**Substitute - Psychiatric Student Services (Direct Support Professional) / YOU could make the diffe

Substitute ? Children's Services (Direct Support Professional). Also known as PRN/As Needed.
Pay Range $13.46-$18.20 (Based on experience and education)
Minimum Hiring Requirements for Direct Support Professionals/Children Services
Must be 21 years of age;
Must be a high school graduate or have a G.E.D. & 6 months paid professional experience working with children; or an Associate's degree & 3 months paid professional experience working with children; or a qualifying Bachelor's degree.
Valid driver's license with an acceptable driving record.
Qualifying degrees (Subject to meeting minimum requirements): Art Therapy; Behavioral Sciences; Child Development; Child and Family Studies/Services; Cognitive Sciences; Community Mental Health; Counseling (Mental health, Vocational, Pastoral, etc.); Counselor Education; Early Childhood Development; Education (with a focus in psychology and/or special education); Educational Psychology; Family Development/Relations Gerontology; Health and Human Services; Human Development; Human Services; Marriage and Family Therapy; Music Therapy; Nursing; Psychiatric Rehabilitation; Psychology Rehabilitation Counseling; School Counseling; Social Work; Special Education; Therapeutic Recreation; Vocational Rehabilitation; Sociology.
Revised 2/9/18
Under general supervision, Substitute Direct Support Professionals work in a number of settings including Psychiatric Residential Treatment, Community-based Group Homes, Special Education Classrooms, Day Programs, and Vocational Programs (job skill training and job placement). They participate in the direct care and plan implementation for clients, as prescribed by physician and treatment teams. They provide supervision, safety and crisis management for the client population; complete documentation of client behavior and participation in programming; adhere to the scheduled activities; role model positive, mature behavior; utilize proactive behavioral strategies to minimize client crisis and maximize success. Duties and responsibilities of the Substitutes vary depending on the assignment. They report to a program supervisor/ manager.
Health, Safety and Wellness of Clients
Ensures medications are delivered accurately and on time.
Provides for the well-being and safety of clients.
Supports client health and hygiene.
Utilizes infection control procedures.
Reports serious incidents, participates in reviews and implements follow-up measures, as applicable.
Individual Plan Implementation
Knows the SNAP (strengths, needs, abilities and preferences), goals/objectives/outcomes and treatment strategies from the current Plans (Treatment Plan, IEP, ISP) of assigned clients.
Promotes clients' achievement of behavioral goals by implementing the behavior strategies and teaching alternative behaviors, as indicated in the Treatment Plan/IEP/ISP.
Actively instructs assigned clients so they can achieve education/residential goals and objectives or ID Waiver outcomes.
Collects and documents behavioral and instructional data, accurately and reliably.
Documents services delivered, accurately and in a timely manner.
Maintains a high level of engagement with and monitoring of clients. Implements planned activities throughout the work day.
Provides a Supportive and Solution?Focused Environment
Builds trusting, respectful relationships with clients and helps clients do the same.
Demonstrates knowledge about the symptoms and supports associated with diagnoses of assigned clients and a trauma-informed care approach.
Manages behavioral crisis safely.
Collaborates with the Treatment Team to provide continuity of support and care, by communicating and contributing to team discussions and decisions.
Exhibits exemplary customer service with guardians, agency personnel and visitors.
Site Management ? Housekeeping, Nutrition, Transportation, Finances
Ensures a safe residence / classroom environment.
Assures a clean and organized residence/classroom.
Promotes good nutrition and, in group homes, assists with meal preparation.
Provides transportation / community mobility.
Assists with purchases and is accountable for program and client money, as applicable.
Teamwork and commitment to the mission, values and vision of Grafton
Demonstrates knowledge of organization.
Demonstrates the core values of personal integrity and accountability.
Performs other duties, as assigned.
Demonstrates basic computer skills ? how to log-in, how to navigate the Web for information, how to start and save a document in Microsoft WORD, and has basic keyboarding skills.
FLSA Exemption Status:
_______ Exempt (salaried ? not eligible for overtime)
___X___ Non-Exempt (hourly ? eligible for overtime)
Please refer to Grafton's "New Employee Initial Training as Required by Job Title" chart and Grafton's "Company Level Planned Training Calendar" for the fiscal year. All initial required training (classroom and online) is assigned to the employee through Grafton's Learning Management System (GLMS).
Physical Requirements : Must be physically able to assist with the daily activities of children and adolescents and perform standard household tasks.
Form/Spatial Aptitude: Requires the ability to inspect items for standard length, width and shape. Must have minimal levels of eye/hand/foot coordination.
Motor Coordination/Manual Dexterity : Requires the ability to coordinate hands and eyes rapidly and accurately. Requires the ability to handle a variety of items, office equipment, computers, control knobs, switches, etc.
Other Physical requirements:
Ability to see and hear
At all times
Stand/ Walk
4 ? 14 hours, depending on the work day
1 ? 3 hours
1 ? 3 hours
1 ? 3 times per day
Climb stairs
Utilize approved crisis intervention techniques
Lift & push/pull & carry:
Sedentary - 10 lbs max./ carry small objects
Light ? 20 lbs max. / frequently carry up to 10 lbs.
Medium ? 50 lbs. max. / frequently carry up to 25 lbs Lift more than 100 lbs.
Seldom ? only with assistance
Stretch / Reach
Able to exert oneself physically during the work day
Repetitive motion ? use computer mouse, keyboard
Approx. 1 hour per day
Use adaptive equipment (Hoyer lift, wheelchair)
Daily, if working with a client who needs the equipment
Possibility of bites from clients
Possibility of verbal and physical aggression from clients
Work around body fluids
Work with home cleaning products
Work with toxic chemicals
Not applicable
Work outdoors
Operate household appliances
Operate light or heavy machinery
Not applicable
Electrical Work
Not applicable
Noise level: Quiet
Moderate noise
Loud noise
Data Conception : Requires the ability to compare and/or judge the readily observable, functional, structural, or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things.
Interpersonal and Oral Communications : Requires the ability of speaking and/or signaling people to convey or exchange information. Includes receiving assignments and/or directions from supervisor. Listens effectively and clarifies information as needed; facilitates an open exchange of ideas and fosters an atmosphere of open communication.
Physical Communication : Requires the ability to talk and/or hear: (talking - expressing or exchanging ideas by means of spoken words; hearing - perceiving nature of sounds by ear). Must be able to communicate via telephone.
Language Ability: Requires the ability to read a variety of correspondence, policy manuals, charts, forms and reports. Must be able to speak with voice control and to articulate information to others.
Written Communication: Expresses facts, ideas and observations in writing in a clear, organized manner.
Intelligence : Requires the ability to solve practical problems and deal with a variety of variables in situations; to interpret a variety of instructions furnished in written, oral, diagrammatic or schedule form.
Numerical Aptitude : Requires the ability to add and subtract, multiply and divide, utilize decimals and calculate percentages.
Interpersonal Temperament : Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress when confronted with persons acting under stress. Requires the ability to be flexible; open to change and new information; adapt behavior to new information, changing conditions, or unexpected obstacles; effectively deal with uncertainty. Is able to reflect on own actions and their impact on others or a situation.
Respectful, Compassionate and Caring : Requires the ability to listen and observe others to understand what they might be experiencing and anticipate what they need. Shows understanding, friendliness, courtesy, tact, concern and politeness for others. Considerate of other's needs and choices. Is able to relate well to people from varied backgrounds and experiences considering differences in race, national origin, gender, religion, and abilities or disabilities.
Crisis Management: Requires the ability to handle stressful situations calmly and appropriately. Is able to handle multiple situations at once; to triage situations in order to solve co-occurring issues.
Initiative and Enthusiasm : Requires the ability to be energetic, self-reliant and take self-starting approach to meet job responsibilities and accountabilities. Is able to anticipate work to be done and initiates proper and acceptable direction for the completion of work with a minimum of supervision and instruction.
Judgment : Requires the ability to exercises analytical judgment in areas of responsibility; identify problems or situations as they occur; Is able to exercise sound judgment in dealing with problems or situations within established guidelines (policies and procedures).
Cooperative : Requires the ability to accept direction from a supervisor and to decipher what he/she needs and ask necessary questions in order to meet the goals and objectives related to the direction. Is able to build consensus through give and take; gains cooperation from others to obtain information and accomplish goals; facilitates "win-win" situations.
Time Management : Requires the ability to plan and organize a daily work routine. Is able to establish priorities for the completion of work by a deadline. Avoids duplication of effort. Is able to estimate expected time of completion of elements of work and establishes a personal schedule accordingly. Is able arrive to work, meetings and planned events on time.
In addition to those listed below, performance indicators for the Residential Instructor are detailed in Grafton's Performance Standards Tool for the Direct Support Professional.
Quality of Work : Maintains high standards of accuracy in exercising duties and responsibilities. Exercises immediate remedial action to correct any quality deficiencies that occur in areas of responsibility.
Quantity of Work : Maintains effective and efficient output of all duties and responsibilities as described under "Specific Duties and Responsibilities"
Dependability : Completes assigned work on or before established deadlines.
Attendance : Attends work reliably and adheres to Grafton policies and procedures regarding absences and tardiness. Provides adequate notice to management with respect to time-off requests.
Relationships with Others : Consistently develops and sustains cooperative working relationships. Shares knowledge with supervisor for mutual and Grafton benefit. Contributes to maintaining high morale among all Grafton employees. Develops and maintains cooperative and courteous relationships with other employees and managers Tactfully and effectively handles requests, suggestions and complaints from other departments and persons in order to maintain good will within Grafton and a positive image of Grafton. Interacts effectively with fellow employees. Considers how the method of communication impacts the message.
Conflict Management: Identifies and takes steps to prevent potential situations that could result in unpleasant confrontations. Manages and resolves conflicts and disagreements in a positive and constructive manner to minimize negative impact.
Continual Learning : Grasps the essence of new information; recognizes own strengths and weaknesses; pursues self-development; seeks feedback from others and opportunities to acquire new knowledge and apply it.
Service Motivation / Customer Service : By demonstrating "professionalism" in the workplace, contributes to an organizational culture that permits others to provide the quality of service essential to high performance. Balances interests of clients, family and agency; readily readjusts priorities to respond to pressing and changing client, family and agency demands. Anticipates and meets the needs of clients, families and agencies; achieves quality end-products; is committed to continuous improvement of services. Is able to model, for parents' utilization, the strategies from a client's ISP or Treatment Plan to achieve goals established for a home visit/Pass.
Ethics: Operates with integrity and honesty and in a fair manner within a set of values and beliefs.
Basic Psychopharmacology: Knows common psychiatric medications; understands, generally, how medication is used to treat symptoms; familiar with common side-effects. Understands when to become concerned about toxic effects - how to respond and document.
Medication Administration: Understands client rights re: medication; includes Basic Psychopharmacology above. Understands how to follow a physician's orders, how to properly store medications, how to maintain necessary aseptic conditions, how to administer a variety of medications, how to document medication administration, how to report and respond to medication errors.
First Aid and CPR : Knows how to apply basic first aid and CPR.
Documentation Guidelines and Essential Documentation: Knows the importance of documentation and required timelines, guidelines for legal documentation, and standard documentation.
Human Rights : Knows about the basic rights of individuals and responsibility to protect rights, encourages individuals to exercise rights, and reports violations of rights.
Characteristics and Needs of Individuals : Is familiar with the symptoms of various diagnoses and the challenges a person with a disability or psychiatric disorder faces and the general supports needed.
Individual Plans : Knows that plans are developed with client and family input and focus on the strengths, needs, abilities and preferences of a client. Is familiar with the types of plans assigned clients have. Distinguishes between goals, objectives and outcomes. Understands that there is direct correlation between the reasons for placement, the goals and objectives, and discharge criteria. Utilizes the 5-step implementation process: assess and interpret, determine strategies and supports, implement, evaluate progress, modify.
Assessment/data collection : Knows how to assess an individual's strengths and needs to plan appropriate supports to help the individual develop to his/her capacity. Knows data collection methods for measuring progress.
Behavior Support: Can accurately define, observe and record behavior. Understands the purpose of a functional assessment. Understands positive interaction skills (personal boundaries, counseling) and the role of the environment necessary to support individuals to learn alternative behaviors and manage their own behavior eventually. Understands correct use of positive reinforcement.
Supporting Skill Development: Understands a variety of structured teaching methods (prompting, shaping chaining, task analysis, discrete trial, incidental teaching, anger management, visual aids) used to develop learning plans that improve a person's skills (toward independence) in a variety of domains (leisure, social skills, self-care, safety). Sees examples of how to teach more than one person at a time. Understands correct use of positive reinforcement.
Health and Safety : Is knowledgeable about health and safety issues: nutrition, food preparation and safety, household management, signs of illness, infection control, common health care conditions, seizure disorders, risk behaviors, suicide prevention, safety in vehicles, emergency preparedness and evacuation, and safe storage and use of chemical products. Keeps the environment clean and orderly. Knows how to use equipment such as a GPS tracker, VNS magnet, EpiPen, seizure monitor, as required by assigned clients. Ensures environmental modifications, such as window and door alarms, are functional and activated when required.
Trauma Informed Care and Comfort vs. Control: Understands the concepts of trauma informed care and comfort vs. control; provides an atmosphere based on these concepts and can demonstrate this in daily work activities.
Communication and Communication Disorders: Is familiar with common communication disorders and interventions (communication devices, PECS, visual supports), as applicable to assigned clients.
Community Participation : Knows how to assist individuals in identifying and accessing resources in the community, matching specific resources and interventions to the individual's unique needs and recognizing the importance of friends, family, community relationships, social roles and a healthy lifestyle.
Human Development : Understands typical developmental milestones and phases of social-emotional development. Considers the impact of a developmental disability.
Advocacy: Understand the diverse challenges facing individuals and their support systems. Able to identify and use effective advocacy strategies to overcome challenges.
Grafton is an equal opportunity employer and tobacco-free workplace.

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