Mental Health and Disabilities Manager
Mexican American Opportunity Foundation (MAOF) - Los Angeles County , CA
POSITION TITLE: Mental Health and Disabilities Manager
DEPARTMENT: MAOF Head Start/Early Head Start, California Child Care and State Pre-School Programs
Early Head Start Partnership
FLSA STATUS: Exempt, Full-Time
The Mental Health and Disabilities Manager will work with the early childhood education staff to develop, implement and oversee service area personnel that provide support, guidance, training and monitor referral process from Child Find activities. Additionally, this position will be required to work on site conducting observations and assessments, provide social-emotional trainings and support to program staff on effective behavior management skills for children 0 to five years of age. The Mental Health and Disabilities Manager is also responsible for identifying trends and patterns, developing program action plans and participating in program planning and development of program objectives and recommending innovative strategies that support the best possible outcomes for children and their families. The Mental Health and Disabilities Manager reports directly to the Associate Director of Comprehensive Services, Prenatal to 5.
ESSENTIAL JOB FUNCTIONS AND RESPONSIBILITIES:
- Oversee the timely delivery of quality services in the mental health and disabilities area. The Mental Health and Disabilities Manager directly supervises and guides the work of the Mental Health Coordinator, the Disabilities Coordinator and the contracted consultants for these service areas.
- Ensure training is provided by the Mental Health Coordinator on an annual basis to parents on Positive Behavior Management techniques.
- Ensure observations are conducted for classroom, family child care and socializations groups by the mental health and disabilities coordinators/consultants.
- Conduct functional analyses and assessments. Develop individual behavior modification plans for identified children in collaboration with other professionals and parents
- Analyze data regularly and ensure child plans are developed to support the successful participation of the children in the different program options.
- Effectively collaborate and communicate with staff to implement positive intervention plans and evaluate the effectiveness of the plan.
- Model appropriate behavioral interventions for program staff as needed.
- Ensure the mental health and disabilities participation in child-related meetings pertaining (IEP, IFSP, MTSS, MDTs), attend as appropriate.
- Facilitate social/emotional educational strategies, trainings and workshops in early childhood settings
- Provides input in the implementation of the program’s curriculum to ensure the inclusion of age and development appropriate social emotional activities in the lesson plans.
- Conducts home visits based on individual need. Completes progress notes.
- Oversee the prompt identification, response and ongoing support for children with social emotional needs/concerns.
- Builds and maintains positive relationships with families, staff, children and other mental health staff/consultants.
- Oversees the inclusion of social-emotional/behavior plans in the lesson plans. Ensures supports are provided to children with potential or diagnosed developmental concerns and the staff assigned to such children and the children’s families.
- Responsible for the updating, revising and proposing innovative approaches within the policies and procedures for the mental health and disabilities services.
- Establishes and maintains the MOUs with Local Education Agencies (LEAs) and Regional Centers.
- Participate in Child Find activities within community partnerships.
- Ensures collaborative relationships with other service areas to establish cohesiveness within systems and services for children and families.
- Supports and provide insight to staff regarding an array of developmental delays and disabilities to develop strategies and modifications needed for children according to their individual needs due to the disability.
- Trains staff on positive parental responses to encourage positive interactions between parent and child.
- Generate conceptually and grammatically well-written reports for families and funding agencies.
- Adhere to BACB, HIPAA and other regulatory standards governing professional practice.
Master’s Degree in behavioral sciences, psychology, or social work or related field; with current licensure as an MFT, LCSW, or, Board Certified Behavior Analyst (BCBA®) or, School Psychologist with current credential to practice in the State of California.
- Strong ABA (Applied Behavior Analysis) and clinical skill
- Experience working with individuals with disabilities with an emphasis of working with children 0 to 5 years of age.
- Two years Early Childhood educational experiences. Experience with infants and toddlers and preschoolers preferred.
- Experience working as a team member of a Multi-disciplinary team providing support and services to children with disabilities. And/or challenging behaviors
- Knowledge in all areas of child development which encompass all the developmental domains.
- Reliable transportation. Current vehicle documentation (updated car insurance and car registration)
- Self-disciplined: Able to schedule and attend appointments and team meetings with consistency, reliability and punctuality
- Excellent written and spoken communication
- Excellent time management skills
- Excellent interpersonal skills
- Excellent team player attitude and customer service orientation
- Bilingual skills valued (Spanish preferred)
Ability to see at normal distance, hear normal conversations and sounds and use hands and fingers to fill out required forms. Ability to lift infants and toddlers weighing up to forty (40) pounds, twenty (20) pounds overhead and forty (40) pounds from waist to shoulder; occasional lifting of fifty (50) pounds is required and must be able to push/pull up to fifty pounds horizontally. Ability to sit on the floor, bend at the waist, kneel and/or stoop 75% of the time.
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 as long as the staff disability does not create an undue risk of injury to any enrolled children in the classroom.
The work environment characteristics are representative of those an employee encounters while performing the essential functions of this job.