Casual Youth Care Worker

We acknowledge that the Abbotsford School District is located on the traditional and unceded territory of the Semá:th First Nationand Máthxwi 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.

Learn more about the Abbotsford community: // thefraservalley

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 provide a workplace that fosters creativity, inspires excellence, and challenges everyone to embrace growth.

Working in public education is both challenging and rewarding, but at the Abbotsford School District we truly believe that every one of our employees has the opportunity to help children learn, grow, and succeed.

Position Summary
Under the general direction of the Principal or designate, theYouth Care Workerprovides assistanceand support to students requiringbehaviouralsupport and interventionin a professional and courteous manner.

Working in conjunction with, and under the supervision of, a counselor, the Youth Care Workercarries out activities promoting the social and emotional development for a caseload of students. In collaboration with the counselor, the work involves assessingbehaviour, 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'sbehaviourendangers 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 school-based counselor to refer students to the appropriate external agencies when needed.
• Supporting students, individually and in small groups, by teaching them self-regulation techniques, anger management, handling anxiety, social skills, personal accountability, problem-solving and conflict resolution skills, and general life skills including personal hygiene.
• Participating in meetings required to strategize and implement appropriate support for at-risk students – e.g.: school-based team meetings (SBT), care team meetings, IEP and Safety Plan meetings, parent/teacher meetings, and FunctionalBehaviourAssessment (FBA) meetings.
• Documenting intervention and progress and providing information to theschool basedteam for reports on students as required. Periodically review the effectiveness of implemented techniques, suggest modifications, and monitor studentbehaviouruntil 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.
• Visiting the student's home in accordance with AP312 for the purposes of intervention or providing support and liaison. )
• 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 walk orrun onoccasion and participate in classes such as Physical Education and Outdoor Education.

Incumbents may expect to be exposed to physically aggressive incidents from students, verbal abuse from students and/or parents, bodily fluids, and unhygienic conditions during home visits.

Qualifications, Knowledge, Skills And Abilities
Grade 12diploma, or equivalent,supplemented by graduation from a recognized2yearpost-secondary diploma (e.g.: Social Services Diploma; Child/Youth Care Worker Program) plusCurrent CPI (Crisis, Prevention, and Intervention) certification;child/adolescent psychology, counseling, suicide prevention, drug and alcohol intervention, functionalbehaviourassessment (FBA), conflict resolution.A minimum ofat least 2 years of recent experience in a related setting working with at-risk children or youth.A valid Class 5 BC Driver's License. As well, incumbents also require the following:

• Proven ability to use Microsoft Office programs, internet and internet-based programs, with the ability to learn other softwareprograms;
• Proven ability to determine, judge and select appropriate courses of action in accordance with established policies andprocedures;
• Understanding and awareness of culturaldiversity;
• Proven ability to multi-task, prioritize, self-motivate, and meetdeadlines;
• Proven ability to communicate effectively both orally and in writing, and to provide service and relationship to the public and School District in a professional, respectful, positive and courteousmanner;
• Proven ability to establish and maintain positive, effective work relationships in a team environment at alltimes;
• Proven ability to use tact and discretion and maintain confidentiality in matters pertaining to the SchoolDistrict;
• Working knowledge of WHMIS and WorkSafe BC occupational health and safety regulations and the demonstrated ability to work in a manner that recognizes personal safety and the safety ofothers;
• Ability to be flexible, adaptable and resilient tochange;
• Ability to explain complex or simple instructions or information clearly toothers;
• Considerable working knowledge of the needs of at-risk students and current interventionstrategies;
• Working knowledge of community service and supportagencies;
• Working knowledge of the district child abuse protocol and reportingprocedures;
• Working knowledge of various electronics used for educational purposes (e.g.: tablets, communication and voice recognition tools, audio and visual equipment);
• Ability to effectively interact and establish positive rapport withstudents;
• Ability to use office equipment (e.g.: printer, photocopier) at a basiclevel;
• Level 1 First Aid certification is anasset;
• POPARD (Provincial Outreach Program for Autism and Related Disorders) training is anasset;
• Demonstrated willingness to participate in professional development opportunities as provided by thedistrict;
• Sufficient physical capabilities,staminaand coordination to perform the duties of the position to the required standard.