Academic counselor for CTY Civic Leadership summer service-learning program

Johns Hopkins CTY is currently seeking an academic counselor for our CTY Civic Leadership summer service-learning program at the Peabody Institute in Baltimore. 

We provide housing and meals on campus for staff. This site serves 9^th through 12^th graders. Compensation is competitive. The dates of the position run from June 18 through July 16, 2017.

The academic counselor position at CTY is similar to that of a boarding school counselor. As a member of the site administrative team, the academic counselor provides short-term, goal-focused counseling services to students and supports the residential and instructional staff in meeting the social, emotional, and educational needs of students. Academic counselors observe classes, visit residence halls, participate in student activities, facilitate workshops for students and staff, and maintain office hours. The academic counselor is often a point of contact for families and assists the Baltimore office in coordinating efforts to accommodate students with disabilities and special needs.

The position offers the counselor the opportunity for professional development through the fast-paced and team-based nature of the administrative work, the residential context of the program, and the unique gifted and talented student population at CTY (including students who are twice exceptional).

The Center for Talented Youth (CTY) Civic Leadership Institute is a three-week summer service-learning program for outstanding high school students in grades 9 and above. The program combines hands-on education, meaningful service, powerful speakers and seminars, and an unforgettable residential experience for a summer that students describe as "life-changing."

Apply online at http://cty.jhu.edu/jobs/summer

We hope you will consider joining our CTY summer staff!

What is CTY?
CTY, a world leader in gifted education, offers summer academic programs at college, universities, and independent schools in the United States and in Hong Kong. CTY provides highly qualified students with an intense immersion in a particular subject. In addition to rigorous academics, students enjoy a rich experience outside the classroom through recreational activities.

Why Work for CTY?
• Our students are highly motivated, and our programs focus on learning rather than grades.
• Our administrative, instructional, and residential staffs consist of dedicated educators and administrators from across the country and around the world.
• Academic counselors gain valuable administrative experience and professional development in a supportive, collegial environment.
• Compensation is competitive.

The Academic Counselor's Role
The academic counselor position at CTY is similar to that of a boarding school counselor. As a member of the site administrative team, the academic counselor provides short-term, goal-focused counseling services to students and supports the residential and instructional staff in meeting the social, emotional, and educational needs of students. Academic counselors observe classes, visit residence halls, participate in student activities, facilitate workshops for students and staff, and maintain office hours. The academic counselor is often a point of contact for families and assists the Baltimore office in coordinating efforts to accommodate students with disabilities and special needs.

A high degree of visibility during the program and an open line of communication with the site administrative team and staff are integral aspects of the academic counselor's role in creating an academic community responsive to the emotional needs of adolescents.

"I must say that this summer has been one of the most rewarding experiences of my life. Not only did I enjoy my co-workers, but I also gained a lot of practical experience in my field. I learned to thrive in an environment surrounded by people much different from myself. I can honestly say that I am a better person for having worked this summer at CTY."
- former academic counselor

Terms of Employment
• At residential sites, starting salary ranges from $6,000 to $6,400 for a seven-week period, commensurate with education and experience; at non-residential sites, starting salary ranges from $2,700 to $2,900 per session, commensurate with education and experience.
• Attendance the first weekend in June at an orientation in Baltimore, Friday to Sunday (no additional compensation, but CTY pays travel expenses and provides room and board)
• Occasional telephone consultations during the year, as needed
• Employees pay their travel to and from domestic program locations
• Travel assistance is provided for international travel to sites outside of North America
• Room and board are provided at residential sites

Desired Qualifications
• Graduate training in school counseling, social work, or related field, with at least two years of work experience
• Experience working in a boarding school, residential camp, or related environment
• Experience working with gifted students and/or training in the characteristics of gifted students
• Experience working with students with learning disabilities and special needs
• Experience working as a member of an administrative/educational team
• Ability to lead discussions, conduct brief workshops, and assist staff with issues related to adolescence, gifted and talented students, community building, conflict resolution, team building, positive discipline, suicide prevention, eating disorders, active listening skills, and classroom management
• Strong communication skills

Dates of Employment
At most sites, our program has two summer sessions. Academic counselor employment dates for session one are June 18 through July 15, 2017, and for session two are from July 15 through August 6, 2017. Please note that a small number of our sites have slightly varied dates: see Site Locations and Dates for specifics.

How to Apply
Please fill out an online application at : http://cty.jhu.edu/jobs/summer

Johns Hopkins University is an equal opportunity employer and does not discriminate on the basis of race, color, gender, religion, age, sexual orientation, national or ethnic origin, disability, marital status, veteran status, or any other occupationally irrelevant criteria. The university promotes affirmative action for minorities, women, disabled persons, and veterans.

Mirande Bissell

Assistant Program Manager, Summer Programs

Johns Hopkins Center for Talented Youth

New Report on Crime and Safety in Schools and College Campuses

New Report on Crime and Safety in Schools and College Campuses

Crime in the nation's schools and college campuses has declined over the past two decades, according to a report released today (May 16). The report also shows the prevalence of peer victimization among third graders and a significant increase in the number of forcible sex crimes reported on college campuses. The new report, Indicators of School Crime and Safety 2016, is the 19th in a series of annual publications produced jointly by the National Center for Education Statistics, in the U.S. Department of Education's Institute of Education Sciences, and the Bureau of Justice Statistics in the U.S. Department of Justice. The report presents statistics on crime and safety at schools and on college campuses, drawing upon an array of data collected from students, teachers, principals, and postsecondary institutions. It covers topics such as victimization, school conditions, discipline problems, disciplinary actions, safety and security measures at school, and criminal incidents at postsecondary institutions. This year's report also includes topics related to international comparisons of school crime and safety, peer victimization in third grade, and student victimization and risk behaviors by sexual orientation. The report shows that a higher percentage of gay, lesbian, or bisexual students, compared to heterosexual students, reported that they had been bullied on school property (34 vs. 19 percent) as well as electronically bullied (28 vs. 14 percent) during the previous year. The new report shows a drop in the number of criminal incidents at postsecondary institutions but reflects an increase in reported sexual assaults on college campuses. In 2014, there were 27,000 criminal incidents on campuses at postsecondary institutions that were reported to police and security agencies, representing a 35 percent decrease from incidents reported in 2001 (41,600 incidents). However, reported forcible sex crimes on college campuses more than tripled between 2001 and 2014, from 2,200 to 6,700 incidents. Other key findings include: Bullying and Peer Victimization In 2015, about 15 percent of U.S. fourth-graders and 7 percent of U.S. eighth-graders reported experiencing bullying at least once a month. These percentages were lower than the international averages of 16 and 8 percent, respectively; In the spring of 2014, about 15 percent of third-graders reported that they were frequently teased, made fun of, or called names by other students; 22 percent were frequently the subject of lies or untrue stories; 14 percent were frequently pushed, shoved, slapped, hit, or kicked; and 15 percent were frequently excluded from play on purpose; and Between 2005 and 2015, the percentage of students reporting being bullied at school during the school year decreased from 28 to 21 percent. School Safety In 2015, there were 33 victimizations per 1,000 students (ages 12 to 18) at school. This was down from 181 victimizations per 1,000 students in 1992, a decline of 82 percent; A total of 12 of the 1,053 homicides of school-age youth between July 1, 2013 and June 30, 2014 occurred at school. During the same period, there were 8 suicides of school-age youth at school, compared with 1,645 total suicides of school-age youth that occurred in calendar year 2013; and During the 2014–15 school year, there were 1,500 reported firearm possession incidents at schools in the United States, and the rate of firearm possession incidents was 3 per 100,000 students. Postsecondary Institutions There were fluctuations, but no clear change, in the number of arrests for weapons possession on postsecondary campuses between 2001 and 2014; the number of arrests ranged from 1,000 to 1,300 each year during this time span; and Of the 804 total hate crimes reported on college campuses in 2014, the most common type of hate crime was intimidation (343 incidents), followed by destruction, damage, and vandalism (327 incidents), and simple assault (61 incidents). The two most frequent categories of motivating bias associated with these crimes were race and sexual orientation. To view the full report, please visit http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017064.

The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation's leading source for rigorous, independent education research, evaluation and statistics.

School Counselor Position: Cardinal Mooney Catholic High School in Sarasota, FL

Cardinal Mooney Catholic High School in Sarasota, FL is seeking qualified candidates for the position of Guidance Counselor for the 2017-18 school year.  Qualified candidates should send a cover letter and resume to Assistant Principal, Stefan Gates at sgates@cmhs-sarasota.org.

Work in Hawaii

The Department of Education employs about 13,000 teachers, librarians and counselors, and an additional 12,000 educational officers, civil service and support personnel. We seek talented, skilled, credentialed and enthusiastic employees who will help deliver on the promise of the Department's Strategic Plan. There are job opportunities on the main populated islands: Oahu, Hawaii, Maui, Molokai, Lanai and Kauai. For teachers, the greatest demand occurs on the neighbor islands and in the more rural areas of Oahu, away from Honolulu.

http://www.hawaiipublicschools.org/ConnectWithUs/Employment/JobOpportunities/Pages/home.aspx#class

JUVENILE PROBATION OFFICER SUPV - SES - 80004555

Found this job on LinkUp.com: http://www.linkup.com/job/ee8ebe50b54ded911eb588fd90673e0438ad/juvenile-probation-officer-supv-job-in-fort-myers-fl

Webinar Series: Trauma-Informed Innovations in Crisis Services

Part Two: Implementing the Trauma-Informed Principle of Peer Support in a Crisis Service Setting

Monday, May 22, 2017 | 3–4 p.m. Eastern Time

Join us for a monthly webinar series that will highlight the innovative work of crisis service providers employing a trauma-informed approach. The series, sponsored by SAMHSA's National Center for Trauma-Informed Care and Alternatives to Seclusion and Restraint, will take place from April through September 2017 on the fourth Monday of each month from 3 to 4 p.m. Eastern Time.

Part two of the series will feature a presentation from the staff of Crestwood Behavioral Health's Freise Helping Others through Peer Empowerment (HOPE) House, who will share about their trauma-informed approach to crisis services in Bakersfield, California. Freise HOPE House is a voluntary, short-term crisis residential treatment program that offers a warm, homelike environment with experienced staff.

To participate in the webinar on May 22, please join us online at 3 p.m. by visiting https://nasmhpd.adobeconnect.com/crisisvln/. Then dial telephone number 1-888-727-2247 and enter the conference identification number 9452092, followed by #.

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Mark Your Calendars:

• Empowerment, Voice, and Choice: Pierce County Recovery Response
  Center | Monday, June 26, 2017, at 3 p.m. Eastern Time (Part 3 of 6)
• Collaboration and Mutuality: Harbel Community Organization | Monday, July 24, 2017, at 3 p.m. Eastern Time (Part 4 of 6)
• Cultural, Historical, and Gender Issues: The Ali Forney Center | Monday, August 28, at 3 p.m. Eastern Time (Part 5 of 6)

Medical Office Skills Program

Alzheimer's Savvy Caregiver Program Info

VIPKID is currently looking for online teachers for our young students.

VIPKID provides an international learning experience to Chinese children – all from the comfort of their homes. Our sophisticated virtual classroom streams passionate, qualified teachers into Chinese homes, linking the world through education.

Requirements
- Classroom K12 experience in the US or Canada
- Bachelor's degree in any field
- Tech Requirements: Desktop or Laptop with fast Internet connection and audio/video capability

Learn more: t.vipkidteachers.com/?refereeId=4095850

New Publications from SAMHSA

New Publications SAMHSA released a series of facts sheets about anxiety disorder, attention-deficit/hyperactivity disorder (ADHD), bipolar disorder, depression, first episode psychosis, and obsessive-compulsive disorder (OCD). These fact sheets provide the latest scientific information about symptoms and a range of treatment options, as well as peer support groups and services. • Understanding Depression Caregiver: Provides caregivers with a general overview of depression in youth and young adults. Gives guidance on how to provide support. Highlights recommended treatment approaches. Includes a list of helpful resources. SMA16-5003 • Understanding Obsessive Compulsive Disorder Caregiver: Provides caregivers with a general overview of obsessive-compulsive disorder in youth and young adults. Gives guidance on how to provide support. Highlights recommended treatment approaches. Includes a list of helpful resources. SMA16-5001 • Understanding a First Episode of Psychosis Caregiver: Get the Facts: Provides caregivers with a general overview of psychosis in youth and young adults. Gives guidance on how to provide support. Highlights recommended treatment approaches. Includes a list of helpful resources. SMA16-5005 • Understanding Bipolar Disorder Caregiver: Provides caregivers with a general overview of obsessive-compulsive disorder in youth and young adults. Gives guidance on how to provide support. Highlights recommended treatment approaches. Includes a list of helpful resources. SMA16-5007 • Understanding Anxiety Disorders Caregiver: Get the Facts: Provides caregivers with a general overview of anxiety disorders in youth and young adults. Gives guidance on how to provide support. Highlights recommended treatment approaches. Includes a list of helpful resources. SMA16-5009 • Understanding Bipolar Disorder Young Adult: Get the Facts: Gives young adults facts on living with bipolar-compulsive disorder. Discusses causes and treatment approaches. Provides a list of helpful resources. SMA16-5008 • Understanding a First Episode of Psychosis Young Adult: Get the Facts: Gives young adults facts on living with psychosis. Discusses causes and treatment approaches. Provides a list of helpful resources. SMA16-5006 • Understanding Depression Young Adults: Gives young adults facts on living with depression. Discusses causes and treatment approaches. Provides a list of helpful resources. SMA16-5004 • Understanding Obsessive Compulsive Disorder Young Adults: Gives young adults facts on living with obsessive-compulsive disorder. Discusses causes and treatment approaches. Provides a list of helpful resources. SMA16-5002 • Understanding Attention-Deficit/Hyperactivity Disorder Young Adults: Get the Facts: Gives young adults facts on living with attention-deficit/hyperactivity disorder. Discusses causes and treatment approaches. Provides a list of helpful resources. SMA16-5012 • Understanding Attention-Deficit/Hyperactivity Disorder Caregiver: Provides caregivers with a general overview of attention-deficit/hyperactivity disorder in youth and young adults. Gives guidance on how to provide support. Highlights recommended treatment approaches. Includes a list of helpful resources. SMA16-5011 • Understanding Anxiety Disorders Young Adults: Gives young adults facts on living with anxiety disorders. Discusses causes and treatment approaches. Provides a list of helpful resources. SMA16-5010 View All New Products

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Sibshops

Sibshops are an opportunity for siblings of children with ASD to make connections, gain peer support and education within a recreational context. Sibshops are lively and fun. While the effects of Sibshops might be therapeutic, Sibshops are not therapy

Click here to get PDF Flyer.

Full time Licensed Assistant Clinical Director

Carrie Root, Executive Assistant/Human Resources Manager, croot@cac-swfl.org

Children’s Advocacy Center of SW Florida, Inc.

3830 Evans Avenue, Fort Myers, FL 33901

Tel: (239) 939-2808

www.cac-swfl.org

Human Services Counselor III Job in Fort Myers, FL

Requisition No: 10033
Agency
Agency for Persons with Disabilities
Working Title
HUMAN SERVICES COUNSELOR III - 67032224
Position Number
67032224
Salary
$1,074.08 - $1,246.92 / bi-weekly

Posting Closing Date: 05/10/2017
HUMAN SERVICES COUNSELOR III – CS

Agency For Persons With Disabilities

SUNCOAST REGION – 67032224 – FORT MYERS

This Is A Career Service Position.

The Agency for Persons with Disabilities works in partnership with local communities to support people with developmental disabilities in living, learning, and working in their communities. APD provides critical services and supports for customers with developmental disabilities to reach their full potential. The Agency serves people with spina bifida, autism, Down syndrome, children age 3-5 at high risk of developmental disabilities, cerebral palsy, Prader-Willi syndrome, Phelan-McDermid syndrome, and intellectual disabilities. There is no charge or co-payment for services provided through the Agency.

Learn more here.

David Lawrence Center Expands Children's Services

New Program Fills a Gap in Treatment for Adolescents in our Community

David Lawrence Center Expands Children's Services; Children's Partial Hospitalization Program Now Open   David Lawrence Center's new Children’s Partial Hospitalization Program (PHP) is a voluntary day treatment program that provides intensive, medically supervised treatment for adolescents ages 13 to 17. The program assists adolescents who are exhibiting significant psychiatric symptoms which are causing severe distress and impairment in areas such as self-care, school functioning, and family or interpersonal relationships.  The Children's PHP offers a safe environment for adolescents to learn healthy coping skills without the need for 24-hour inpatient or residential support. PHP is run by a multidisciplinary team including a pediatric psychiatrist, licensed clinicians and a nurse. Individuals participate in daily therapeutic, educational, wellness, and expressive therapy groups. PHP also includes weekly individual and family therapy as well as medication management visits. The average length of stay is one to three weeks. Because PHP is a day program, participants do not attend school. DLC collaborates with Collier County Schools to develop educational resources on-site that meet the children’s needs including access to online school assignments. Upon completion, case managers work with families and school personnel to ensure successful transition back to school. Referrals are welcome. Call Admission Services for more information at 239-455-8500 Learn More DavidLawrenceCenter.org

David Lawrence Center | 6075 Bathey Lane, Naples, FL 34116

Madison Metropolitan School District: School counseling leadership position

The Madison Metropolitan School District has recently posted a new school counseling leadership position.  This position, which can be found on our district's Human Resources website under "View Jobs" is titled the "Counseling and Transitions Coordinator."  The additional information from the job description is copied, below.  This is a full-time, full-year position. 

Application deadline is May 12th, 2017. 

Core Competencies:

Leadership	Co-lead cross-functional team, including representation from ACP, 9OT, MTSS, Experiential Learning, Pathways, Student Services, OMGE, to support integration of comprehensive school counseling program core practices with other universal systems and our multi-tiered systems of support model Lead district initiatives, collaborating across departments and functional areas that support adoption and implementation of a high-quality comprehensive counseling model
Collaboration & Facilitation	Work collaboratively with staff at both the district and school levels Facilitate, in collaboration with the Lead Counselor, monthly counselor advisory team meetings Work closely with school counselors and school administrators in implementing comprehensive counseling systems and structures to support all students Support principals to provide evaluative feedback to school counselors when requested by school administrators Collaborate and communicate with key post-secondary partners
Accountability	Develop metrics and tools for monitoring success outcomes of comprehensive counseling program implementation Develop guidance and resources to support schools in understanding how comprehensive counseling programs are implemented within and outside of our pathways model Delineate and communicate expectations, in collaboration with Lead Counselor, in determining the role of school counselors in the ACP process Align scope and sequence for school counselor professional learning to annual goals and expectations Review, update, and maintain counseling protocol and procedure guidance documentation, including but not limited to policy implementation, transcripting, advising, etc.
Administration	Provide recommendations and rationale for long-range decision making (e.g., budget and allocation decisions, professional development structures, etc.) regarding the role of the school counselor and school counseling services Manage early college credit opportunities and preparation programs Manage Career Cruising state license relationship to support students usage

Work LocationDoyle-Curriculum & Instruction

Hours of work8am - 5pm

FTE/Hours Per Week

1.0/40

Salary

 Range based on years of experience is $75, 774.40 - $95, 638.40

Required Knowledge, Skills & Abilities

Knowledge, Skills, and Qualifications:

• Evidence of and ability to articulate commitment to equity-focused work and the role that school counseling programs play in closing opportunity gaps and eliminating inequitable student outcomes
• Knowledge of and experience with secondary systems and structures, the design and delivery of comprehensive school counseling programs, and the ASCA National Model
• Knowledge of school counseling best practices related to academic advising, post-secondary planning, and social-emotional well-being and evidence of a commitment to stay current on relevant research
• Evidence of exceptional collaboration skills - ability to hold multiple perspectives and make connections between ideas and concepts
• Ability to effectively engage in cognitive conflict and stay calm in potentially stressful conditions
• Evidence of exceptional leadership and organizational skills
• Experience with the design and delivery of professional learning opportunities for adult audiences: Knowledge of the needs of adult learners and characteristics of effective PD
• Evidence of exceptional interpersonal and communication skills
• Experience with coaching and mentoring practices, for adults
• Evidence of a commitment to, and enthusiasm for, lifelong learning and professional/personal growth
• Evidence of groundedness in confidentiality and professional ethics

Minimum Qualifications

Minimum Training and Experience:

• Master?s Degree
• Hold DPI license 7054 - School Counselor
• Five years experience at either the middle or high school levels

Desired Qualifications

Desired Training and Experience:

• Currently hold or be willing to obtain the Global Career Development Facilitator (GCDF) Certification and GCDF Trainer Certification

College and Career Readiness Coordinator (2017-2018 SCHOOL YEAR)

Source: Click here.

SUMMARY
Through the implementation of the National Career Development Guidelines, with specific attention to restorative practices, intentional student equal academic access, student advocacy and college and career readiness, provides activities and services to meet the needs of the students.  Consult with teachers, staff and parents and provide support to other educational programs and the Post Unitary Status Plan.

MINIMUM REQUIREMENTS
Masters degree in School Guidance and Counseling or a related area.

PREFERRED REQUIREMENTS
Arizona School Guidance and Counseling Certificate.
Experience working with diverse populations.
Arizona Teacher’s Certification.
Three years experience as a teacher.
Three years experience as a school counselor.
Bilingual – Spanish/English.

Webinar that addresses the Netflix series "13 Reasons Why"

With so many messages about suicide coming at you through the media and entertainment – whether it’s 13 Reasons Why, the S-Town podcast, or disturbing stories in the news – it’s important to know you can stop suicide simply by being aware and taking action. Aware of the risk factors and warning signs that can lead to suicide…aware of how to have a caring conversation with someone you’re worried about…aware that help is always available…aware of the fact that prevention starts with simply approaching mental health like the real and important aspect of health that it is.

Think about the people you come into contact with throughout the course of your day. Your family, neighbors, classmates, coworkers, and friends. Do your part in creating a caring culture by being present, taking a moment, listening, and knowing what to look for, not just in others, but yourself. Practice mental health safety by looking both ways – outward and inward – at others and in yourself. For May Mental Health Awareness Month, we at AFSP are giving you the tools and resources you need to look both ways – knowledgeably and compassionately – to stay aware and take action if you or the people in your community need help.

Awareness can save a life. Look both ways to stop suicide.

Watch the webinar:
https://afsp.org/campaigns/look-ways-mental-health-awareness-month-2017/