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We currently have Vacancies for various DSA NMH roles throughout England.
We encourage applications from qualified Veterans, dependents and those with a military background.
We are the largest company offering specialist Non-Medical Helper (NMH) support to Veterans, Families and dependents students in receipt of DSA (Disabled Students’ Allowance) throughout the UK. We provide a range of support specialised to every student’s individual needs whilst studying at University or Higher Education.
We are passionate about providing high-quality support workers who can help to make a difference to our students studying higher education courses throughout the UK.
With recent and continued expansion and recognition, we are looking to expand the wealth of knowledge that we have with highly qualified and experienced specialist support staff.
Job title: Specialist Mentor – Mental Health Difficulties (MH)
Directorate: DSA NMH Veterans and Family Student Support Program
Reporting to: Regional Coordinator
Hours: FREELANCE – As and when required by the allocated student/s
Salary: £35.00 per hour
Closing date: This is an ONGOING vacancy and recruiting throughout the UK
Please note candidates will be expected to be self-employed and will be recruited on a FREELANCE basis.
To provide FREELANCE Specialist Mentor Mental Health support for students in Higher Education who are in receipt of Disabled Students’ Allowances (DSA’s) in accordance with the appropriate regulations, timeframes and the DSA Quality Assurance Framework.
Mental Health Mentoring supports students with a diagnosed mental health condition and focuses on how it impacts their studies and their time at HE/University.
Mental Health Mentoring enables the student to establish a private and safe relationship with their mentor who understands the demands of their course in the context of their condition, how it impacts the individual, and appreciates the resultant psychological difficulties and problems that they may face within the HE/University context. Over time, a supportive and respectful relationship of trust is developed allowing the person to explore issues affecting them at HE/University and to work on overcoming those barriers.
The Mental Health Mentor supports the student with problem-solving, decision-making and testing out new strategies for coping. Mentoring can highlight destructive studying/work patterns, blind spots and difficulties that the individual is experiencing in relation to others, or their studies and time at university and helps address these issues.
Mental Health Mentoring sessions offer opportunities for reflection and constructive feedback to enhance personal development. This not only benefits the individual but also the studies they undertake and the relationships they have with other students and HE/University staff.
Main duties and responsibilities
1. To work with students on a one-to-one basis to identify their individual needs and strengths and to develop and provide a support programme that will facilitate the growth of independence. Such support will usually be provided on a weekly or fortnightly basis and most often face to face (some support may be provided by phone or video by prior agreement).
2. To help students to develop effective organisation and time management skills and strategies in order to manage their daily life, their workload and deadlines. As part of this, to help with prioritisation and realistic goal setting, including the production of targets, plans of work and timetables that can be regularly checked in the mentoring sessions.
3. To help students become familiar with HE/University procedures and the range of support mechanisms that are available to them and to provide them with support to access these.
4. Where necessary, to provide a level of emotional support to help students to engage with learning and the social aspects of HE/University life. This may include helping students reflect on their own behaviour and how they could improve this to improve their social and communication skills.
5. To help students to reduce and cope with anxiety through stress management approaches and techniques for well-being. In particular, to help students make transitions and deal with new situations.
6. To assist in finding appropriate solutions for queries and problems. Liaison with academic and other staff on behalf of the student should only be done in consultation with the Disability Adviser.
7. To complete a Mentoring Agreement form with each student and to maintain accurate records of mentoring sessions and timesheets, to be submitted monthly as requested.
8. To attend regular monthly group supervision meetings. Mentors should also be willing to attend professional development/training sessions and other meetings as required.
9. To maintain confidentiality according to the principles outlined in the Data Protection Act (1999). To be aware of the boundaries of this type of work and to seek advice if there are any concerns.
10.Liaise with the HE/University Disability Adviser about specific student cases, their needs, their academic progress and any welfare issues that may need a referral to another agency, either internal or external to the University.
11.In conjunction with the Disability Advisor, liaise with academic staff about the student’s work and progress, particularly with regards to how they are getting on with assessments and whether these need adapting or the student needs additional time.
12.To provide a range of appropriate supports which may include assistance with understanding assessment questions and what is required from different pieces of work, as well as essay planning, note-taking and revision strategies. The objective is that, wherever possible, the student can develop their own study skills and confidence.
13. Make decisions in conjunction with the student about how to best to proceed with certain pieces of coursework, how to break it down into manageable chunks, how much a student should aim to work on in any given week.
14.Work with the Disability Advisor and academic staff, to assist the student to make decisions around their progression and possible changes to attendance type e.g. deferral, interruption, resit, extension, mode of study, repeat.
15.Inform the Disability Adviser where extra resources may be required so funding can be sought for them if required.
- To undertake Specialist Mentoring – Mental Health Difficulties (MH) for students in Higher Education, with disabilities, medical conditions, sensory impairments and specific learning difficulties in accordance with the Department for Education regulations, Equality legislation, the requirements of student funding bodies and the DSA Quality Assurance Framework
- To work with students to identify appropriate study and support strategies to enable them to participate in their study activities and overcome barriers to learning.
- To undertake self-directed continuing professional development activity, in order to keep up to date with developments in disability support, equality legislation, funding body guidelines, the quality assurance framework and enabling technology and strategies.
- To take part in training arranged by CFTC Ltd, as appropriate, on matters related to disability and the needs of wounded in service veterans and disabled students.
- To participate in the quality assurance process for DSA
- Adhere to the organisation’s Health and Safety Policy and guidelines, Safeguarding Policies and guidelines, Lone Working Policy and guidelines and any other relevant CFTC Ltd policies and guidelines.
- To participate in training related to CFTC Ltd policies and guidelines
- To be responsible for their own travel to.
Disability Confident is a government scheme designed to encourage employers to recruit and retain people with disabilities and those with health conditions. The Disability Confident scheme has taken over from the previous Two Ticks Positive about Disabled People scheme.
As a Disability Confident Committed Employer we have committed to:
- Ensure our recruitment process is inclusive and accessible
- Communicate and promote vacancies
- Offer an interview to people with a disability who meet the minimum requirement
- Anticipate and provide reasonable adjustments as required
- Support any existing employee who acquires a disability or long term health condition, enabling them to stay in work
- At least one activity that will make a difference for people with disabilities
General responsibilities of all staff
CFTC Ltd is committed to the principles and practices of safeguarding. We believe that the safeguarding of all students has paramount importance, and everyone shares an objective to help keep young people and vulnerable adults safe. Each staff member is required to take personal responsibility for ensuring the safeguarding of our students, maintaining their own knowledge and understanding through continued familiarity with CFTC Ltd policies and guidance, promoting safe practice and reporting any concerns.
Equality & Diversity
CFTC Ltd is committed to upholding the values that underpin current equality and diversity legislation. We recognise the importance of equality and diversity being an integral part of our work, to promote equality and prevent unlawful direct or indirect discrimination. Each staff member is required to take personal responsibility for ensuring equality and diversity is recognised and promoted in all aspects of the role, maintaining their own knowledge and understanding through continued familiarity with CFTC Ltd policies and guidance.
Health & Safety
CFTC Ltd is committed to the health, safety and welfare of our students, employees, and all visiting stakeholders. Each staff member is required to ensure that they and others take notice of and operate within CFTC Ltd Health and Safety guidelines.
Continuing professional development (CPD)
CFTC Ltd is committed to the development of its staff. The successful applicant will be required to take part in CFTC Ltd’s programme of continuing professional development and will be encouraged to communicate and discuss their personal and team development needs with managers and colleagues.
Note: This job description covers the main, current duties and responsibilities of the job; however, it is subject to review and amendment in the light of developing or changing organisational needs. Other activities commensurate with this Job Description may from time to time be undertaken by the Job Holder.
PERSON SPECIFICATION –
Qualifications and training
The Person Specification focuses on the knowledge, skills, experience and qualifications required to undertake the role effectively.
Please ensure that your application demonstrates how you meet the essential criteria.
Education and Qualifications
Holds a degree, and have up to date membership of a suitable professional body
Must have a membership of (at least) one of the following organisations at the level (s) indicated.
· Association of Child Psychotherapists (ACP) – Full member.
· The British Association for Behavioural and Cognitive Psychotherapies (BABCP) – Accredited membership.
· The British Association for Counselling and Psychotherapy (BACP) Registered Member (MBACP)
Accredited Member (MBACP – Accred)
· British Psychoanalytic Council (BPC) – Under a member institution – Practitioners become registrants of the BPC through their membership of one of their member institutions. They do not have a category for individual membership.
· British Psychological Society (BPS) – Chartered Member (CPsychol)/IAPT register/ Graduate Member (MBPsS) AND a PG qualification in Psychology or Mental Health.
· Counselling & Psychotherapy in Scotland (COSCA) – Accredited (Other UK Professional body) Counsellor/Psychotherapist Member of COSCA This category of membership requires you to be currently accredited with another recognised UK professional body for counselling and psychotherapy
· Federation of Drug and Alcohol Practitioners (FDAP) – National Counsellor Accreditation Certificate (NCAC)
· General Medical Council (GMC) – Psychiatry – Full member or above.
· Health and Care Professions Council (HCPC) – Education and training programmes approved as a route to registration – Arts Therapist/ Occupational Therapist/ Practitioner Psychologist/ Social Worker in England
· Irish Association for Counselling and Psychotherapy (IACP) – Accredited member
· National Counselling Society (NCS) –
Accredited Registrants (MNCS Accred).
Accredited Professional Registrant (MNCS Prof Accred).
Senior Accredited Registrant status (MNCS Snr Accred).
NCS Fellowship (FNCS).
· Nursing and Midwifery Council (NMC) – Mental Health Nurse/ Community Mental Health Nurse / Psychiatric Nurse
· Scottish Social Services Council (SSSC) Social Care Wales (SCW)
Northern Ireland Social Care Council (NISCC)
· UK Council for Psychotherapy (UKCP) – Full clinical individual member
· The University Mental Health Advisers Network (UMHAN) – UMHAN mentor member. (N.B. UMHAN accreditation routes are now closed).
· Association of Christian Counsellors (UK) – Accredited Counsellor
Knowledge and skills
· Be able to support students in understanding what is required of them academically at University and employ study skills strategies, as appropriate.
· Have knowledge and understanding of study skills and of their application in a higher education context.
· Provide timely and effective feedback that ensures further learning and assures academic standards are maintained.
· React appropriately to students who present with sensitive issues. This would include referring students as appropriate to services providing further help, and where necessary in conjunction with the Disability Adviser.
· Strong commitment to practice informed by principles of Equal Opportunities and Disability Equality.
· Be able to manage their own caseload taking responsibility for their own area of delivery to ensure that students’ needs and expectations are met.
· Use teaching resources and facilities as appropriate, this may include ICT equipment.
· Have organisational skills and keep track of student attendance and inform the Disability Adviser of any attendance issues.
· Keep up to date with the latest resources available to assist disabled students and suggest that the service obtain these resources if possible.
· Use initiative, creativity and judgement in applying for appropriate mentoring support.
· Have a high level of self-motivation and be able to work independently and as part of a team.
·Be aware of risks in the work environment and their potential impact on their own work and work of others. This could involve some explicit responsibilities for Health and Safety of others.
·Manage their own caseload and administrative activities.
· Experience of working with neurodiverse students with different learning needs and those with mental health difficulties and an ability to deal with them professionally in a structured way.
· Understand how to work with the student to help them solve problems they are having with academic work and try and find a way around these so that the student can complete their work independently.
· Experience of participating in regular supervisory or informational meetings with the Disability Adviser and others, as appropriate. Maintaining clear and concise case notes about student meetings and to be able to explain both verbally and in writing the difficulties that a student might be having and suggest some ways of overcoming these.
· Communicate ideas and instructions with the students they work with and maintain an effective and productive working relationship.
· Ability to break down and explain assignment briefs for students so that they have a clear and unambiguous understanding of what an assessment is asking them to do.
· Communicate with students’ academic and other support staff in conjunction with the Disability Adviser to ensure that students’ needs are met.
· Ability to liaise with other appropriate support staff, such as LSAs and Specialist Study Skills Tutors, in conjunction with the Disability Advisor.
· Be able to work with vulnerable students in a sensitive and empathetic manner.
· Respond positively and calmly to students in distress.
· Excellent interpersonal, communication and organisational skills.
· An ability to establish and maintain productive working relationships.
· During Face to Face sessions you are likely to work where there is an appropriate environment which is agreeable to the mentor and more importantly the student.
· In order to work online, you will require a suitable Computer/Laptop
Disposition, attitude and motivation
- Understanding of Safeguarding and a commitment to safe practice
- Commitment to Equality and Diversity and its active promotion.
- Flexibility, punctuality and reliability
- Ability to plan, prioritise and organise own workload
- Excellent interpersonal, verbal and written communication skills
- Ability to work under pressure to constant deadlines
- Knowledge of IT, both generic and specialist assistive technologies
- To be proactive in undertaking continuing professional development
- A pragmatic and confident approach to problem-solving
· An understanding of related areas within the wider organisation
· Awareness of disability legislation
· Attention to detail
· A flexible approach
· Sense of personal responsibility
· Awareness of when to seek advice
- An understanding of the need for and importance of confidentiality, privacy and Data Protection
- Ability to empathise and excellent listening skills
- Customer-facing skills, strong communication skills.
- DBS Disclosure required prior to an appointment being confirmed
- Eligibility to work in the UK
The sight of required documents and completed DBS form
- Minimum/Essential criteria are those attributes required of the Job Holder without which an appointment cannot be made.
- Desirable criteria are those attributes which would be useful, but not essential, for an appointment.