Director of Clinical Training, Clinical Mental Health Counseling - Dallas Campus
Job location: Richardson, TX
Employment Type: Full-time
Posted data: 2021-04-30
The Director of Clinical Training for the CACREP accredited Clinical Mental Health Counseling (CMHC) Dallas program assists in coordinating internship/practicum experiences for students in the CMHC Dallas program. The Director of Clinical Training will work collaboratively with the department leadership team, the national Office of Placement Training (OPT), and Student Support Counselor (SSC). The Director of Clinical Training of CMHC Dallas acts as a liaison between the academic program faculty, the training sites, and the students. This position reports to the Department Chair of Counselor Education.
Consult on the development and maintenance of a network of practicum/internship sites, as well as relationships with site supervisors.
Oversee new student orientation to the practicum/internship search processes, practices and policies.
Consult with students who are encountering issues related to their internship/practicum experience and course related challenges when appropriate.
Consult with fieldwork supervisors when challenges arise beyond scope of fieldwork faculty.
Manage the flow of information regarding students’ progress, as well as issues that may arise with faculty, and/or practicum/internship sites.
Facilitate program training on Tevera and other fieldwork processes, practices and policies; supports program stakeholders with Tevera challenges.
Oversee the review of internship/practicum evaluations and related paperwork.
Consult on the development of new clinical training practice initiatives and projects.
Conduct site outreach.
Communicate and collaborate with Virtual Clinical Training Center chairs and supervisors.
Participate in Tevera led training and collaborate with Tevera staff.
Develop and maintain training policies, procedures, and forms within the processes of TCSPP and the Dallas campus.
Participate on a Faculty Council Committee.
Participate in Faculty Council meetings.
Participate in the Counselor Ed. department meetings.
Lead or co-lead fieldwork faculty meetings and clinical training committee meetings.
Mentor fieldwork faculty.
Assist in the oversight of records management including initiating MOU’s.
Consult on the development and maintenance of coursework pertinent to clinical training.
Interact and communicate successfully with a diverse population.
Act in a way that embodies the mission, vision and values of The Chicago School and the Dallas CMHC program.
Adhere to all ethical standards, state laws, and international regulations.
Participate in Counselor Ed. Department committees.
Carry a student advising load.
Teach a pre- determined number of Credit Hours of courses.
Other duties as assigned by the Department Chair.
Essential Knowledge, Skills, and Abilities:
Understand and demonstrate best practices related to clinical training.
Have experience with clinical supervision, preferably supervision of supervision, and preferably in person and in an online setting.
Maintain a professional demeanor and conduct oneself in respectful and ethical manner.
Understand and enact the gatekeeping functions necessary in a clinical program with clarity, compassion, and kindness.
Demonstrate ability to remain calm and make decisions under pressure.
Demonstrate ability to manage multiple projects with multiple deadlines while meeting or exceeding expectations.
Develop constructive and cooperative working relationships with others and maintaining them over time.
Able and willing to travel to sites to visit with site supervisors and evaluate the level and quality of training CMHC students receive.
Actively learn to understand the implications of new information for both current and future problem-solving and decision-making.
Actively listen by giving 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, or with inappropriate content.
Think critically to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Communicate ideas and information effectively in both verbal and written form.
Adapt to changing circumstances, needs, and demands.
Manage one's own time and the time of others effectively.
Demonstrate ability to motivate, develop, and direct people as they work, identifying the best people for the job.
Have knowledge of local, national and international training and licensing requirements.
Understand and demonstrate an ability to navigate multiple levels of program hierarchies.
Works proficiently with technology and Tevera, and demonstrates organizational skills spanning across multiple dimensions of user platforms (i.e., student portal, Tevera, OneDrive).
5+ years of clinical supervision experience.
5+ years of experience teaching in a graduate counseling program.
Demonstrated success in teaching and supervising fieldwork setting.
Hold Approved Clinical Supervisor (ACS) credential or state equivalent (LPC-Supervisor), or be eligible for and willing to apply for the credential at time of hire.
Licensed as a LPC or LPC-Supervisor at time of hire and have held a counseling related license continuously for a minimum of 2 years.
Evidence of cultural humility and an appreciation for social justice and multi-cultural competencies and evidence of support for these in approach teaching, supervision, and other professional activities.
Hold a Doctorate in Counselor Education and Supervision from a CACREP accredited program.
Evidence of counselor identity, as evident through license as a counselor, professional memberships in counseling related organizations (e.g. ACA/TCA, ACES/SACES/TACES, etc.) and publications and/or presentations in counseling-related venues.
Diverse candidates are highly encouraged to apply.
Preferred certification in Board Certified Telemental Health provider (BC – TMH) or willingness to pursue certificate at the time of hire.
The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. All personnel may be required to perform duties outside of their normal responsibilities from time to time, as needed.
The Chicago School of Professional Psychology offers a generous compensation and benefits package, as well as the opportunity to work for a leader in the field of education. Some of our key benefits include: generous paid time-off, medical and dental coverage, company-paid life and disability insurance, retirement plan with employer contribution, multiple flexible spending accounts (FSA), tuition reimbursement, professional development, and regular employee appreciation events.
The Chicago School of Professional Psychology is an Equal Opportunity Employer.