Job Openings

Below we have listed a few of our most recent job openings. You can also search all of our job openings or view all jobs by category or location.

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Current Postings

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Therapist for Katie - A (CA, Campbell)

Therapist for Katie - A (CA, Campbell)

Posted: March 21, 2017

POSITION SUMMARY

Under the general direction of the Clinical Program Manager, and requiring independent judgment in the application of established procedures, develops and implements the treatment plan for each client assigned, including maintaining authority for the clinical aspects of the treatment, case management, and adjunctive services. Performance of the typical responsibilities and duties requires the ability to explain to/instruct others,persuade and negotiate with others, involving job-related matters generally of moderate to unusual complexity.

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TYPICAL RESPONSIBILITIES AND DUTIES(*: The non-essential functions)

General Responsibilities

  • Maintains a critical function in supporting Agency program staff, providing clinical leadership to assure compliance with the individual treatment plan, and monitoring the child's progress in their treatment.
  • Provides formal consultation to Agency program staff on the implementation of each child?s treatment plan.
  • Completes all clinical documentation, develops and submits written reports in a timely manner per policy and procedures.
  • Maintains client charts in compliance with requirements of Phase II Medical Consolidation (Title 9, Chapter 11, Section 1810.440).
  • Demonstrates and promotes an understanding of the agency treatment philosophy, including Wraparound Values and Best Practices; supports the integration of services and approaches each child?s functioning from an individualized strength-based model that enables each child to make progress on their treatment goals.
  • Assists the Clinical Program Manager in the ongoing assessment, evaluation, and development of clinical programs.
  • Provides on-going education and training to staff through feedback in team and individual client care meetings, on site observation, modeling and more formal in-service training.
  • Participates in agency meetings and Ad Hoc Committees as appropriate.

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Clinical Responsibilities

  • Assists Clinical Program Manager, Admissions Manager, and individual program management staff with the intake process, including performing assessments and communicating with managers regarding the intake process.
  • Develops, reviews, and updates the formal treatment plan for each client.
  • Conducts and maintains authority for all therapy; individual, group, child, family and day treatment.
  • Maintains on-going written and verbal communication with county workers and other referral sources, advocates, interns, and consumers.
  • Coordinates treatment direction and discharge plans with county placement workers and the Program Director or Clinical Program Manager.
  • Develops/maintains positive interaction with referral sources and internal consumers.
  • Reviews agency program turnover logs for pertinent clinical data.
  • Maintains positive relationship with parents or caretakers as a valuable part of the treatment team.
  • Facilitates Support Team meetings, including quarterly review meetings and ongoing Child and Family Team meetings.
  • Develops and submits written reports, including:
  • Quarterly reports
  • Assessment and admission documents
  • Discharge summaries
  • Treatment documentation
  • Coordination and service plans
  • Services rendered documents (SRD?s)
  • Maintains professional standards regarding clients? rights.
  • Promotes cultural awareness and competence within the program and the Agency.
  • Maintains program adherence to confidentiality policies, mandated child abuse reporting, duty to warn procedures, and all laws, regulations, ethics and policies that apply to program activities.
  • Maintains compliance with all applicable standards/requirements for Agency services, e.g., Title XXII, CSC, MH.
  • Utilizes supervision, consultation and training as necessary to continue to provide high quality services to children and their families as effectively and efficiently as possible.
  • Provides professional, active, and assertive leadership and collaboration in the implementation of strength-based services reflecting Best Practices.? Supports the ongoing development of a strength-based systems philosophy based on Wraparound principles within all of the service and support components of the agency.? Supports and provides active, assertive leadership in the ongoing development of a participatory, multi-disciplinary team methodology within the Agency.
  • Conducts and collaborates with others concerning modalities of treatment based on the clients needs; individual, group, family, etc.?

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MINIMUM QUALIFICATIONS?Education, Training, and Experience

  • MSW or equivalent.
  • MFTI or ASW required
  • One year of full time job experience in a setting working with children and families.? Experience in a children's mental health setting, emphasizing systems perspective is highly desirable.
  • Previous First 5 / KCN experience preferred
  • Bilingual/Bicultural (Spanish & English) strongly preferred.

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License (s)

  • Valid California license (ASW, MFTI, or equivalent) strongly preferred/required.
  • Valid California driver?s license and good DMV report (ability to be insured by our insurance carrier).

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Knowledge and Skills

  • Individual, family, child therapy.
  • The ability to demonstrate maturity, leadership, flexibility and creativity, and problem solving skills in the management of clinical residential programs.
  • The ability to conceptually and pragmatically organize complex circumstances presented in residential care.
  • Advanced skills in crisis intervention, suicide assessment, conflict resolution, and interpersonal communication.
  • Ability to maintain a positive perspective in the treatment and care of emotionally disturbed youth.

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Special Requirements

  • Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations.

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Physical and Mental Requirements

The following are required in day-to-day performance of the duties of this position:

  • Sitting, walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Bending, squatting, kneeling, twisting, lifting, reaching and pushing/pulling are required occasionally (under 1/3 of the workday).
  • Climbing and crawling are generally not required.

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DISCLAIMER

Job descriptions are not intended, and should not be construed, to be exhaustive lists of all responsibilities, skills, efforts, or working conditions associated with a job. They are intended to be accurate reflections of those principal job elements essential for making fair pay decisions about jobs.

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Family Coach (CA, Campbell)

Family Coach (CA, Campbell)

Posted: March 17, 2017

POSITION SUMMARY

Under the general direction of the Clinical Program Manager, the Family Coach serves as a liaison for parent involvement and offers support for families in the home and community. Contributes to the development and achievement of the goals and objectives of the School Based Wraparound Program through consultation with program staff, schools, and direct assistance to families. This includes, but is not limited to collaborative judgment in the application of establish procedures, plans, provides one to one behavioral services to youth and their families in the community, linkage to community supports, and promotion of parent and family connections to teams and agencies providing service. Performance of the typical responsibilities and duties requires the ability to perform the job duties, explain/instruct others, and negotiate with others involving job-related matters generally limited to moderate complexity.

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TYPICAL RESPONSIBILITIES AND DUTIES

  • Provides one on one specialized behavioral intervention to assist youth and family in achieving more independent functioning and less restrictive living arrangements where the youth is demonstrating behavioral difficulties (e.g., home, community, job).
  • Maintains and promotes effective relationships with community agencies, schools, and other professionals to ensure customer satisfaction.
  • Assists in constructing, developing, and refining the behavioral goals and treatment plans for youth and their families.
  • Documents necessary information as required by the program.? This includes accurate, timely documentation of child and family contacts.
  • Utilizes supervision, consultation, and training as necessary to provide high quality services to youth and families in an effective and efficient manner.
  • Assists in the development and refinement of existing documentation and data collection systems.
  • Interacts collaboratively with important agencies and individuals in the youth?s and family?s life.? This may include teachers, and other service providers.
  • Assists and trains important individuals in the youth?s life in the use of behavioral interventions.
  • Demonstrates an understanding of confidentiality policies, mandated child abuse reporting and duty-to-warn procedures.? Utilize clinical supervision in any instance where these issues are in question.
  • Demonstrates understanding and application of strength based philosophy and best practices in serving children and families.
  • Attends trainings and workshops as necessary to meet state guidelines and increase abilities to interact effectively with youth and families.
  • Every employee has the opportunity and responsibility to participate in one or more activities each year that support the continuous quality improvement (CQI) of RCS programs and services. Activities might involve membership on a CQI committee or work group, service as a peer reviewer, data collection for CQI and evaluation purposes, completion of CQI questionnaires and surveys or participation in focus groups, or other activities as identified by CQI committees or work groups.

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MINIMUM QUALIFICATIONS

Education, Training, and Experience

  • BA in Psychology, Social Work or related field preferred; or AA & 2 years of related experience; or 3 years of related experience.
  • One year experience in providing mental health/social work services. Experience developing and implementing behavior plans, preferred.
  • Basic skills in crisis intervention, suicide assessment, conflict resolution, and interpersonal communication.
  • Recognized by consumers as providing services in a consistent, reliable and respectful manner.
  • Bilingual/Bicultural (Spanish/English) preferred.

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License(s)

  • California driver?s license, good DMV report, and ability to be insured by agency insurance carrier.

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Knowledge and Skills

  • Basic understanding of the IEP process.
  • Basic understanding of behavioral procedures and principles.
  • Demonstrate ability to provide culturally relevant and quality services to youth and families.
  • Ability to deliver interventions to youth and/or their caregivers.
  • Ability to make independent decisions.
  • Ability to follow directions and to work as part of a team, cooperatively, and collaboratively.
  • Understanding and utilization of Wraparound philosophy and best practices
  • Ability to maintain a strength-based perspective in the care of emotionally disturbed children.
  • Ability to remain calm and objective when dealing with stressful situations.
  • Ability to operate a personal computer and to produce reports.

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Special Requirements

  • Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations.
  • Flexibility of schedule to provide early morning in-home support and weekends, when needed.
  • ?Flexibility of schedule to provide crisis support, when needed.?

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Physical and Mental Requirements

The following are required in day-to-day performance of the duties of this position:

  • Sitting, walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Bending, squatting, kneeling, twisting, lifting, reaching, and pushing/pulling are required occasionally (under 1/3 of the workday).
  • Climbing and crawling are generally not required.
  • Ability to drive throughout Santa Clara County and neighboring Counties.

DISCLAIMER

Job Descriptions are not intended, and should not be construed, to be exhaustive lists of all responsibilities, skills, efforts, or working conditions associated with a job.? They are intended to be accurate reflections of those principal job elements essential for making fair pay decisions about jobs.

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TBS Clinician (CA, Campbell)

TBS Clinician (CA, Campbell)

Posted: March 16, 2017

Therapeutic Behavioral Services - (TBS) Clinician

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POSITION SUMMARY

The TBS Clinician, under the supervision of the TBS CPM, and in collaboration with the primary mental health provider,coordinates the development and implementation of TBS Treatment Plans.? The clinician provides both direct and indirect services to children and their families in order to maximize the involvement of all persons in the implementation of the plans and to maintain the child at the lowest appropriate level of care.? Facilitates the integration and coordination of services with internal Rebekah Children?s Services (RCS) referring programs and external agencies.

TYPICAL RESPONSIBILITIES AND DUTIES(*: The non-essential functions)

  • Assists in the ongoing development and evaluation of the TBS program.
  • Completes the Functional Behavior Assessment and develops and implements individualized TBS Treatment Plans.
  • Assumes responsibility for implementation of therapeutic behavioral services/coordination of resources for children and families within Santa Clara County guidelines and timelines of documentation.
  • Monitors and supports the provision of strength-based support by updating individual plans as needed, ensuring that families have access to resources, and maintaining effective relationships with team members.
  • Develops a crisis management plan with families and child/family teams.
  • Assumes responsibility for transition plan development and implementation.
  • Serves as a role model and advocate for children and families involved in TBS.
  • Monitors and ensures effective linkages with community and agency service providers.
  • Participates in training activities as directed.
  • Establishes and maintains positive and effective working relationships with internal staff and external resources.
  • Other duties as assigned.

MINIMUM QUALIFICATIONS

Education, Training, and Experience

  • BA, license eligible, license-waivered status or current enrollment in a Masters-level Human Services-related Program.
  • Two or more years of direct practice experience working with emotionally disturbed children, adolescents, and families.
  • Demonstrates experience in the development of Behavioral Plans and/or use of the Functional Assessment process.
  • Experience in engaging parents as partners and working successfully with families from diverse ethnic and cultural groups.
  • Strong verbal and written communication skills.
  • Ability to effectively facilitate meetings and motivate others to work collaboratively.
  • Strong organizational and planning skills.
  • Excellent interpersonal relationship, facilitation, and service management skills.
  • Experience in crisis intervention is helpful.
  • Bilingual preferred.

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Special Requirements

  • Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations.

Physical and Mental Requirements

  • The following are required in day-to-day performance of the duties of this position:
  • Sitting, walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Bending, squatting, kneeling, twisting, lifting, reaching, and pushing/pulling are required occasionally (under 1/3 of the workday).
  • Climbing and crawling are generally not required.

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Disclaimer

Job Descriptions are not intended, and should not be construed, to be exhaustive lists of all responsibilities, skills, efforts, or working conditions associated with a job.? They are intended to be accurate reflections of those principal job elements essential for making fair pay decisions about jobs. It is also understood that job functions are subject to change as a result of Agency need, regulations and implementation of technology. RCS is an EEO employer and employment with the agency is ?at will?.? ?

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Group Leader (CA, Gilroy)

Group Leader (CA, Gilroy)

Posted: March 2, 2017

POSITION SUMMARY

Under the general direction of the Prevention and Education Program Manager, and requiring independent judgment in the application of established procedures, works with the Manager to develop Prevention and Education Services for RCS and the Community, assists with the implementation of the program for children and families who are receiving services, provides school-based prevention services to children and their families and works directly with school administrative staff.  Job performance contributes to the achievement of the goals of the Prevention and Education Department.  Performance of the typical responsibilities and duties requires the ability to perform the job duties, have proficient administrative skills, explain to/instruct others, collaborate, and negotiate with others involving job-related matters generally of moderate complexity.

 

TYPICAL RESPONSIBILITIES AND DUTIES (*: The non-essential functions)

  • Acts as a role model and mentor to youth.  Builds safe, trusting relationships with youth, providing structure and positive discipline.
  • Provides curriculum-based groups and/or workshops to parents and children that promote the improvement of the quality of family functioning, the development of the healthy child, and the strengthening of the community response to the needs of children.
  • Becomes trained in the Prevention & Education approach to behavior change and specifically with the relevant adopted curricula.
  • Implements and models positive behavioral support principles when working with all clients.
  • Consults with school staff and parents as needed.
  • Prepares selected sites for service delivery:
    • Negotiates space
    • Gains access to office supplies and equipment in school
    • Works with existing Service Delivery Teams
    • Establishes, coordinates, maintains, and promotes referral processes
    • Promotes faculty awareness of Prevention & Education Services and processes at school sites
  • Collaborates with other on-site school-based efforts
  • Facilitates agreed upon service delivery as outlined in contracts and MOUs held with program funders.
  • Demonstrates an understanding of and adherence to laws, ethics and policies regarding mandated child abuse reporting, duty to warn, confidentiality, dual relationships, and the protection of the welfare of the client, family, and community.
  • Follows RCS & School procedures for reporting suspected child abuse or suicidality.
  • Maintains positive and effective relationships with agency service staff and departments and with community agencies to ensure customer satisfaction.
  • Maintain all required documentation, including but not limited to:
    • Time Sheets 
    • Purchase Requests
    • Permission Slips
    • Evaluation Tools
    • Topic Sheets
    • Lesson Plans
  • Maintains supplies as needed for group activities.
  • Demonstrates familiarity with a wide array of community resources available to children and families served and makes referrals as appropriate.
  • Assists the Prevention and Education Program Manager in developing, revising, and testing new evaluation tools as needed.
  • Assists in employing outreach strategies to recruit and enroll parents and families in the community into Prevention & Education parenting workshops,
  • Follows all school rules and regulations while on site, including signing in prior to group and wearing a photo ID.
  • Maintains an overall professional appearance and attitude when working on behalf of the Prevention & Education Program.
  • Confers with school counselors / teachers / nurses regarding client issues and identifying additional support services that may be needed.
  • Attends regular meetings and trainings as scheduled by Program Supervisors or Manager.
  • Becomes familiar with clients prior to first meeting by reviewing available data.
  • Prior to meeting, researches topic, prepares lesson plan, and collects supporting educational materials.
  • When permissible, arranges room to create an environment optimal to learning and effective classroom management.  (Adjusts temperature, lighting, visual aids, seating arrangement as necessary.)
  • After meeting, returns any space used to the condition and arrangement in which it was found.
  • Supports efforts in program evaluation and quality assurance by administering and submitting any required documentation to Program Supervisors according to established Prevention & Education timelines. 
  • After each school group meeting, turn in copies of attendance sheets and any other documentation required by the school administration to the school’s front office.
  • Reviews assessments and any other information that may help identify a child at risk in a timely manner and documents appropriate follow up action taken.
  • Maintains professional standards regarding Client’s Rights.
  • Promotes cultural awareness and competence within the Program and the agency.
  • Honors confidentiality regarding clients served, including the maintenance of client records.
  • Supports the ongoing development of a strength-based system philosophy built upon Wraparound and Permanency values and principles within the service components of the Prevention & Education Program. Demonstrates and promotes Wraparound Values and Best Practices.
  • Every employee has the opportunity and responsibility to participate in one or more activities each year that support the continuous quality improvement (CQI) of RCS programs and services. Activities might involve membership on a CQI committee or work group, service as a peer reviewer, data collection for CQI and evaluation purposes, completion of CQI questionnaires and surveys or participation in focus groups, or other activities as identified by CQI committees or work groups.
  • Assist in additional duties as assigned by the Prevention Education Program Manager.

 

MINIMUM QUALIFICATIONS

 

Education, Training, and Experience

  • Bachelor’s degree in social services, human services or related (or equivalent years of experience).
  • Basic skills in crisis intervention, suicide assessment, conflict resolution, and interpersonal communication.
  • Bilingual/ Bicultural  (Spanish/English) strongly preferred.

 

License(s)

  • California driver’s license and DMV report (and ability to be insured by RCS’ insurance carrier).

 

Knowledge and Skills

  • Demonstrated ability to provide quality, culturally competent and relevant educational and preventive services to at-risk children and families.
  • Strong sensitivity to the diverse cultural needs of children and families served.
  • Excellent oral and written communication skills.
  • Strong organizational and time management skills.
  • Ability to work independently exercising good judgment, make decisions & problem solve.
  • Ability to work with confidential information required.
  • Proficiency in Microsoft Office applications.
  • Must have reliable transportation, valid driver’s license and minimum state required automobile insurance.
  • Must be available evenings and weekends as required to fulfill job responsibilities.

Special Requirements

Must be able to meet and receive a criminal records clearance as required Title XXII licensing regulations.

Physical and Mental Requirements

  • The following are required in day-to-day performance of the duties of this  position:
  • Sitting, walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Bending, squatting, kneeling, twisting, lifting, reaching and pushing/pulling are required occasionally (under 1/3 of the workday).
  • Climbing and crawling are generally not required.

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Part Time LVN (CA, Gilroy)

Part Time LVN (CA, Gilroy)

Posted: February 28, 2017

POSITION SUMMARY

Under the direction of the Medical Services Manager and requiring judgment in the application of established procedures and plans supporting agency’s medical operation as needed and supervising the Medical Aide. Job performance contributes to the achievement of the goals of the RCS programs. Performance of the typical responsibilities and duties requires the ability to perform, explain/instruct, persuade, and negotiate with others, involving job-related matters generally of moderate to unusual complexity.

The role of the Licensed Vocational Nurse is to reduce any deficit, which may exist between a client’s self health care skills and his/her self-health care needs. Self-care skills include both the child’s personal resources and those of his caretakers. A child’s health care needs may be created by his developmental stage, his lack of information, or a disruption in physical, psychological or sociological environments. Thus, the responsibilities of the Licensed Vocational Nurse fall within the following areas: assisting the Health Services Manager and the Medical Aide in meeting the health care needs of the residents, increasing children’s health care skills, increasing client’s family’s health care skills, intake assessment, discharge planning, and developing staff awareness and health care skills.

TYPICAL RESPONSIBILITIES AND DUTIES(* The non-essential functions)

  • Assists Health Services Manager in the assessment of physical complaints on a day-to-day basis through physical assessment, telephone consultation, and written information with follow up as needed with primary care physician or emergency room.
  • Reviews medical records regularly to be sure each resident receives all necessary medical care and follow up.
  • Reviews all necessary lab work to be sure it is scheduled, drawn, and that results have been obtained, and been reviewed by a physician.
  • Review each resident’s height, weight, and vital signs records and follow up as indicated.
  • Certified to provide agency staff and Family Linkage families with CPR Skills Evaluations.
  • Gives every new employee a TB Mantoux Test, including the “Two Step”as outlined in licensing guidelines. Maintains TB testing registry for all staff annually.
  • When available, will apply first aid and complete an initial medical assessment of any staff injury.
  • Collaborates with relevant staff to address resident’s acute and chronic health issues.
  • Reviews The weekly Day & Home Visit list and completes a “Home Visit
  • Medication Schedule” and packs Home Visit Medication as directed by RCS policy & procedure.
  • Schedules all resident’s medical and dental appointments.
  • Creates a Weekly Medical Appointment Schedule and distributes this schedule via email to all residential Units and other RCS staff as indicated.
  • Reviews all medical and dental appointment documentation, arranges all necessary follow up, and documents on Medical Profile and in CMHC.
  • Works with finance and Client Services to facilitate follow up and resolution of initial and any ongoing insurance coverage problems.
  • Measures and records vital signs, BMI, height and weight of outpatient clients and reports findings to psychiatrist.
  • Available to RCS Staff for cursory medical evaluation, triage,and basic First Aid treatment as indicated.
  • Interfaces with community schools and county agencies to co-ordinate care and to provide documentation of care given at RCS.
  • Monitors all medical equipment and supplies for expiration and to insure reliability of function.
  • Assists Manager of Medical Services with implementation of new medication orders, re-ordering medications, and medication changes and overlooks the Medical Assistant in all aspects of pick up and delivery.
  • Participates in agency CQI by participation in the CQI Risk Management, Emergency Response Committee and Workplace Safety Sub-Committee, and the RCS Wellness Committee.

MINIMUM QUALIFICATIONS

Education, Training & Experience

  1. Graduation from an accredited School of Nursing or college with an LVN diploma
  2. Work experience in an inpatient psychiatric setting
  3. Nursing experience working with children and adolescents
  4. Instructor’s certificate to teach Red Cross Community First Aid or ability to

complete the course in the first nine months of employment.

License(s)

  • California license as a Licensed Vocation Nurse

Knowledge and Skills.

  • Good medical assessment and triage skills
  • Problem solving skills
  • Competence in teamwork and interpersonal communication with adults, children, and adolescents.
  • Good organizational skills
  • Ability to produce well-written documentation

Special Requirements

  • Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations. 

Physical and Mental Requirements.

The following are required in day-to-day performance of the duties of this position.

  •    Sitting, walking, standing, grasping (simple), and visual/auditory
  • acuity are constantly required (over 2/3 of the workday).
  •    Bending, squatting, kneeling, twisting, lifting, reaching, and
  • pushing/pulling are required occasionally (under 1/3 of the workday).
  •    Climbing and crawling are generally not required.

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Director of Outpatient Services (Campbell & Gilroy) (CA, Campbell)

Director of Outpatient Services (Campbell & Gilroy) (CA, Campbell)

Posted: February 24, 2017

POSITION SUMMARY
Under the general direction of the Chief Clinical Officer, and requiring independent judgment in the application of established procedures, plans and directs the agency’s outpatient clinical programs, and therapeutic behavioral services. Performance of the typical responsibilities and duties requires the ability to negotiate with others, involving job-related matters generally of unusual or extreme complexity.


TYPICAL RESPONSIBILITIES AND DUTIES

  • Provides planning for the clinical program which is consistent with the Mission Statement and the core values of the agency; is culturally sensitive and accentuates partnering with the families and communities of those who are referred to Rebekah Children’s Services.
  • Able to leader the expansion and use of Evidence Based Practices, Promising Practices, and Trauma Informed Practices
  • Leadership skills include strengths based management approaches that include the use of solution focused resolutions, accountability, praise, and recognition
  • Provides an array of services which represent diversified funding sources and is responsive to community and government needs by developing additional treatment services or modalities.
  • Ability and availability to provide crisis response, 5150 evaluations, and after hours support when necessary
  • Strong written skills and ability to respond to requests for proposals, grants, and/or other funding or programming opportunities
  • Monitors and analyzes data related to the delivery of program services; initiates policy, procedure and plans to ensure quality services.
  • Develops and implements policies and procedures; monitors and evaluates those policies, procedures and program outcomes to ensure an orderly and rational therapeutic process, which is useful to clients and families.
  • Identifies program resources (human, fiscal and capital) necessary to implement the agency vision, goals and contractual obligations; develops budget recommendations for assigned cost centers.
  • Maintains responsibility for maximizing potential revenues, planning and managing programs within constraints of available funds.
  • Develops annual goals and objectives for treatment programs and participates in the agency long-range operational and strategic planning process.
  • Commits to agency-wide mental health transformational care initiatives in concert with other agency and external departments and stakeholders.
  • Respects the confidential nature of all work processed.

o Ensures that all practices are consistent with ethical and legal standards.
o Ensures that all programs maintain appropriate documentation of services within the designated timeframes.

  • Maintains all licensing, accreditation and contract standards and requirements, which apply to programs.
  • Serves as a key communication link between upper management and program managers/line staff, facilitating the two-way transmittal of information.
  • Hires, supervises and provides direction to agency program managers in the division.
  • Responds to supervision by using feedback, directives and expectations related to job performance constructively.
  • Resolves conflict and facilitates cooperation and consensual decision-making among members of an interdisciplinary treatment team found within the program, agency, and outside the agency
  • Assesses treatment staff training needs; recommends necessary training for incorporation in the agency’s staff development and training plan; and participates in the development and presentation of staff development and training activities.
  • Maintains positive and cooperative working relationships with key community agencies.
  • Serves as a member of the Director’s Team providing direction as a team member for the goals and needs of the agency.
  • Attends various agency meetings and trainings as required.
  • Represents the Agency at external functions relevant to the services within the division.
  • Other duties and responsibilities as assigned


MINIMUM QUALIFICATIONS
Education, Training, and Experience

  • MSW or Masters or Doctorate in Psychology or related field
  • Minimum three (3) years in clinical program development
  • Minimum three (3) years in clinical supervision
  • Minimum three (3) years in supervision/performance management of employees.
  • 5150 Certification
  • Working knowledge of governmental systems, regulating bodies and quality assurance processes
  • Experience with budget development and maintenance.
  • Working knowledge of other community based mental health programs such as school based mental health programs, Wraparound, Katie A., foster care and adoptions, and prevention and education services preferred.
  • Interdisciplinary team experience preferred.
  • Training experience preferred.

 

License(s)

  • California license preferred (LCSW, MFT, Licensed Psychologist) etc. with the ability to provide on-going clinical supervision (both individual and group)

 

Knowledge and Skills

  • Strong leadership qualities and ability to participate in decision-making processes.
  • Rich knowledge base in the application of wraparound principles to systems of care.
  • Ability to conceptualize, analyze, organize, implement, monitor and evaluate complex administrative projects involving multiple priorities and tasks.
  • Interpersonal skills and ability to partner within a treatment team and relate to and support all staff within the agency.
  • Ongoing cultural sensitivity and cultural humility
  • Strong oral and written communication skills.
  • Ability to effectively use the automated systems of the agency to accomplish tasks.
  • Ability to identify and appropriately respond when faced with personal values conflicts of interest.

 

Special Requirements

  • Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations.

 

Physical and Mental Requirements
The following are required in day-to-day performance of the duties of this position:

  • Sitting, walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Bending, squatting, kneeling, twisting, lifting, reaching and pushing/pulling are required occasionally (under 1/3 of the workday).
  • Climbing and crawling are generally not required.

Disclaimer
Job descriptions are not intended, and should not be construed, to be exhaustive lists of all responsibilities, skills, efforts, or working conditions associated with a job. They are intended to be accurate reflections of those principal job elements essential for making fair pay decisions about jobs.

Learn more
Cook (CA, Gilroy)

Cook (CA, Gilroy)

Posted: February 16, 2017

POSITION SUMMARY

Under the direction of the Food Services Manager, and following established procedures, performs a cook function.  Job performance contributes to the achievement of the goals of the food services department. Performance of the typical responsibilities and duties requires the ability to perform the job duties,involving job-related matters generally of limited complexity.

 

TYPICAL RESPONSIBILITIES AND DUTIES(*: The non-essential functions)

  • Prepares meals, snacks and special events for residents, staff, and guests on a daily basis. Follows the cook’s procedures and responsibilities list.
  • Washes dishes, sweeps and mops twice per day.
  • Conducts inventory of produce, food and paper supplies as scheduled and reorders as needed and keeps Manager aware of needs in kitchens. Stores food and supplies according to Licensing and USDA requirements.
  • Maintains clean, safe kitchen, dining room(s) and coffee pantry. Including, but not limited to, cleaning tables & chairs, restocking supplies, cleaning employee refrigerator, washing dishes, sweeping and mopping floors.
  • Provides feedback to Unit Managers and the Food Services Manager with information on the condition and general cleanliness of the kitchens on a regular basis.  Write work orders as required and supply a copy to the Food Services Manager.
  • Prepares list and gathers weekly residential unit kitchen supplies needed and keeps Manager aware of needs in the kitchens.
  • Maintains paperwork as required by the National Breakfast and Lunch Program, USDA, Licensing, and the agency.
  • Assists the Manager in creating current menu and recipe ideas in accordance with regulations.
  • Every employee has the opportunity and responsibility to participate in one or more activities each year that support the continuous quality improvement (CQI) of RCS programs and services. Activities might involve membership on a CQI committee or work group, service as a peer reviewer, data collection for CQI and evaluation purposes, completion of CQI questionnaires and surveys or participation in focus groups, or other activities as identified by CQI committees or work groups.

 

 

MINIMUM QUALIFICATIONS

 

Education, Training, and Experience

  • High School Diploma, or equivalent.
  • Minimum of two (2) years of job experience related to, or transferable to, the duties and responsibilities of this position; or 6 months as a Utility Worker with the required skills as approved by the Food Services  Manager.
  • At least 21 years of age.

 

 

 

License(s)

  • ServSafe or equivalent sanitation and food safety certification, or ability to obtain certification within 3 months of hire.
  • California driver’s license and good DMV record

 

Knowledge and Skills.

  • Ability to use kitchen equipment to cook breakfast, lunch and/or dinner for residents and staff on a daily basis.
  • Ability to push, pull, lift, and/or carry up to 40 lbs.
  • Ability to hear sound that may signal a hazardous situation in the kitchen, and ability to understand warnings from other staff regarding dangers in the kitchen.
  • Ability to sense odors which may signal a hazardous situation in the kitchen.
  • Ability to read, write, and understand English.
  • Ability to understand and follow instructions.
  • Ability to work in close proximity to resident children.
  • Basic knowledge of correct storage of food, supplies, and chemicals.

 

Special Requirements

  • Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations.

 

Physical and Mental Requirements.

The following are required in day-to-day performance of the duties of this position:

  • Walking, standing, grasping, lifting, reaching, pushing/pulling, bending, squatting, kneeling, twisting and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Climbing and crawling are required occasionally (from 1/3 of the workday).
  • Sitting is occasionally required.

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TBS Coach (CA, Campbell)

TBS Coach (CA, Campbell)

Posted: December 5, 2016

POSITION SUMMARY

Under the general direction of the Clinical Program Manager, and requiring independent judgment in the application of establish procedures, plans, provides one to one behavioral services to youth and their families in the community.  Job performance contributes to the achievement of the goals of the Compadres Program.  Performance of the typical responsibilities and duties requires the ability to perform the job duties, explain/instruct others, and negotiate with others involving job-related matters generally limited to moderate complexity.

 

TYPICAL RESPONSIBILITIES AND DUTIES

  • Provides one on one specialized behavioral intervention to assist youth in achieving more independent functioning and less restrictive living arrangements where the youth is demonstrating behavioral difficulties (e.g., home, school, job).
  • Performs behavioral observations using a variety of observation techniques and strategies for the purposes of assessment and treatment outcome.
  • Constructs, develops, and refines the behavioral goals and treatment plans for youth and their families.
  • Documents necessary information as required by the program.  This includes accurate, timely documentation of child and family contacts.
  • Utilizes supervision, consultation, and training as necessary to provide high quality services to youth and families in an effective and efficient manner.
  • Assists in the development and refinement of existing documentation and data collection systems.
  • Interacts collaboratively with important agencies and individuals in the youth’s and family’s life.  This may include teachers, probation, and other service providers.
  • Assists and trains important individuals in the youth’s life in the use of behavioral interventions.
  • Maintains professional standards regarding the youth and family’s rights.
  • Demonstrates an understanding of confidentiality policies, mandated child abuse reporting and duty-to-warn procedures.  Utilize clinical supervision in any instance where these issues are in question.
  • Demonstrates understanding and application of Wraparound philosophy and best practices in serving children and families.
  • Attends trainings and workshops as necessary to meet state guidelines and increase abilities to interact effectively with youth and families.
  • Every employee has the opportunity and responsibility to participate in one or more activities each year that support the continuous quality improvement (CQI) of RCS programs and services. Activities might involve membership on a CQI committee or work group, service as a peer reviewer, data collection for CQI and evaluation purposes, completion of CQI questionnaires and surveys or participation in focus groups, or other activities as identified by CQI committees or work groups.

 

MINIMUM QUALIFICATIONS

Education, Training, and Experience

  • BA in Psychology, Social Work or related field preferred; or AA & 2 years of related experience; or 3 years of related experience.
  • One year experience in providing mental health/social work services.
  • Basic skills in crisis intervention, suicide assessment, conflict resolution, and interpersonal communication.
  • Recognized by consumers as providing services in a consistent, reliable and respectful manner.
  • Bilingual/Bicultural (Spanish/English) strongly preferred.

 

 License(s)

  • California driver’s license, good DMV report, and ability to be insured by agency insurance carrier.

 

Knowledge and Skills

  • Basic understanding of behavioral procedures and principles.
  • Demonstrate ability to provide culturally relevant and quality services to youth and families.
  • Ability to make independent decisions.
  • Ability to follow directions and to work as part of a team, cooperatively, and collaboratively.
  • Understanding and utilization of Wraparound philosophy and best practices
  • Ability to maintain a strength-based perspective in the care of emotionally disturbed children.
  • Ability to remain calm and objective when dealing with stressful situations.
  • Ability to operate a personal computer and to produce reports.

 

Special Requirements

  • Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations.

 

Physical and Mental Requirements

The following are required in day-to-day performance of the duties of this position:

  • Sitting, walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Bending, squatting, kneeling, twisting, lifting, reaching, and pushing/pulling are required occasionally (under 1/3 of the workday).
  • Climbing and crawling are generally not required.

 

Disclaimer

Job Descriptions are not intended, and should not be construed, to be exhaustive lists of all responsibilities, skills, efforts, or working conditions associated with a job.  They are intended to be accurate reflections of those principal job elements essential for making fair pay decisions about jobs. It is also understood that job functions are subject to change as a result of Agency need, regulations and implementation of technology. RCS is an EEO employer and employment with the agency is “at will”.   

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Intensive Care Clinician (CA, Campbell)

Intensive Care Clinician (CA, Campbell)

Posted: October 23, 2015

POSITION SUMMARY

Under the general direction of a Clinical Program Manager, and requiring independent judgment in the application of established procedures, is responsible for facilitating assessment, care planning and coordination of services for Katie A Subclass members.  Job performance contributes to the achievement of the goals of the department unit. Performance of the typical responsibilities and duties requires the ability to perform the job duties,explain to/instruct others,persuade others, involving job-related matters generally of moderate to high level of complexity.

 

TYPICAL RESPONSIBILITIES AND DUTIES(*: The non-essential functions)

·         Targeted case management that facilitates assessment of, care planning and coordination of service to approximately 15 children and families.

·         Ensure that medically necessary services are accessed, coordinated and delivered in a strength-based, individualized, youth/family driven and culturally and linguistically relevant manner and that services and supports are guided by the needs of the child/ youth.

·         Facilitate a collaborative relationship among the child/ youth, his/her family and involved child-serving systems.

·         Support the parent/ caregiver in meeting their child/ youth’s needs.

·         Help establish the Child and Family Team (CFT) and provide ongoing support.

·         Organize and match care across providers and child serving systems to allow the child/youth to be served in his/ her home community.

·         Participates in the gathering of information necessary for the creation of Coordinated Care Documents (such as CANS, SCC MH Assessment and Treatment Plan, outcome measures, etc.).

·         Provides quality, culturally relevant services to children and their families in community-based settings, and in-home services.

·         Coordinates the Child and Family Teams’ work with the youth and their supports to identify their strengths, needs and resources to meet those needs.

·         Coordinate with system partners in the development and periodic revision of the Treatment Plan.

·         Monitor progress to determine effectiveness of interventions and determine the need for supplementary or supportive services such as the IHBS Provider, Psychiatric Evaluation/ Medication, Individual/ Family Therapy, etc. Modifies the level of service provision to meet youth/ family needs. ]

·         Upon achieving goals of youth/ family’s plan, develops a transition plan to foster long term stability including the effective use of natural supports and community resources.

·         Works collaboratively with other agency staff and with individuals and agencies in the community to ensure relevance, accessibility, and quality of service provided to children and their families.

·         Documents necessary information as required within the program in a timely manner. This includes youth documentation, report writing and accurate data collection as necessary to assess progress and outcome.

·         Maintains professional standards regarding client rights.

·         Demonstrates an understanding of confidentiality policies, mandated child abuse reporting and duty to warn procedures. Utilizes clinical supervision in any case where these issues are in question.

·         Utilizes supervision, consultation and training as necessary to continue to provide high quality services to children and their families as effectively and efficiently as possible.

·         Actively participates in provision of 24/7 crisis response.

·         Every employee has the opportunity and responsibility to participate in one or more activities each year that support the performance quality improvement (PQI) of RCS programs and services. Activities might involve membership on a PQI committee or work group, service as a peer reviewer, data collection for PQI and evaluation purposes, completion of PQI questionnaires and surveys or participation in focus groups, or other activities as identified by PQI committees or work groups.

 

MINIMUM QUALIFICATIONS

Education, Training, and Experience

·         MSW, MA, or PhD.

·         License preferred. Current registration with BBS or the Board of Psychology if not licensed.

·         One year experience working with high-needs children and families. Experience working in children’s mental health setting emphasizing a family systems perspective is preferred.

·         Advanced skills in crisis intervention, suicide assessment, conflict resolution, and interpersonal communication are preferred.

·         Bilingual/ Bicultural (Spanish/English) is preferred.

·         Experience working with Department of Social Services, Mental Health, and other larger county systems.

 

License(s)  California driver’s license (and good DMV report), ability to be insured by agency insurance carrier.

 

Knowledge and Skills

·         Leadership and organizational skills.

·         Program development skills and case facilitation knowledge.

·         Strong ability to work as part of a team.

·         Ability to complete Assessments and develop and implement individualized Treatment Plans.

·         Excellent time management skills.

·         Mental Health Rehabilitation Option knowledge.

·         Foster care system knowledge.

·         Knowledge of and ability to access other community resources.

·         Ability to work with a balance of independence and creative use of supervision from the Clinical Program Manager.

·         Ability to think creatively and intervene/respond in crisis situations.

·         Ability to coordinate and manage volunteers, services and staff.

 

Special Requirements - Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations.

 

Physical and Mental Requirements

The following are required in day-to-day performance of the duties of this position:

-         Must be able to complete Verbal TCI Training

·         Sitting, walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).

·         Bending, squatting, kneeling, twisting, lifting, reaching and pushing/pulling are required occasionally (under 1/3 of the workday).

·         Climbing and crawling are generally not required.

 

DISCLAIMER

Job descriptions are not intended, and should not be construed, to be exhaustive lists of all responsibilities, skills, efforts, or working conditions associated with a job. They are intended to be accurate reflections of those principal job elements essential for making fair pay decisions about jobs.

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Clinical Program Manager (CPM) (CA, Campbell)

Clinical Program Manager (CPM) (CA, Campbell)

Posted: February 8, 2017

POSITION SUMMARY
Under the general direction of the Director of Community Services, and requiring independent judgment in the application of established procedures, develops and manages the treatment of Katie A Subclass members and their families. Job performance contributes to the achievement of the goals of the Katie A. program. Typical responsibilities and duties requires the ability to explain to/instruct others, supervise the collection of outcome data, persuade and negotiate with others, involving job-related matters generally of unusual complexity.

 

TYPICAL RESPONSIBILITIES AND DUTIES 

  • Works directly with the Community Services Programs staff providing supervision and support for the on going care of the clientele served.
  • Provides accurate and timely record keeping, data collection, and writes reports.
  • Provides guidance in the development of an individualized treatment plans, utilization of Wraparound principles as well as the management of all direct service personnel reporting to them.
  • Demonstrates a high level of clinical competence with children and families.
  • Provides quality, culturally proficient and relevant therapeutic, educational, preventative and crisis services to children and their families in community-based and in-home settings.
  • Provides active assistance to the Family Support Team process as necessary.
  • Works collaboratively with other agency staff and with individuals and agencies in the community to ensure relevance, accessibility, and quality of service provided to children and their families. Participates in the development and implementation of such collaborative partnering.
  • Provides staff training and supervision on an on-going basis.
  • Documents necessary information as required within the Community Services Programs. This includes client documentation, report writing and accurate data collection as necessary to access progress and outcome.
  • Assists in the development and refinement of existing documentation and data collection systems. Documents charts according to the State and County Medi-Cal requirements. Attends trainings by Santa Clara County in Medi-Cal documentation.
  • Maintains professional standards regarding client rights.
  • Demonstrates an understanding of confidentiality policies, mandated child abuse reporting and duty to warn procedures. Utilizes clinical supervision in any case where these issues are in question.
  • Demonstrates the ability to think creatively and intervene/respond in crisis situations.
  • Utilizes supervision, consultation and training as necessary to continue to provide high quality services to children and their families as effectively and efficiently as possible.
  • Provides clinical supervision to interns/trainees and clinicians as per the guidelines of BBS licensing and accrediting bodies, when eligible.

 

MINIMUM QUALIFICATIONS
Education, Training, and Experience

  • MSW or equivalent.
  • Three (3) years experience in a setting working with children and families. Experience working in a children’s mental health setting emphasizing a family systems perspective preferred.
  • Supervisory experience.
  • Familiarity and experience with principles, application to service delivery, and best practices.
  • Bilingual/ Bicultural (Spanish/English) preferred.
  • Training experience preferred.

 

License(s)

  • California license (LCSW, LMFT, or PhD) required, plus 2 years post licensure highly preferred.
  • California driver’s license (and good DMV report)

 

Knowledge and Skills

  • Advanced skills in brief, cognitive, behavioral therapy, permanency, and trauma-informed service.
  • Advanced skills in crisis intervention, suicide assessment, conflict resolution, interpersonal communication, clinical supervision and team management.
  • Ability to maintain a positive perspective in the treatment and care of emotionally disturbed youth and their families.
  • Knowledge of principles of developmental psychology, including physical, mental, emotional maturation pattern, and special needs and problems of adolescents and younger children, basic learning, communication, interviewing, and counseling techniques. Ability to develop and maintain a creative and optimistic spirit.

 

Special Requirements

  • Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations.

 

Physical and Mental Requirements
The following are required in day-to-day performance of the duties of this position:

  • Sitting, walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Bending, squatting, kneeling, twisting, lifting, reaching and pushing/pulling are required occasionally (under 1/3 of the workday).
  • Climbing and crawling are generally not required.


Disclaimer
Job descriptions are not intended, and should not be construed, to be exhaustive lists of all responsibilities, skills, efforts, or working conditions associated with a job. They are intended to be accurate reflections of those principal job elements essential for making fair pay decisions about jobs.

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Teacher Non Public School (CA, Gilroy)

Teacher Non Public School (CA, Gilroy)

Posted: February 2, 2017

SPECIAL EDUCATION TEACHER NEEDED!!!

POSITION SUMMARY

Under the general direction of the NPS Principal, and requiring independent judgment in the application of established procedures, is responsible for the total operation of one classroom in the nonpublic school program.  Job performance contributes to the achievement of the goals of the program. Performance of the typical responsibilities and duties requires the ability to perform the job duties,explain to/instruct others,and persuade others involving job-related matters generally of moderate complexity.

 

TYPICAL RESPONSIBILITIES AND DUTIES(*: The non-essential functions)

  • Supervises and trains teaching assistants in all facets of classroom activities.
  • Implements token economy and positive behavior management system in the classroom.
  • Works one-to-one with students on their assignments.
  • Grades student’s assignments, logs grades and files student’s work as they are completed.
  • Develops and writes goals and objectives and lesson plans commensurate with District/State curriculum guidelines.
  • Instructs small groups of students in a variety of subjects.
  • Meets weekly with other school personnel and clinical staff members to discuss educational and behavioral progress of students.
  • Develops and writes the following documents: Behavior point cards, I.E.P.’s, Incident Reports, Quarterly Summaries, Report Cards, Special Contracts, etc.
  • Assists the NPS Principal in planning field trips, coordinating school schedule, developing school curriculum, etc.
  • Maintains a District register of daily attendance on a daily basis as well as keeping attendance daily in a record-keeping book.
  • Develops, writes and updates behavior support plans, as needed.
  • Provides communication and consultation with parents/guardians concerning student issues and progress.
  • Trains, understands and supports the ongoing development of a competency oriented, systems philosophy based on Wraparound and Links to Permanency principles within RCS and the direct components of the NPS.
  • Demonstrates an understanding of confidentiality policies, mandated child abuse reporting and duty to warn procedures.
  • Complete job performance evaluations for teaching assistants.
  • Utilizes supervision, consultation and training as necessary to continue to provide high quality educational service to students as effectively and efficiently as possible.
  • Maintains positive and effective relationships with all members of each student’s IEP team and support staff from Rebekah Children's Services.
  • Promotes cultural awareness and competency throughout the curriculum.
  • Administers and supervises state standardized testing and student assessments, as needed.
  • Attends and completes any trainings and classes required for employment at Rebekah Children's Services and for continuing education requirements required by the California State Department of Education.
  • Contributes to the NPS staff team active participation, professional role-model behavior, leadership and support.
  • Assists the Principal in development of school schedules, class schedules, curriculum and school activities.
  • Every employee has the opportunity and responsibility to participate in one or more activities each year that support the continuous quality improvement (PQI) of RCS programs and services. Activities might involve membership on a PQI committee or work group, service as a peer reviewer, data collection for PQI and evaluation purposes, completion of PQI questionnaires and surveys or participation in focus groups, or other activities as identified by PQI committees or work groups.
  • Performs other duties as assigned by the NPS Principal.

 

MINIMUM QUALIFICATIONS

Education, Training, and Experience

  • BA/BS degree.
  • Must have and maintain a clear Special Education California Teacher Credential or meet the requirements of a fully qualified teacher as defined by the California State Department of Education. (i.e. Internship Credential)
  • Experience with emotionally disturbed students/children.
  • Proficiency in Windows XP, Windows 7, MS Excel, MS Word, Outlook, Adobe Acrobat and Internet Browers (Internet Explorer, Google Chrome) including experience using them in a professional capacity.

 

License(s)

  • Valid California Driver’s License and good DMV report (ability to be insured by our insurance carrier when driving students/clients is required).

 

 Special Requirements

  • Must be able to meet and receive a criminal records clearance as required by state and local guidelines.

 

Physical and Mental Requirements

The following are required in day-to-day performance of the duties of this position:

  • Sitting, walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Bending, squatting, kneeling, twisting, lifting, reaching and pushing/pulling are required occasionally (under 1/3 of the workday).
  • Climbing and crawling are generally not required.

 

DISCLAIMER

Job descriptions are not intended, and should not be construed, to be exhaustive lists of all responsibilities, skills, efforts, or working conditions associated with a job. They are intended to be accurate reflections of those principal job elements essential for making fair pay decisions about jobs.

Learn more
Facilitator II (CA, Salinas)

Facilitator II (CA, Salinas)

Posted: February 1, 2017

Rebekah Children's Services has been serving the community for over 100 years. We face a future where the need for children's mental health services is increasing and our mission is to continue to expand the communities comprehensive mental health, social and educational services and programs for children and families.

We are looking for individuals that share the same passion and compassion for their community, children and their families.

Rebekah's offers Competitive Salaries, Full Medical, Dental and Vision benefits, 401K, Flex-Spend, and many many employee discounts at various venues such as Disneyland, Gilroy Gardens, Six Flags, Verizon, AT&T and Dell.

If you are interested in learning more about Rebekah Children's Services and joining a excellent team and organization, check out our positions on www.rcskids.org. You can Apply online!!!

 

POSITION SUMMARY

Under the general direction of a Wraparound Monterey County  Clinical Program Manager, and requiring independent judgment in the application of established procedures, works with the Clinical Program Manager to develop and then implement Treatment Plans and Family Support Plans for children and families who are engaged in Wraparound services.  Job performance contributes to the achievement of the goals of the department unit. Performance of the typical responsibilities and duties requires the ability to perform the job duties , explain to/instruct others, persuade others, involving job-related matters generally of moderate complexity.

 

TYPICAL RESPONSIBILITIES AND DUTIES(*: The non-essential functions)

  • Provides a high level of Wraparound services to approximately 12 children and families
  • Develops and utilizes Wraparound service and best practices
  • Provides quality, culturally relevant services to children and their families in community-based settings, and in-home services
  • Coordinates Wraparound Monterey County Family Support Teams' work with the youth and their supports to identify their strengths, needs and resources to meet those needs.
  • Assist the child and family in planning for graduation from Wraparound service and referral for aftercare services.
  • Demonstrates Team leadership and advocacy in empowering family and support people in attaining permanency, safety, well-being and their self-determined quality of life.
  • Works collaboratively with other agency staff and with individuals and agencies in the community to ensure relevance, accessibility, and quality of service provided to children and their families. Participates in the development and implementation of such collaborative programming.
  • Documents necessary information as required within the Wraparound Monterey County Program in a timely manner. This includes youth documentation, report writing and accurate data collection as necessary to assess progress and outcome.
  • Assists in the development and refinement of existing documentation and data collection systems. Documents charts according to the State and County requirements .
  • Maintains professional standards regarding client rights.
  • Demonstrates an understanding of confidentiality policies, mandated child abuse reporting and duty to warn procedures. Utilizes clinical supervision in any case where these issues are in question.
  • Prepares presentations for PD, DSS, and DBH regarding the families with whom they work
  • Utilizes supervision, consultation and training as necessary to continue to provide high quality services to children and their families as effectively and efficiently as possible
  • Adheres to Wraparound principles with regards to financial support and the use of program Flex Funds
  • Utilizes community linkage resources to best meet the needs of the children and families served
  • Every employee has the opportunity and responsibility to participate in one or more activities each year that support the continuous quality improvement (CQl) of RCS programs and services. Activities might involve membership on a CQI committee or work group, service as a peer reviewer, data collection for CQI and evaluation purposes, completion of CQI questionnaires and surveys or participation in focus groups, or other activities as identified by CQI committees or work groups

MINIMUM  QUALIFICATIONS

Education, Training, and Experience

  • MSW, MA, or PhD.
  • License preferred. Current registration with BBS or the Board of Psychology if not licensed.
  • One year experience working with high-needs children and families. Experience working in children’s mental health setting emphasizing a family systems perspective is preferred.
  • Advanced skills in crisis intervention, suicide assessment, conflict resolution, and interpersonal communication are preferred.
  • Bilingual/ Bicultural (Spanish/English) is preferred.
  • Experience working with schools, Juvenile Probation, Department of Social Services, Mental Health, and other larger county systems

License(s)

  • California driver’s license (and good DMV report), ability to be insured by agency insurance carrier.

Knowledge and Skills

  • Leadership and organizational skills.
  • Program development skills and Wraparound knowledge.
  • Strong ability to work as part of a team.
  • Ability to complete Assessments and develop and implement individualized Family Support Plans and Treatment Plans.
  • Excellent time management skills.
  • Mental Health Rehabilitation Option knowledge.
  • Foster care system knowledge.
  • Knowledge of and ability to access other community resources.
  • Knowledge of documentation procedures for both Wraparound and MHRO.
  • Ability to work with a balance of independence and creative use of supervision from the Clinical Program Manager.
  • Ability to think creatively and intervene/respond in crisis situations.
  • Ability to coordinate and manage volunteers, services and staff.

Special Requirements

·         Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations.

Physical and Mental Requirements

The following are required in day-to-day performance of the duties of this position:

  • Sitting, walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Bending, squatting, kneeling, twisting, lifting, reaching and pushing/pulling are required occasionally (under 1/3 of the workday ).
  • Climbing and crawling are generally not required.

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Family Coach (CA, Campbell)

Family Coach (CA, Campbell)

Posted: December 8, 2016

POSITION SUMMARY

Under the general direction of the Clinical Program Manager, the Family Coach serves as a liaison for parent involvement and offers support for families in the home and community. Contributes to the development and achievement of the goals and objectives of the School Based Wraparound Program through consultation with program staff, schools, and direct assistance to families. This includes, but is not limited to collaborative judgment in the application of establish procedures, plans, provides one to one behavioral services to youth and their families in the community, linkage to community supports, and promotion of parent and family connections to teams and agencies providing service. Performance of the typical responsibilities and duties requires the ability to perform the job duties, explain/instruct others, and negotiate with others involving job-related matters generally limited to moderate complexity.

 

TYPICAL RESPONSIBILITIES AND DUTIES

  • Provides one on one specialized behavioral intervention to assist youth and family in achieving more independent functioning and less restrictive living arrangements where the youth is demonstrating behavioral difficulties (e.g., home, community, job).
  • Maintains and promotes effective relationships with community agencies, schools, and other professionals to ensure customer satisfaction.
  • Assists in constructing, developing, and refining the behavioral goals and treatment plans for youth and their families.
  • Documents necessary information as required by the program.  This includes accurate, timely documentation of child and family contacts.
  • Utilizes supervision, consultation, and training as necessary to provide high quality services to youth and families in an effective and efficient manner.
  • Assists in the development and refinement of existing documentation and data collection systems.
  • Interacts collaboratively with important agencies and individuals in the youth’s and family’s life.  This may include teachers, and other service providers.
  • Assists and trains important individuals in the youth’s life in the use of behavioral interventions.
  • Demonstrates an understanding of confidentiality policies, mandated child abuse reporting and duty-to-warn procedures.  Utilize clinical supervision in any instance where these issues are in question.
  • Demonstrates understanding and application of strength based philosophy and best practices in serving children and families.
  • Attends trainings and workshops as necessary to meet state guidelines and increase abilities to interact effectively with youth and families.
  • Every employee has the opportunity and responsibility to participate in one or more activities each year that support the continuous quality improvement (CQI) of RCS programs and services. Activities might involve membership on a CQI committee or work group, service as a peer reviewer, data collection for CQI and evaluation purposes, completion of CQI questionnaires and surveys or participation in focus groups, or other activities as identified by CQI committees or work groups.

 

MINIMUM QUALIFICATIONS

Education, Training, and Experience

  • BA in Psychology, Social Work or related field preferred; or AA & 2 years of related experience; or 3 years of related experience.
  • One year experience in providing mental health/social work services. Experience developing and implementing behavior plans, preferred.
  • Basic skills in crisis intervention, suicide assessment, conflict resolution, and interpersonal communication.
  • Recognized by consumers as providing services in a consistent, reliable and respectful manner.
  • Bilingual/Bicultural (Spanish/English) preferred.

 

License(s)

  • California driver’s license, good DMV report, and ability to be insured by agency insurance carrier.

 

Knowledge and Skills

  • Basic understanding of the IEP process.
  • Basic understanding of behavioral procedures and principles.
  • Demonstrate ability to provide culturally relevant and quality services to youth and families.
  • Ability to deliver interventions to youth and/or their caregivers.
  • Ability to make independent decisions.
  • Ability to follow directions and to work as part of a team, cooperatively, and collaboratively.
  • Understanding and utilization of Wraparound philosophy and best practices
  • Ability to maintain a strength-based perspective in the care of emotionally disturbed children.
  • Ability to remain calm and objective when dealing with stressful situations.
  • Ability to operate a personal computer and to produce reports.

 

Special Requirements

  • Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations.
  • Flexibility of schedule to provide early morning in-home support and weekends, when needed.
  •  Flexibility of schedule to provide crisis support, when needed. 

 

Physical and Mental Requirements

The following are required in day-to-day performance of the duties of this position:

  • Sitting, walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Bending, squatting, kneeling, twisting, lifting, reaching, and pushing/pulling are required occasionally (under 1/3 of the workday).
  • Climbing and crawling are generally not required.
  • Ability to drive throughout Santa Clara County and neighboring Counties.

DISCLAIMER

Job Descriptions are not intended, and should not be construed, to be exhaustive lists of all responsibilities, skills, efforts, or working conditions associated with a job.  They are intended to be accurate reflections of those principal job elements essential for making fair pay decisions about jobs.

 

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Residential Counselor - On Call (CA, Gilroy)

Residential Counselor - On Call (CA, Gilroy)

Posted: January 4, 2017

POSITION SUMMARY

Under the direction of the Residential Manager, and following established procedures, provides direct support to the therapeutic milieu and treatment of all residents. Performance of the typical responsibilities and duties requires the ability to perform the job duties, supervision of residents, and communication with others involving job-related matters generally of limited to moderate complexity.  This position is an On-Call position and applicants must have availability to work any shift.

 

TYPICAL RESPONSIBILITES AND DUTIES

  • Monitors and directly supervises all residents on assigned shift. (i.e. includes individual and group counseling in accordance with the treatment plans).
  • Assists with day-to-day operations of the group home and care of residents (i.e. residential upkeep/maintenance, general housekeeping, showers, meals, chores, scheduled morning, afternoon, and evening routines, medical appointments, school-runs, focus/educational groups, etc.).
  • Supervises resident and non-resident (NPS) lunches.
  • Dispenses medication and initiates documentation according to policy/procedures.
  • Implements established program protocols.
  • Writes incident reports, requests review of documentation from the RCII, ensuring timely submittal as required by procedures.
  • Documents shift notes.
  • Notifying by phone or voicemail all the appropriate parties of any unusual incidents requiring an incident report, (i.e., Placement Worker, Legal Guardian, Manager, Therapist)
  • Supports the therapeutic milieu providing children an opportunity to learn and grow (i.e. role modeling, individual treatment plans, implementing behavior modification plans or crisis intervention), ensuring a safe, nurturing and caring environment.
  • Provides crisis prevention, intervention, and support skills to residents in accordance with the treatment plans.
  • Assists and supports the activities per the schedule. (i.e. facilitates and leads designated activities as scheduled, provides leadership & role modeling to residents).
  • Responsible for written reports and documentation when required (i.e. point sheets, incident reports, log, medication records, staffing reports, injuries or out-of-the-ordinary occurrences, etc.).
  • Serves as an integral link, in the capacity of team member and agency employee, through direct communications and professional growth trainings (i.e. team meetings, in-service trainings, agency meetings, informal and formal supervisions, etc.).
  • Participates in weekly Clinical Rounds, Team Meetings, and Trainings.
  • Attends and participates on designated teams, selected committees, or time-limited activities. These sessions will focus on best practices and ways to enhance the Residential experience.
  • Every employee has the opportunity and responsibility to participate in one or more activities each year that support the performance and quality improvement (PQI) of RCS programs and services. Activities might involve membership on a PQI committee or work group, service as a peer reviewer, data collection for PQI and evaluation purposes, completion of PQI questionnaires and surveys or participation in focus groups, or other activities as identified by PQI committees or work groups.

 

 

MINIMUM QUALIFICATIONS

 

Education, Training, and Experience

  • Bachelors degree and 2 years of experience working in a mental health environment.
  • Basic skills in crisis intervention, suicidal assessment, conflict resolution, and interpersonal communication.
  • Basic knowledge of childcare practice with SED children (i.e. Special Education, Group Home, or Probation/Juvenile Hall) in either day treatment or residential care.

 

License(s)

  • California driver’s license and good DMV report (ability to be and remain insured by our insurance carrier for transportation of residents).

 

Knowledge and Skills

  • Ability to maintain a positive perspective in the treatment and care of emotionally-disturbed youth.
  • Ability to follow directions and work as part of a team.
  • Ability to produce well-written documentation.

 

Special Requirements

  • Must be able to meet and receive a criminal records clearance as required byTitle XXII licensing regulations.

 

Physical and Mental Requirements

The following are required in day-to-day performance of the duties of this position:

  • Must be able to physically restrain clients based upon TCI training.
  • Walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Sitting, bending, squatting, kneeling, twisting, lifting, reaching and pushing/pulling with a minimum weight of 40 pounds is required occasionally (under 1/3 of the workday).
  • Climbing and crawling are generally not required.

 

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Residential Counselor (CA, Gilroy)

Residential Counselor (CA, Gilroy)

Posted: December 9, 2016

POSITION SUMMARY

Under the direction of the Residential Manager, and following established procedures, provides direct support to the therapeutic milieu and treatment of all residents. Performance of the typical responsibilities and duties requires the ability to perform the job duties, supervision of residents, and communication with others involving job-related matters generally of limited to moderate complexity.  This position is a Full Time position with a set schedule, must be able to work the following shifts: Evening 3pm-11pm or NOC 10pm - 6am.

 

TYPICAL RESPONSIBILITES AND DUTIES

  • Monitors and directly supervises all residents on assigned shift. (i.e. includes individual and group counseling in accordance with the treatment plans).
  • Assists with day-to-day operations of the group home and care of residents (i.e. residential upkeep/maintenance, general housekeeping, showers, meals, chores, scheduled morning, afternoon, and evening routines, medical appointments, school-runs, focus/educational groups, etc.).
  • Supervises resident and non-resident (NPS) lunches.
  • Dispenses medication and initiates documentation according to policy/procedures.
  • Implements established program protocols.
  • Writes incident reports, requests review of documentation from the RCII, ensuring timely submittal as required by procedures.
  • Documents shift notes.
  • Notifying by phone or voicemail all the appropriate parties of any unusual incidents requiring an incident report, (i.e., Placement Worker, Legal Guardian, Manager, Therapist)
  • Supports the therapeutic milieu providing children an opportunity to learn and grow (i.e. role modeling, individual treatment plans, implementing behavior modification plans or crisis intervention), ensuring a safe, nurturing and caring environment.
  • Provides crisis prevention, intervention, and support skills to residents in accordance with the treatment plans.
  • Assists and supports the activities per the schedule. (i.e. facilitates and leads designated activities as scheduled, provides leadership & role modeling to residents).
  • Responsible for written reports and documentation when required (i.e. point sheets, incident reports, log, medication records, staffing reports, injuries or out-of-the-ordinary occurrences, etc.).
  • Serves as an integral link, in the capacity of team member and agency employee, through direct communications and professional growth trainings (i.e. team meetings, in-service trainings, agency meetings, informal and formal supervisions, etc.).
  • Participates in weekly Clinical Rounds, Team Meetings, and Trainings.
  • Attends and participates on designated teams, selected committees, or time-limited activities. These sessions will focus on best practices and ways to enhance the Residential experience.
  • Every employee has the opportunity and responsibility to participate in one or more activities each year that support the performance and quality improvement (PQI) of RCS programs and services. Activities might involve membership on a PQI committee or work group, service as a peer reviewer, data collection for PQI and evaluation purposes, completion of PQI questionnaires and surveys or participation in focus groups, or other activities as identified by PQI committees or work groups.

MINIMUM QUALIFICATIONS

Education, Training, and Experience

  • Bachelors degree and 2 years of experience working in a mental health environment.
  • Basic skills in crisis intervention, suicidal assessment, conflict resolution, and interpersonal communication.
  • Basic knowledge of childcare practice with SED children (i.e. Special Education, Group Home, or Probation/Juvenile Hall) in either day treatment or residential care.

License(s)

  • California driver’s license and good DMV report (ability to be and remain insured by our insurance carrier for transportation of residents).

 

Knowledge and Skills

  • Ability to maintain a positive perspective in the treatment and care of emotionally-disturbed youth.
  • Ability to follow directions and work as part of a team.
  • Ability to produce well-written documentation.

 

Special Requirements

  • Must be able to meet and receive a criminal records clearance as required byTitle XXII licensing regulations.

 

Physical and Mental Requirements

The following are required in day-to-day performance of the duties of this position:

  • Must be able to physically restrain clients based upon TCI training.
  • Walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Sitting, bending, squatting, kneeling, twisting, lifting, reaching and pushing/pulling with a minimum weight of 40 pounds is required occasionally (under 1/3 of the workday).
  • Climbing and crawling are generally not required.

 

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Therapist I-First 5 Program (CA, Gilroy)

Therapist I-First 5 Program (CA, Gilroy)

Posted: November 17, 2016

POSITION SUMMARY

Provides individual, group, and family therapy as well as crisis and case management to clients ages 6-21 and their families.  Reports to the Clinical Program Manager, and receives individual and group supervision weekly.  Requires independent judgment in the application of established procedures, completes assessments, develops and implements treatment plans for each client assigned, including maintaining authority for the clinical aspects of the treatment, case management, and adjunctive services.  Performance of the typical responsibilities and duties requires the ability to explain to/instruct others, as well as join with internal and external team members to contribute to highly functional teams supporting clients and families.

 

TYPICAL RESPONSIBILITIES AND DUTIES(*: The non-essential functions)

General Responsibilities

  • Maintains a critical function in providing clinical leadership to assure compliance with the individualized treatment plan, and monitoring the child's progress in their treatment.
  • Engages in consultation as needed with Agency program staff (including paraprofessionals, managers, Psychiatrist and nurse) as well as external team members (such as referring workers and natural team members) on the development and progress toward treatment plan goals of each client.
  •  Completes all clinical documentation such as mental health assessments, individualized treatment plans, and progress notes based on timelines set by Santa Clara County Mental Health and RCS policies and procedures. 
  • Maintains client charts in compliance with requirements of Phase II Medical Consolidation (Title 9, Chapter 11, Section 1810.440).
  • Demonstrates and promotes an understanding of the agency treatment philosophy, including Transformational Care Planning, Wraparound Values, and Best Practices; supports the integration of services and approaches each child’s functioning from an individualized strength-based model that enables each child to make progress on their treatment goals.
  • Participates in agency meetings and Ad Hoc Committees as appropriate.

Clinical Responsibilities

  • Assists Clinical Program Manager and individual program management staff with the intake process, including performing assessments and communicating with managers regarding the intake process.
  • Develops, reviews, and updates the treatment plan for each client.  Creates  safety plans with clients and their caregivers when clinically indicated.
  • Conducts and maintains authority for all therapy; individual, group, and family and initiates communication with internal and external team members.
  • Maintains on-going written and verbal communication with county workers and other referral sources, advocates, interns, and consumers as indicated.
  • Coordinates treatment direction and discharge plans with parents, caregivers, community-based resources, county placement workers, and the Program Director or Clinical Program Manager.
  • Maintains positive relationship with parents, caretakers, referral sources, and internal consumers as a valuable part of the treatment team.
  • Develops and submits written reports, including: assessment and admission documents, discharge summaries, and coordination and service plans as appropriate. 
  • Maintains professional standards regarding clients’ rights including confidentiality, access to competent, individualized mental health promotion and treatment.
  • Promotes cultural awareness and competence within the program and the Agency.
  • Maintains program adherence to confidentiality policies, mandated child abuse reporting, duty to warn procedures, and all laws, regulations, ethics and policies that apply to program activities.
  • Maintains compliance with all applicable standards/requirements for Agency services, e.g., Title XXII, CSC, MH.
  • Utilizes supervision, consultation and training as necessary to continue to provide high quality services to children and their families as effectively and efficiently as possible.

 

MINIMUM QUALIFICATIONS

Education, Training, and Experience

  • MFTI, ASW or equivalent required.
  • Successful placement, completion or expected successful completion of practicum placement.
  • One year of full time experience in a setting working with children and families, preferred.
  • Experience in a children’s mental health setting, strongly preferred.
  • Bilingual/Bicultural (Spanish & English) strongly preferred.

License (s)

  • California driver’s license and good DMV report (ability to be insured by our insurance carrier).
  • Ability to obtain licensure with the BBS upon completion of hours.

Knowledge and Skills

  • Individual, family, and group therapy including Motivational Interviewing, Cognitive Behavioral Interventions, treatment of trauma-related symptoms, behavioral approaches for externalizing symptoms, and cultural competency.
  • The ability to demonstrate maturity, leadership, flexibility, creativity, and problem solving skills in the execution of clinical tasks.
  • The ability to conceptually and pragmatically organize complex circumstances presented in community-based services. 
  • Ability to remain calm and professional during crisis intervention, suicide assessment, conflict resolution, and interpersonal communication. Ability to maintain a positive perspective in the treatment and care of emotionally disturbed clients and families.
  • Professional ethics and confidentiality including informed consent, risks and benefits to participation in treatment, knowledge of the issues related to family disruption, immigration trauma, unmet mental health needs, substance abuse, and domestic violence.      

Special Requirements

Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations.

Physical and Mental Requirements

The following are required in day-to-day performance of the duties of this position:

  • Sitting, walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Bending, squatting, kneeling, twisting, lifting, reaching and pushing/pulling are required occasionally (under 1/3 of the workday).
  • Climbing and crawling are generally not required.

 

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Therapist (CA, Gilroy)

Therapist (CA, Gilroy)

Posted: November 17, 2016

POSITION SUMMARY

In partnership with the Clinical Program Manager and under the general direction of the Director of Campus Services; requires independent judgment in the application of established procedures develops and implements the treatment plan for each client and family assigned, including maintaining authority for clinical aspects of the treatment, working in partnership with private insurance companies regarding medical necessity, clinical presentation and length of stay, case management, individual, group and family therapy.  Job performance contributes to the achievement of goals and clinical program development.

TYPICAL RESPONSIBILITIES AND DUTIES

General Responsibilities

  • Maintains a critical function in supporting Hospital Diversion program staff, providing clinical leadership to assure compliance with the individual treatment plan, and monitoring the child's progress in their treatment.
  • Provides formal consultation to HD program staff on the implementation and continuation of a child’s treatment plan.
  • Completes all clinical documentation, develops and submits written documents in a timely manner per Hospital Diversion policy and procedures.
  • Maintains client charts in compliance with requirements of Phase II Medical Consolidation (Title 9, Chapter 11, Section 1810.440).
  • Demonstrates and promotes an understanding of the agency treatment philosophy, including Wraparound Values and Best Practices; supports the integration of services and approaches each child’s functioning from an individualized strength-based model that enables each child to make progress on their treatment goals.
  • Assists the Clinical Program Manager, Unit Manager, and Director of Campus Services with the assessment, evaluation, and development of HD/Residential programs.
  • Provides on-going education and training to staff by participating in team and individual client care meetings, on site observation, modeling and more formal in-service training.
  • Participates in agency meetings as appropriate.
  • Will facilitate psychotherapy groups; therapeutic activity groups; and process groups as assigned within the treatment program. 

Clinical Responsibilities

  • Assists the Clinical Program Manager and staff with the intake process, including performing assessments and communicating with Hospital Diversion staff members regarding the intake process.
  • Develops, reviews, and updates the formal treatment plan for each client.
  • Under the direction of the Clinical Program Manager, conducts and maintains authority for all therapy; individual, group, child, family and treatment plans.
  • Maintains on-going written and verbal communication with staff, families, insurance companies, county workers and other referral sources, advocates, interns, and consumers.
  • Coordinates treatment direction and discharge plans with Hospital Diversion Program management, Insurance companies, and county placement workers
  • Develops/maintains positive interaction with referral sources and internal consumers.
  • Maintains positive relationship with parents or caretakers as a valuable part of the treatment team.
  • Develops and submits written reports, including: assessment and admission documents, treatment plans, progress notes, and discharge summaries
  • Consults with the agency nurse regarding any special medical needs per client.
  • Consults with Agency Psychiatrist regularly on medication and psychiatric issues.
  • Maintains professional standards regarding clients’ rights.
  • Promotes cultural awareness and competence within the program.
  • Maintains program adherence to confidentiality policies, mandated child abuse reporting, duty to warn procedures, including all laws, regulations, ethics, policies which apply to program activities.
  • Maintains compliance with all applicable standards/requirements for agency services, e.g., Title XXII, CSC, MH.
  • Utilizes supervision, consultation and training as necessary to continue to provide high quality services to children and their families as effectively and efficiently as possible.
  • Provides professional, active, and assertive leadership and collaboration in the implementation of strength-based services reflecting best practices.  Supports the ongoing development of a strength-based systems philosophy based on wraparound principles within all of the service and support components of the agency.  Supports and provides active, assertive leadership in the ongoing development of a participatory, multi-disciplinary team methodology within the agency.
  • Conducts and collaborates with others concerning modalities of treatment based on the clients needs; individual, group, family, etc. 
  • Participates in Clinical Staff meetings with milieu staff and others.
  • Every employee has the opportunity and responsibility to participate in one or more activities each year that support the continuous quality improvement (CQI) of RCS programs and services. Activities might involve membership on a CQI committee or work group, service as a peer reviewer, data collection for CQI and evaluation purposes, completion of CQI questionnaires and surveys or participation in focus groups, or other activities as identified by CQI committees or work groups.

 

MINIMUM QUALIFICATIONS

Education, Training, and Experience

  • Licensed Psychologist, LCSW or MFT, or registered equivalent.
  • One year of full time job experience in a setting working with children and families.  Experience in a children's mental health setting, acute care or crisis settings, and emphasizing systems perspective is highly desirable.
  • Bilingual/Bicultural (Spanish & English) preferred.

License (s)

  • California license Psychologist, PsyD, LCSW or MFT preferred.
  • California driver’s license and good DMV report (ability to be insured by RCS insurance provider).

Knowledge and Skills

  • Individual, group, family, child therapy.
  • The ability to demonstrate maturity, leadership, flexibility and creativity, and problem solving skills in the management of acute psychiatric programs.
  • The ability to conceptually and pragmatically organize complex circumstances presented in inpatient care.
  • Advanced skills in crisis intervention, suicide assessment, conflict resolution, family safety planning and interpersonal communication.
  • Ability to maintain a positive perspective in the treatment and care of emotionally disturbed youth.

Special Requirements

  • Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations.

Physical and Mental Requirements

The following are required in day-to-day performance of the duties of this position:

  • Sitting, walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Bending, squatting, kneeling, twisting, lifting, reaching and pushing/pulling are required occasionally (under 1/3 of the workday).
  • Climbing and crawling are generally not required.

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1:1 Teachers Aide (CA, Gilroy)

1:1 Teachers Aide (CA, Gilroy)

Posted: October 19, 2016

Under the general direction of a credentialed teacher, the 1:1 Classroom Aide will support teaching staff by assisting in the delivery of academic support to students.  In addition, the Aide will supervise students during class time and mealtime.

Typical Responsibilities/Duties

During School Day (Jr. High/High School, 8:30am*- 2:15pm; Elementary, 8:30am*- 1:35pm):

  • Monitor classroom activity and assist/discipline 1:1 student when needed
  • Pro-actively help 1:1 student w/academics and behavior (during instruction time, sit with 1:1 student)
  • Supervise 1:1 student during Lunch.
  • Use intervention techniques you feel are safe and necessary (Verbal/physical TCI, etc.).
  • Facilitate time away if you think your 1:1 student needs space from the classroom.
  • Clearly communicate if you need staff assistance.
  • Communicate with classroom teacher to develop strategies to deal with conflicts or difficult behaviors.
  • Update and keep track of 1:1 student’s point sheet.
  • Assist classroom teacher with miscellaneous tasks when requested (only at appropriate times - i.e. one on one student is actively engaged or working with another staff member and is not in need of assistance or not present).
  • Attend regular classroom team meetings (forum to discuss questions, concerns, changes, etc.)

Before/After School Day (8:00am - 8:30am/after student leaves - 4:00pm):

  • On grounds – walk student from cottage to school in the morning and walk student back to cottage after school.
  • Off grounds - search student before entering school building and wait with student after school until transportation arrives.

Needs/Expectations:

  • Arrive to work every day by 8:30am (8:20am for off-grounds students).
  • Maintain close proximity to student. Minimally, keep them in view.
  • If student needs space from 1:1 Aide, alternate supervision should be arranged. 1:1 Aide should not be away from their designated student for longer than 10 minutes.
  • Work independently with student when necessary.
  • Communicate with classroom teacher about lesson plans (located on the shared drive) each day. If plans need to be changed for any reason (e.g. IEP, meeting, etc.), updated lesson plans will be on the board.
  • Limit personal phone calls, email, etc. (w/the exception of emergencies).
  • Communicate w/ classroom teacher when leaving the classroom and/or any time that you will not be able to supervise your 1:1 student.

Minimum Qualifications

  • High School Diploma
  • Experience working with children in an educational school setting
  • Preferred: Experience working with students who have challenging academic, emotional, and behavioral needs
  • Special Requirements: Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations.

Essential Physical and Mental Requirements

These physical demands are representative of the physical requirements necessary for an employee to successfully perform the essential functions of the job. Reasonable accommodation can be made to enable people with disabilities to perform the described essential functions.

The following are required in day-to-day performance of the duties of this position:

  • Must be able to physically restrain clients based upon TCI training.
  • Walking, standing, grasping (simple), and visual/auditory acuity are constantly required (over 2/3 of the workday).
  • Sitting, bending, squatting, kneeling, twisting, lifting, reaching and pushing/pulling with a minimum weight of 40 pounds is required occasionally (under 1/3 of the workday).
  • Climbing and crawling are generally not required.

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In-House Therapist (CA, Gilroy)

In-House Therapist (CA, Gilroy)

Posted: August 22, 2016

Rebekah Children's Services has been serving the community for over 100 years. We face a future where the need for children's mental health services is increasing and our mission is to continue to expand the communities comprehensive mental health, social and educational services and programs for children and families.

We are looking for individuals that share the same passion and compassion for their community, children and their families.

Rebekah's offers Competitive Salaries, Full Medical, Dental and Vision benefits, 401K, Flex-Spend, and many many employee discounts at various venues such as Disneyland, Gilroy Gardens, Six Flags, Verizon, AT&T and Dell.

If you are interested in learning more about Rebekah Children's Services and joining a excellent team and organization, check out our positions on www.rcskids.org. You can Apply online!!!

 

POSITION SUMMARY

Under the general direction of the Clinical Program Manager and requiring independent judgment in the application of established procedures and protocols at the level of a Licensed or Licensed Waivered Psychotherapist, provides direct supervisory support to the On-Campus Programs (Residential and Hospital Diversion), develops clinically sound, safe and therapeutic programming, responds to crisis situations, works with agency clients and staff to maintain a remedial environment, develops written, comprehensive, and individualized clinical documentation.  Performance of the typical responsibilities and duties requires the ability to think and perform independently, professionally partner with a wide range of service providers, advocate for the needs of high-risk children and families, and negotiate with others regarding the provision of needed services.  For those two years post licensure, providing individual and group supervision as well as clinical documentation review and audits.  Job performance contributes to the development and achievement of the goals and objectives for program development, including responsibility to support and mentor child care staff within the therapeutic milieu.

TYPICAL RESPONSIBILITIES AND DUTIES

1.    Demonstrates and promotes an understanding of the Agency treatment philosophy, including Wraparound Values and Best Practices; supports the integration of services and approaches each child’s functioning from an individualized strength-based model that enables each child to make progress on their treatment goals.

  • Communicates daily with diverse program staff on matters to accomplish treatment and documentation goals.
  • Works with other staff as needed to observe and assess behaviors of clients attending On-Campus programs
  • Provides ongoing communication to internal and external service providers (placement workers, families, support persons and children) regarding needs and challenges of clients and families which may become barriers to service delivery or stabilization.
  • Serves as a treatment liaison between RCS programs and various systems of care including referring parties and community partnerships.
  • Coordinates care with RCS psychiatrist, Unit Managers, Therapists, and treatment team members regarding prescribed psychotropic medications.
  • Develops and coordinates transition planning between the various RCS programs and discharge planning/aftercare from the RCS agency.

2.    In conjunction with or in the absence of the Unit Manager, is responsible for the coordination and management of crisis/emergency situations when on campus:

  • Complete 5150 Assessments and coordinates hospitalization process according to Agency policies and procedures;
  • Coordinates and facilitates all police contacts in accordance with Agency policy and procedures;
  • Facilitates all appropriate Disaster Plan procedures in the case of fire and/or earthquake;
  • Does a final round of each unit and the campus before leaving for the evening.
  • Reviews pertinent information regarding specific residents, or “special attention” conditions and relates instructions from therapist/team about specific ways to manage high risk residents.
  • Consults with the Residential Night Manager and/or night shift RC’s as necessary.
  • On Call Rotation

3.  Provides leadership, training and mentoring, demonstrating effective strength-based individualized child care interventions and skills.

  • Guides and mentors care givers and RC staff regarding the implementation of the various written programs, and individual treatment issues and plans for each child in the On-Campus Programs.
  • Provides psychotherapy services (ex. individual as needed, rehab as needed, collateral as needed, groups daily) for campus and mentors RC staff in facilitating group activities with youth.
  • Provides crisis prevention and intervention to youth in the program and mentors RC staff in relationship building and crisis prevention/intervention.
  • Provides trainings for campus staff on therapeutic issues affecting the milieu.
  • Provides mentorship and supervision for the student internship program.
  • Provides individual and group supervision if 2 years post licensure.

4.  Attends and participates in assigned agency and program meetings.

5. Completes all required documentation (progress notes, IRs, Needs and Service Plans, Quarterlies, etc.) in accordance with agency timelines per policy and procedures.

6.  Participates as a member of the Agency Safety Team to ensure appropriate emergency/disaster response.

7.  Reports any abuse or misconduct of staff to the Residential Director.

8.  Participates in Quality Improvement/Utilization Review activities and performs related duties as assigned.

9.  Maintains program adherence to confidentiality policies, mandated child abuse reporting, duty to warn procedures, and all laws, regulations, ethics and policies that apply to program activities.

10.  Maintains compliance with all applicable standards/requirements for Agency services, e.g., Title XXII, CSC, MH.

11.  Utilizes supervision, consultation and training as necessary to continue to provide high quality services to children and their families as effectively and efficiently as possible.

12.  Other duties as assigned.

MINIMUM QUALIFICATIONS

Education, Training, and Experience

  • MSW or equivalent.
  • One year of full-time job experience in a setting working with children and families.  Experience in a children's mental health setting, emphasizing systems perspective is highly desirable.
  • Experience in working with crisis prevention and intervention.
  • MediCal documentation and productivity expectation experience

License(s)

  • California license (LCSW, MFT, PCC, or equivalent) strongly preferred/waiver required.
  • California driver’s license and good DMV report (ability to be insured by RCS insurance provider).

Knowledge and Skills

  • Individual, family, group and child therapy.
  • The ability to demonstrate maturity, leadership, responsibility, accountability, flexibility, creativity, and proactive problem solving skills in the management of clinical residential programs.
  • The ability to conceptually and pragmatically organize and articulate complex circumstances presented in residential care.
  • Advanced skills in crisis intervention, suicide assessment, conflict resolution, and interpersonal communication.
  • Ability to maintain a positive perspective and a nurturing attitude in the treatment and care of emotionally disturbed youth and campus staff.

Special Requirements

  • Must be able to meet and receive a criminal records clearance as required by Title XXII licensing regulations.

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Mental Health Worker (CA, Gilroy)

Mental Health Worker (CA, Gilroy)

Posted: July 19, 2016

POSITION SUMMARY

Under the direction of the on duty Hospital Diversion Services Program Manager; will follow established procedures; provide direct support to the therapeutic milieu and treatment of all program participants. Performance of typical responsibilities and duties requires the ability to perform the job duties, supervision of clients, and communication with others involving job-related matters generally of limited to moderate complexity.

 

TYPICAL RESPONSIBILITES AND DUTIES

 

  • Monitors and directly supervises all clients on assigned shift. (i.e. includes individual and group counseling in accordance with the treatment plans).
  • Assists with day-to-day operations of HDS program and care of clients (i.e. facility upkeep/maintenance, general housekeeping, showers, meals, chores, scheduled morning, afternoon, and evening routines, focus/educational groups, etc.).
  • Writes detailed incident reports and ensures timely submittal as required by procedures.
  • Continuous and active supervision of clients during shift hours and during all activities including rest periods. 
  • Complies with documentation requirements making observations of behaviors, psychical or activity changes/patterns.  Also responsible for shift notes and pass down logs.
  • Notifies the Program Manager of all unusual incidents requiring an incident report.  Program Manager will advise of additional notification requirements.
  • Responsible for written reports and documentation when required (i.e. point sheets, incident reports, log, medication records, staffing reports, injuries or out-of-the-ordinary occurrences, etc.).
  • Supports the therapeutic milieu providing children an opportunity to learn and grow (i.e. role modeling, individual treatment plans, and participation in the group process), ensuring a safe, nurturing and caring environment.
  • Provides crisis prevention, intervention, and support skills to clients in accordance with the treatment plans. Uses collaborative problem solving approach & DBT.
  • Assists and supports the activities per the schedule. (i.e. facilitates and leads designated activities as scheduled, provides leadership & role modeling to clients).
  • Serves as an integral link, in the capacity of team member and agency employee, through direct communications and professional growth trainings (i.e. team meetings, in-service trainings, agency meetings, informal and formal supervisions, etc.).
  • Participates in weekly Clinical Rounds, Team Meetings, and Trainings.
  • Attends and participates on designated teams, selected committees, or time-limited activities. These sessions will focus on best practices and ways to enhance the Hospital Diversion Program experience.
  • Works closely with the on-duty Nurse and/or Psychiatric Technician to promote a safe, supportive and healthy environment for the child/ren.
  • Observes, documents and advises the Nurse/Technician of concerns relating to the care of the individual.
  • Ensures confidentiality in the work and privacy of clients and families.
  • Every employee has the opportunity and responsibility to participate in one or more activities each year that support the performance and quality improvement (PQI) of RCS programs and services. Activities might involve membership on a PQI committee or work group, service as a peer reviewer, data collection for PQI and evaluation purposes, completion of PQI questionnaires and surveys or participation in focus groups, or other activities as identified by PQI committees or work groups.

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Santa Clara County Healthy Workplace 2014

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