Youth Care Worker - Abbotsford, Canada - Toronto Catholic District School Board

Toronto Catholic District School Board

Verified Company

Abbotsford, Canada

2 weeks ago

Posted by:

Sophia Lee

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Description

YOUTH CARE WORKERS

COMPETITION NO:
S 23 ISS 135 CAS

The Abbotsford School District is located on the traditional and unceded territory of the of the Stó:lō people, the Semá:th First Nation and Mathexwí First Nation. With this, we respect the longstanding relationships that Indigenous Nations have to this land, as they are the original caretakers._

Why Abbotsford?

Located under an hour from Vancouver, the Abbotsford School District is settled in the heart of the beautiful Fraser Valley and surrounded by spectacular mountain views.

Why the Abbotsford School District?

Every day, in every classroom and office at Abbotsford School District, our employees provide a world-class, innovative educational experience for over 19,000 students.

We are committed to ensuring that every student receives the support they need to access the high-quality education they deserve.

We believe that leaders continue to be drawn to the collaborative and supportive work environment that we provide.

Read the Superintendent's Blog

***: Under the general direction of the Principal or designate, the Youth Care Worker provides assistance and support to students requiring behavioural support and intervention in a professional and courteous manner.

Working in conjunction with, and under the supervision of, a counselor, the Youth Care Worker carries out activities promoting the social and emotional development for a caseload of students.

In collaboration with the counselor, the work involves assessing behaviour, planning and implementation of activities promoting students' social and personal development, personal and family guidance, and acting as a resource person for teachers and other school-based staff.

Individual and group sessions may be required both during and outside of school hours, on school premises, and within the community.

Work is reviewed for quality of service and for adherence to established standards of performance.

While the incumbent's day-to-day responsibilities are in direct response to the specific needs of the student and vary from case to case, the emphasis of the job responsibility focuses on the social and emotional growth and development of the student.

The job involves maintaining confidentiality in all matters of the school district and current, proficient knowledge of the documentation practices, detailed procedures, School District Policies and Ministry of Education Legislation.

SPECIFIC ACCOUNTABILITIES:

Assisting in the creation of student Individual Education Plans (IEPs) and Safety Plans.
Providing intervention by responding to crisis and emergency situations as required and intervening in classrooms and in playgrounds when a student's behaviour endangers themselves and/or others.
Under the guidance or consultation of the counselor, determining an appropriate intervention strategy by: conducting suicide risk assessments; observation and data collection; consulting with teachers/parents/school staff members (e

g:
Principals, counselors, teachers); collaborating with school-based teams; and engaging outside agencies as required (e

g:
Child and Youth Mental Health, Child Development Centre, Ministry of Child and Family Development, Fraser Valley Aboriginal Children and Family Services, etc.).

Working with the schoolbased counselor to refer students to the appropriate external agencies when needed.
Supporting students, individually and in small groups, by teaching them selfregulation techniques, anger management, handling anxiety, social skills, personal accountability, problemsolving and conflict resolution skills, and general life skills including personal hygiene.
Participating in meetings required to strategize and implement appropriate support for atrisk students e

school-based team meetings (SBT), care team meetings, IEP and Safety Plan meetings, parent/teacher meetings, and Functional Behaviour Assessment (FBA) meetings.

Documenting intervention and progress and providing information to the school based team for reports on students as required. Periodically review the effectiveness of implemented techniques, suggest modifications, and monitor student behaviour until it is agreed that the results allow a withdrawal of further assistance.
Maintaining a working knowledge of community service/support agencies and acting as liaison with other provincial and community agencies providing service to students and families. On a regular basis, reaching out to these agencies to discuss and familiarize oneself with their relevant programs.
Performing all other such duties as may be assigned by the School Principal or designate, with new and unusual matters referred to a supervisor for guidance.

PHYSICAL REQUIREMENTS AND EXPECTATIONS:

This position requires a relatively equal balance of standing/walking and sitting to accommodate the needs of at-risk students in all schools.

Incumbents may be required to briskly