Position Description

Centre Director: Marilyn Aon

Status of post: Special Project in partnership with Service Quebec

Qualifications: Technical diploma in the appropriate specialty, notably social work, education, or psychology

Other Requirements:

• Strong communication skills.  Must be bilingual (spoken and written)
• Experience working with teenagers, and adults in difficulty
• Experience working with vulnerable youth, those at-risk or in difficulty
• Understanding of the link between social-emotional learning, drop-out prevention, and school success
• Experience working in a multidisciplinary team setting
• Knowledge of the Adult and Vocational Education sector programs, resources, and pathways
• Ability to assist school staff in developing and implementing interventions suited to students’ individual needs
• Ability to work simultaneously centre team, community organizations and Health and Social Services partners in response to the needs of students
• Ability to work with individuals/groups
• Ability to lead in-service sessions for students
• Knowledge of community resources and services and procedures to accessing services
• Strong organizational skills
• Evidence of continuous professional growth

Nature of the work

The position of Psychosocial support technician is defined as a relationship of assistance and support. Through a person-centered approach, the employee joins forces with the individual, the employment agent and all local resources to support the student referred to them by Service Quebec. Psychosocial support is part of the strategy to encourage students to stay in school. This approach aims to:

▪ Increase the success rate ;

▪ Reduce the dropout rate;

▪ Reduce the interruption of study rate

Daily Tasks/Dossiers

For all participants :

• At the start of participation, plan a meeting with each participant to identify his or her needs and any potential issues that could affect his or her progress;
• Plan a follow-up schedule for participants, based on the level of support required;
• Offer workshops or conferences on the potential psychosocial challenges faced by our clientele;
• Develop partnerships with local organizations to meet client needs;
• Refer participants to appropriate resources to help them overcome personal, financial and social difficulties that may affect their perseverance;
• Closely monitor absenteeism with the participant (high indicator of risk of dropping out) to intervene quickly and implement an action plan if necessary;
• Intervene with participants when complex situations or difficulties are brought to their attention by the employment assistance officer or other facility staff;
• Support each participant in his or her communications with the various parties involved;
• Work as a team with the professionals and management of the vocational training center;
• Promptly transmit all relevant information to the employment assistance officer.

In addition, for participants in the Job Objective Program :

• Meet with each participant to agree on an action plan that may include a variety of activities, including the identification of conditions conducive to academic success;
• Mandatory contact with the employment assistance officer as soon as an event occurs that could jeopardize the training progress or lead to drop-out or failure;
• Make program participants aware of the importance of informing their support worker of any problems they encounter, to avoid dropping out

Reports:

1) Quarterly progress reports must include quantitative information on results and mention qualitative elements such as:

• Customer profile ;
• Problems and obstacles encountered;
• The course of activities;
• Type of intervention (individual or group);
• Means used to achieve results;
• Participants’ attendance (absenteeism rate) ;
• Follow-up of proposed strategies and resources;
• Any situation deemed relevant

2) Final Report -The final report covers the presentation and analysis of results, strategies and interventions used to support the client.

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