Learning Space is a Surrey based charity providing emotional wellbeing and mental health support through solutions focused interventions to children and young people. They are looking to recruit a number of Community Wellbeing Mentors to their team.
The charity has three bases in Redhill, Tadworth and Guildford. They are a charitable organisation which aims to improve the lives of children, young people and their families.
Since 1997 they have offered 1:1 and group support for a range of emotional needs including low self-esteem, anxiety, anger, relationships, bereavement, bullying and neurodevelopmental needs. Their methodology is solution focused, and their approach is to encourage children and young people to recognise and build on their existing strengths.
About the Role
In this role, you will be working with families and professionals to integrate a solution focused methodology, which will support children, young people and families who face a lot of confusion over what emotional wellbeing and mental health services are available, how to access them, and what services would be most beneficial to them, within the Tandridge, Reigate and Banstead areas.
This role is in response to an identified problem where children, young people and families face a lot of confusion over what emotional wellbeing and mental health services are available, how to access them and what services would be most beneficial to them. This results in families bouncing around a complex system.
These roles will model a system wide strength based, solution focused approach which listens to families when they need help. Due to the unique services across the system, the ambition is to bring together services to co-produce and model a place-based offer of which can support client autonomy and accessibility in a safe and timely manner.
The key to this work shall sit a solution focused triage model, operating within the THRIVE framework which shall be used to celebrate family strengths, impact and highlight system need.
The post holder will be committed to providing equal opportunities for all service users, ensuring a diverse and inclusive environment where everyone is treated with respect and fairness, regardless of their background or personal characteristics.
The successful post holder will be trained in solution focused approaches. Your skills and contributions shall play a key role in shaping this innovative approach to supporting young people and families.
The Ideal Candidate:
- Minimum of two years’ experience of working with children, young people, and their parents.
- Experience of working with young people and families with multiple and / or complex needs.
- Knowledge of emotional and mental health issues which affect children and young people including depression, anxiety, relationships, stress, anger management, self-image, and bullying.
- An ability to build trust with, and relate well to children, young people and parents/carers.
- Experience of collaborating with other partners and agencies in developing and implementing joint programmes.
Responsible for: Working with families and professionals to integrate a solution focused methodology which will support children, young people and families who face a lot of confusion over what emotional wellbeing and mental health services are available, how to access them and what services would be most beneficial to them, within the Tandridge and Reigate & Banstead areas.
Hours: Monday- Friday, 9am-5pm.
Main Duties and Responsibilities
– Offer Children, Young People and Families, face to face sessions, as well as telephone and digital options when appropriate.
– Offer a strengths-based, solution focused triage which hears the voice of children, young people and families and support them to choose from a model of place-based service.
– Facilitate regular partnership meetings to co-produce a place- based model, using the THRIVE framework.
– Work with system user voice groups (including: Mindworks User Voice and Participation Team, Family Voice and East Surrey Place digital engagement Survey) to inform the place-based model, putting the needs and wishes of Children, Young People and Families central to service design.
– Facilitate system connectivity – build relationships with partners across the system. Prioritise connection and collaboration between system partners whilst keeping Children, Young People and Family’s needs at the centre.
– Use data to inform and identify Children and Young People at risk, with a focus on the criteria specified to avoid duplication. Triangulate data across the system to identify the target group/criteria: Neurodiverse Children and Young People – pre and post diagnosis and children not-attending school.
– To model alternative provisions, other than diagnostic pathways, to support and celebrate neurodiverse families close to home.
– Highlight gaps in hyperlocal alternative provision through neighbourhood networks and statutory governance routes (Integrated Care Boards, District and Borough Councils and Surrey County Council).
– Use goal-based outcomes and case studies to celebrate change.
– Produce an end of year report outlining opportunities and recommendations to improve system collaboration with the aim of improving user experience and easing workloads for professionals
– Build relationships with General Practitioners and other members of the primary care team including the CYP Wellbeing team, Family Centres, Early Help and Children’s Social Care Teams, Targeted Youth Service, School-based needs teams including Mental Health Support Teams, School/Education (Inclusion ambassadors, SENCos etc), Children and Family Health Services (school nurses, health visitors, therapists), Mindworks partners (Youth Counsellors, Children and Young People Services Community Teams, Access and Advice Team, Surrey Well-being Partnership), SEND and Additional Needs and Disabilities teams, Youth workers, Acute care (Specialist paediatricians/consultants and Eating Disorders staff), Third sector support (Emerge Advocacy, Home Start , Papyrus, East Surrey Domestic Abuse Service, Community roles (local area coordinators and community development workers), Youth Offending Team and Police (youth engagement officer), District and Borough Councils (housing, community safety partnership) and other services.
PROFESSIONAL
– Adhere to all Learning Space policies, including safeguarding and information governance.
– Ensure clear professional objectives are identified, discussed, and reviewed with senior mentors and supervisors on a regular basis as part of continuing professional development.
– Participate in individual performance review and respond to agreed objectives.
– Keep up to date all records in relation to Continuous Professional Development and ensure personal development plan maintains up to date specialist knowledge of latest theoretical and service delivery models/developments.
– Attend the recommended amount of Case Supervision.
– Attend relevant training/conferences/workshops in line with identified professional objectives and Mindworks protocols.
– Work in a professional manner including managing boundaries with families, punctuality, working to deadlines.
GENERAL
- To contribute to the development of best practice within the service.
- To maintain up-to-date knowledge of legislation, national and local policies, and procedures in relation to children’s mental health and social care needs.
- All employees have a duty and responsibility for their own health and safety and the health of safety of colleagues, patients, and the general public.
- All employees have a responsibility and a legal obligation to ensure that information processed for both patients and staff is kept accurate, confidential, secure and in line with the Data Protection Act (1998) and Security and Confidentiality Policies.
- All personal data collected and processed as part of this role will be handled in strict compliance with GDPR (General Data Protection Regulations) regulations, ensuring the privacy and confidentiality of children and their families are maintained.
- The postholder may be required to carry out other duties as directed by Learning Space Managers, the responsibility level of which should not exceed those outlined above.