systems preferred 

 Understanding a recovery-based orientation including the belief that people learn from their experiences, develop new skills, and achieve life goals over time 

 Ability to establish trusting, hopeful relationships with clients and their families 

 Strong communication (written and verbal) and interpersonal skills 

 Strong organizational skills, attention to detail, ability to prioritize tasks and manage time effectively 

 Openness to learning, immediately applying new information and modifying practices 

 Ability to be comfortable working in a variety of environments, including schools, job sites, family homes, and other community locations 

 Demonstrated experience as a team player with a welcoming attitude 

 Bilingual English/Spanish or Asian languages preferred, but not required 

Physical Requirements, Use of Equipment, and Work Environment: 

The position requires sitting at a desk approximately 40% of the time, with standing 20% and walking or driving 40% of the time. Ability to perform routine bending, stooping, twisting, and reaching. Lifting may be required occasionally, of no more than 20 lbs at a time. Approximately 60% of the time, the employee uses a computer, keyboard, mouse, telephone, mobile phone, fax machine, copier, and video conferencing equipment. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The work is performed in an office environment and/or at various community locations and requires local travel. 

Additional Information 

Job Title: Employment and Education Specialist 

Division: Early Psychosis 

Position: 1.0 FTE (Full Time), Non-Exempt 

Reports to: Supported Employment and Education Manager 

Compensation: DOE 

SEND RESUMES TO: 

AMANDA DOWNING 

(Supported Employment and Education Manager) 

adowning@felton.org

Open until: 
Saturday, February 10, 2018