JOB OVERVIEW SERVICE DESIGN AND COORDINATION Working with the Director of Student Lifecycle and Well-Being, the Mental Health Advisor is responsible for the monitoring, coordination, delivery, evaluation, and enhancement of the Well-Being Service to support students at London Contemporary Dance School who may be experiencing a range of difficulties, including well-being and/or mental health difficulties, providing effective liaison between key stakeholders in supporting the student. This is a shared role together with the Mental Health Advisor: External Services Lead. STUDENT SUPPORT AND SIGNPOSTING The role will include offering direct support for students, including risk assessment and triage, identifying those that require urgent assessment, identifying appropriate intervention within the LCDS Counselling Service and/or supporting access to specialist services such as GP, A&E, Home Based Treatment Teams and Community Mental Health Teams and other relevant services (such as eating disorder, drug, or alcohol services). Provide wellbeing interventions, advice, guidance and support for students experiencing long term/enduring and/or complex mental health difficulties to enable them to succeed at university. DEVELOPING PARTNERSHIPS POLICY AND NETWORKS In collaboration with the Well-Being Team, seek to develop existing as well as new partnerships and service provision to enhance and expand the offer to students. Keeping abreast of key policy development within Higher Education, the post holder will raise awareness and understanding across LCDS and more widely The Place, about new initiatives including research and good practice which can better support student mental health and well-being. SALARY & CONTRACT TERMS SALARY The salary for this position is 0.7 of £41,582, equating to £29,107, pro-rated to cover a flexible work pattern. Salaries are reviewed in August each year when any cost-of-living increases are made. No salary changes are made until after successful completion of a probationary period. CONTRACT TERMS This is a one year, fixed-term, maternity cover contract. This is a part-time position (equivalent to 28 hours per week). These hours are inclusive of a one-hour paid lunch break each day. The postholder will be required to work Wed-Fri in person during term time, with the remaining half-day as a hybrid/remote day. Your hours of work will be agreed with your line manager. The post requires a flexible approach, and any extra work given will be agreed as time off in lieu. Whilst in the six-month probationary period the notice period will be two weeks. Once this period is successfully completed the post holder will be confirmed in the post and the notice period will be eight weeks. This role involves working with young or vulnerable people and requires compliance with The Place’s Safeguarding Policies including the requirement for an Enhanced DBS check. CLOSING DATE The application closing date is Mon 17 Feb 2025 at 12:00pm (noon).We reserve the right to close applications early depending on the volume of applications we receive and so we advise it is better to apply early. For an informal chat about this role to answer any questions you may have before applying, please email Anna Helsby, Director of Student Lifecycle and Well-Being. INTERVIEW DATES We anticipate that interviews will be conducted between 03-05 Mar 2025 either in person at The Place or remotely via Microsoft Teams (or similar platform as necessary). Interview dates may be subject to change. PERSON SPECIFICATION ESSENTIAL CRITERIA KNOWLEDGE Knowledge and understanding of mental health and other relevant legislation (e.g. Mental Health Act 1983, Equality Act 2010, Mental Capacity Act 2005, Human Rights Act 1998) and the range of support available to disabled students in Higher Education. An understanding of confidentiality and data protection issues (Equality Act and Data Protection Act - GDPR) and the importance of maintaining accurate and detailed records. Demonstrable knowledge and understanding of the wide range of mental health presentations including ‘personality disorder’ diagnoses, self-harm and suicidal ideation and intent. EXPERIENCE AND QUALIFICATIONS A relevant professional qualification in the field of mental health (e.g., counselling, mental health practitioner, psychology, social work, Occupational Therapist, etc.) preferably in a Higher Education context. Membership to an appropriate professional body and proven credibility in a professional setting. Experience of working with, mentoring or supporting individuals with mental health difficulties and ability to implement support requirements within the context of a Higher Education environment. Experience of crisis management and Risk Assessment in relation to a range of mental health conditions and interpersonal difficulties. Experience of working in an environment which involves effective time management prioritising deadlines and an ability to work autonomously. ATTRIBUTES AND PERSONAL CHARACTERISTICS Strong interpersonal skills and ability to work well within a team. Excellent and effective verbal and written communication skills. DESIRABLE CRITERIA KNOWLEDGE Understanding of physical and mental impact of dance training at Higher Education level. SKILLS Ability to provide input into the development of service area policy etc. including effective writing of reports and procedures. EXPERIENCE AND QUALIFICATIONS Mental Health First Aid trainer accreditation. Experience delivering specific interventions (e.g. mindfulness, support for drug and alcohol related or sexual harassment/violence concerns). Experience of planning and delivering presentations and creating learning resources for workshop or training contexts. Evidence of continuing professional development including including a qualification in a specialist intervention such as Cognitive Behavioural Therapy (CBT), Solution-Focused Therapy, Coaching, Mindfulness-based Cognitive Therapy, or equivalent. ATTRIBUTES AND PERSONAL CHARACTERISTICS Ability to develop positive working relationships and maintain professional boundaries with service-users and to maintain a calm attitude under pressure. LCDS Induction Week | 2023 | Photo by Rocio Chacon KEY RESPONSIBILITIES WELL-BEING SERVICE MANAGEMENT Oversee the daily operations and long-term development of the Well-Being Service. Develop, deliver, and evaluate support services tailored to students with mental health difficulties, enabling their academic success. Maintain a thorough understanding of best practices in higher education well-being services and integrate them into service delivery. COUNSELLING TEAM COORDINATION Ensure counsellors are updated on safeguarding policies and organisational changes. Oversee student case progression to ensure alignment with service and student needs, considering therapeutic relationships and clinical perspectives. Offer 1:1 guidance and supervision to counsellors, fostering professional growth and reflective practice. Facilitate regular team meetings, away days, and training sessions to foster team cohesion and professional development. POLICY DEVELOPMENT AND COMMUNICATION Create, update, and disseminate service policies, including those on confidentiality and record-keeping, ensuring transparency for students and staff. Develop and manage online resources for staff and students, including information on support services, mental health advice, and reasonable adjustments via the VLE, newsletters, and website. STUDENT SUPPORT AND CASE MANAGEMENT Conduct initial assessments of students presenting to the Well-Being Service, formulating comprehensive intervention plans and identifying reasonable adjustments. Manage a caseload of students with frequent or ongoing mental health needs, conducting risk assessments and safety planning when required. Respond to Recovery and Return to Studies Policy and Health, Well-Being Support for Studies referrals for students experiencing complex or crisis-level mental health challenges. Liaise with faculty and staff to ensure effective support for students with emotional and mental health difficulties. Develop and implement a structured discharge process for students, incorporating key interventions and risk updates on the database. DATA MANAGEMENT Design and maintain well-being intake spreadsheets to monitor service usage and identify trends, such as referral wait times and intervention durations. Use data insights to inform strategic planning and drive service improvements. Keep and collate accurate records in compliance with the Data Protection Act and institutional confidentiality codes. STAKEHOLDER ENGAGEMENT AND WHOLE-UNIVERSITY APPROACH Build relationships with key stakeholders to ensure a consistent, institution-wide approach to mental health and well-being. Collaborate with teaching staff, faculty members, and administrative teams to embed well-being initiatives into the university culture. Organise and promote inclusive events like University Mental Health Day and well-being groups to raise visibility and accessibility of the service. Support students with Disabled Student Allowance applications and ensure appropriate referrals to external agencies. SERVICE EVALUATION AND IMPROVEMENT Respond to student feedback and use it to inform service enhancements. Regularly review and refine the quality of service delivery, aligning with changes in policy, strategy, and the external environment. ADDITIONAL RESONSIBILITIES Ensure compliance with legal and ethical requirements, such as the Mental Health Act, NICE guidelines, and the Equality Act. Respond flexibly to fluctuating service demands, prioritising workload and providing coverage during staff absences. Maintain confidentiality and work in line with institutional policies on equality, diversity, and health and safety. Undertake other activities as reasonably requested by the Director of Student Lifecycle and Well-being. HEADER PHOTO CREDIT BROUHAHA by Lola Maury | 2019 | Photo by Alberto Ruiz