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Milieu Supervisor I

hace 7 meses

Belleville

Job Description:\n\nDescription: At Caritas we believe every life deserves LOVE! If you agree, then please consider joining our team!! Caritas Family Solutions is seeking a compassionate, but strong leader to serve as a Milieu Supervisor at our Youth Residential Treatment Center in Belleville, IL. This position is perfect for emotionally mature professionals with proven supervisory skills, and a passion to help children succeed. As a Milieu Supervisor, you’ll have an AMAZING support team behind you, and be able to end every workday knowing you made a positive impact in the lives of your staff and the children you serve! If you’re ready to change the world, please apply today!!! At Caritas, we know we’re competing with other employers for your services, and we want to win! It is our goal to offer competitive compensation and affordable benefits to all eligible employees. Caritas currently offers the following benefits to full-time employees: · 403 B Retirement Plan (5% Employer Match) · Generous Paid Time Off · Health, Dental and Vision Insurance Coverage · 12 Employer Paid State & Federal Holidays · Telehealth Services · Employer Paid Life Insurance · Health Saving Account · Employer Paid Short- & Long-Term Disability · Tuition Assistance Program · Real Work/Life Balance Hours worked (typical): 40 Remote Work: Not allowed EEO Classification: First/Mid-Level Officials and Managers Description of Typical Work Schedule: Rotating 40 hour work week dependent on program monitoring and needs. Evening, overnight, & weekend shifts are required, flexibility in schedule is mandatory based on the needs of the neighborhoods and staffing. (Hours set based on necessity of department or office.) PURPOSE: Milieu supervisors work directly with direct service staff within the therapeutic milieu to ensure trauma-informed mental health treatment services are provided to youth so they can transition to a less restrictive environment, such as returning home or going to a specialized foster home setting. Milieu supervisors work with training, clinical, and service coordination teams to ensure that youth’s treatment within the therapeutic milieu is in line with all service recommendations. REPORTING STRUCTURE: Refer to the updated organizational chart for reporting structure and responsiblities. ESSENTIAL DUTIES AND RESPONSIBILITIES are completed under the supervision of a QMHP (additional information can be found in 89 Ill. Adm. Code 140.453) and include the following. Some duties are shared, and others are assigned to one or more individual Unit Managers. Maintain a regular physical presence within the therapeutic milieu. Protect residents to ensure physical and emotional safety, to include mandated reporting of any observed or suspected incidents of child abuse or neglect.Ensure direct care staff adhere to policies and procedures, programming schedules, and trauma-informed interactions while providing therapeutic and scheduled activities. Trains, coaches, and engages in trauma informed de-escalation and crisis management. Model trauma-informed care and upmost professionalism with colleagues and youth at all times. Share in coordinated responsibility with the rest of the treatment center staff in deciding on modification and individualization of the treatment process.Assigns direct care staff duties, tracks for compliance, and holds accountable for outcomes.Ensure the program and direct service staff (MHPs and RSAs) are compliant with agency, DCFS, Medicaid and COA policies and procedures.Hold individual supervision sessions with each assigned employee on a regular interval and as needed, to include appropriate documentation of these sessions.Attend and actively participate in meetings with program and agency leadership, as well as with other members of the treatment team.Ensure staffing ratios are followed, moves staff assignments within milieus as needed to cover ratios as needed. Supplement the staffing ratio as required and must be able to perform all duties of a direct care staff member.Must successfully participate in a minimum of 24 hours of training annually. This includes safety, policy & procedures, trauma informed care.Attends and successfully completes TCI Train the Trainer Training. Meets all requirements to maintain status as a certified TCI Trainer. Provides TCI Training to program staff.Requirements: SUPERVISORY RESPONSIBILITIES: Provides direct supervision of direct care staff through in person observation, regular review of surveillance footage and one-on-one meetings. Teaches and role models for direct care staff, as well as assigns and oversees direct care staff tasks for completion. Takes turns in the on-duty rotation. Assists in hiring and training direct care staff and completes their employee evaluations at 90 days post-hire and annually thereafter. QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE REQUIRED/PREFERRED Degree/Field Required: High School Diploma (Related fields will be considered.) Degree/Field Preferred: Bachelor's in Human Service Field (Related fields will be considered.) Additional Fields of Knowledge Important for the Role: Administration and Management — Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Law and Government — Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process. Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures, and their history and origins. . Experience Required: Minimum of 5 years working with youth experience working with youth with complex mental health needs and/or at risk youth. (Can be interchanged with equivalent experience from an advanced degree related to this job and/or with other relevant experience verified by applicant/incumbent). Licenses/Certifications Required: Ability to meet the requirements of a Mental Health Professional (MHP) as defined by the State of Illinois is required Licenses/Certifications Preferred: TCI trainer SKILLS REQUIRED Manager-specific: Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community. Basic: Active Learning — Understand the implications of new information for both current and future problem-solving and decision-making. Active Listening — Give full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Critical Thinking — Use logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. Learning Strategies — Select and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. Monitoring — Monitor/Assess performance of yourself, other individuals, or organizations to make improvements or take corrective action. Reading Comprehension — Understand written sentences and paragraphs in work-related documents. Speaking — Talk to others to convey information effectively. Writing — Communicate effectively in writing as appropriate for the needs of the audience. Language — Able to read and write in English. Social: Coordination — Adjust actions in relation to others' actions. Instructing — Teach others how to do something. Negotiation — Bring others together and trying to reconcile differences. Persuasion — Persuade others to change their minds or behavior. Service Orientation — Look for ways to help people. Social Perceptiveness — Be aware of others' reactions and understanding why they react as they do. Problem Solving/Decision-making: Time pressure decision-making — Make decisions without much analysis or time to consider alternatives. Time pressure planning — Plan and be responsible for regularly meeting strict deadlines. Judgment and Decision Making — Consider the relative costs and benefits of potential actions to choose the most appropriate one ensuring that decisions made have an impact on others, the image/reputation of Caritas, and/or the financial resources. Resource Management: Management of Personnel Resources — Motivate, develop, and direct people as they work, identifying the best people for the job. Personal Time Management — Manage one's own time and the time of others. Direct Report's Time Management — Manage the time of others. Technical: Trauma-informed: Must display a willingness to adopt trauma informed interventions, principles, and practices as well as commitment to ongoing development of their capacity for application of trauma informed care. Realizes the prevalence of trauma among persons served by Caritas and the general population. Recognizes how trauma affects everyone involved-including clients, their families, staff, and community; and impacts behaviors. Responds to trauma by actively implementing the guiding principles of trauma informed care into their daily practice. Resists re-traumatization of persons served and staff providing services, by creating safe, welcoming, and supportive environments. Proficient Computer Skills In: Excel, Outlook, Word, Database Management Software Expert Computer Skills In: Outlook MENTAL EFFORT/COGNITIVE ABILITIES REQUIRED: Concentration/intensity — Focus on higher order mental functions at average to high intensity when performing the majority of job tasks. Have limited opportunities for breaks. Deductive Reasoning — Apply general rules to specific problems to produce answers that make sense. Inductive Reasoning — Combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). Memory — Remember information such as words, numbers, pictures, and procedures. Performance of job tasks rely on memorization of tasks or sequences of events. Consider amount and type of information. Number Facility — Add, subtract, multiply, or divide quickly and correctly. Oral Comprehension — Listen to and understand information and ideas presented through spoken words and sentences. Oral Expression — Communicate information and ideas in speaking so others will understand. Problem Sensitivity — Tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem. Speed of Closure — Quickly make sense of, combine, and organize information into meaningful patterns. Written Comprehension — Read and understand information and ideas presented in writing. Written Expression — Communicate information and ideas in writing so others will understand. PHYSICAL REQUIREMENTS: Heavy work. Exert up to 100 pounds of force occasionally, and/or up to 50 pounds of force frequently, and/or up to 20 pounds of force constantly to move objects. PHYSICAL ACTIVITIES REQUIRED: Balancing — Maintain body equilibrium to prevent falling and walking, standing or crouching on narrow, slippery, or erratically moving surfaces. This factor is important if the amount of balancing exceeds that needed for ordinary locomotion and maintenance of body equilibrium. Stooping/Kneeling/Crouching/Crawling — Bend body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles. Bending legs at knee to come to a rest on knee or knees. Bending the body downward and forward by bending leg and spine. Crawling. Moving about on hands and knees or hands and feet. Reaching — Extend hand(s) and arm(s) in any direction. Fingering/Grasping — Pick, pinch, type or otherwise work, primarily with fingers rather than with the whole hand as in handling. Applying pressure to an object with the fingers and palm. Standing — Particularly for sustained periods of time. Walking — Move about on foot to accomplish tasks, particularly for long distances or moving from one work site to another. Pushing — Use upper extremities to press against something with steady force in order to thrust forward, downward or outward. Pulling — Use upper extremities to exert force in order to draw, haul or tug objects in a sustained motion. Speech Clarity/Talking — Express or exchange ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly. Includes the ability to understand the speech of another person. Hearing — Perceive the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound. Coordination, including eye/hand, hand/feet. Smell — Rely on smell to perform job functions safely. VISUAL ACUITY: The worker is required to have visual acuity to determine the accuracy, neatness, and thoroughness of the work assigned or to make general observations of facilities or structures. WORK CONTEXT/ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Subject to both environmental conditions. Activities occur inside and outside.Subject to an environment working in a vehicle. Subject to noise — There is sufficient noise to cause the worker to shout in order to be heard above ambient noise level. Subject to exposure to diseases/infections or bodily functions (from

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