Support For Study Mental Health Advisor

£51,168 - £51,168

Job Description

About Us

The King?s community is dedicated to the service of society. King?s Strategic Vision 2029 sets out our vision for the future, shaped around five priority areas: educate to inspire and improve; research to inform and innovate; serve to shape and transform; a civic university at the heart of London; and an international community that services the world. Our ambitious Education Strategy sets out the actions that we must take to transform how we teach, how and where our students learn and how we support them during their time with us.

The Support for Study (SfS) Team at King?s leads on the University?s process where there are concerns for students? health and wellbeing which are impacting on their ability to engage with their studies. SfS is part of the Student Conduct and Appeals, which sits within Student Support and Wellbeing Services (SSWS).

SSWS are part of the Students & Education Directorate, a collection of wide-ranging professional services in place to support King?s students and their education. As a directorate we manage the student lifecycle from application to graduation and beyond, to ensure a coherent and seamless student experience and effective administrative processes, working closely with King?s faculties to do so.

About the Role

  1.  

The Support for Study pathway incorporates Stages 1, 2, and 3. The first two of these stages are for early or emerging concerns about a student?s engagement or progress, which may be connected to mental health, welfare or wellbeing issues; these meetings are student-led and faculty-based. The third stage is led by the specialist SfS team within SSWS and supported by other SSWS services, such as colleagues from welfare and disability, alongside academic colleagues. Almost all students who are seen at Stage 3 SfS, and a significant number at Stage 2 are experiencing difficulties with their mental health and wellbeing. As such, having a mental health professional at these meetings is essential to ensuring that the student?s needs are best understood and that the SfS panel can be advised appropriately.

 

The role is for a mental health advisor to assist SfS panel colleagues in understanding the support needs of students who are referred for meetings at Stage 3, but also to help Faculty colleagues, including the Designated Safeguarding Officers, in supporting students at some Stage 2 meetings. The primary purpose of the role is to attend these meetings, speak with students about any current mental health issues, relevant history and their current or planned support, and make recommendations to the panel, or to the student and colleagues, as to potential avenues for additional support (both internally and externally), and any concerns around risks to the safety of a student, or others, as a result of current unwellness. 

 

The role will involve carrying out dynamic mental health and risk assessments and supporting colleagues and students to understand the implications of any mental health issues on their current plans for their studies and accommodation, as well as considering what support would be needed in order to give them the greatest chance of continuing safely and successfully. 

 

As well as support from your immediate colleagues and line manager, King?s will ensure you have access to regular supervision with an appropriately qualified internal supervisor from the Counselling & Mental Health Support team.

This is an exciting opportunity for candidates looking to work in a dynamic environment where we embrace new initiatives and ways to improve the provision of mental health support for our students. This is an opportunity to grow your skills in working with a diverse client population within a valued service.

We encourage applications from candidates who have experience from both within and outside of the Higher Education sector where they can demonstrate the skills needed to succeed in this role.

 



Qualifications

Essential criteria

Qualifications & Training

  • Relevant work experience and/or education: We think a wide range of different work and educational experiences could support you to be successful in this role. Relevant work experience might include work in Student (Further or Higher Education) Counselling Services, the NHS or with Third Sector Mental Health Providers.
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  • Relevant educational experience will include a clinical mental health training leading to accreditation with a professional registering body such as UMHAN, NMC, BPS, BACP, HCPC, UKCP or BABCP
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  2.  
  3. Skills & Experience
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  • Experience of undertaking mental health and risk assessment and management, including standardized assessment protocols and relevant clinical outcome measures, and the confidence to make dynamic decisions and support plans.
  • Experience of working with neurodiverse individuals experiencing mental health difficulties to consider support needs and safety planning. 
  • Experience of attending case conferences or other multi-disciplinary discussions for individuals presenting with a wide range of mental health difficulties.
  • Experience of referring cases into NHS and voluntary sector bodies and working closely with such services on complex cases. 
  • Confidence with managing sensitive personal data in line with GDPR regulations. 
  • Excellent IT and administration skills, including administrative self-sufficiency (e.g. diary management, letter writing, etc.) 
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  2.  
  3. Knowledge
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  • You will possess specialist knowledge of issues relating to student mental health, including the assessment and management of risk, mental health assessment, crisis management and external referral of cases where appropriate. 

 

Desirable criteria

Qualifications & Training

  • Post-qualification training in specific mental health conditions or interventions 
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  2. Skills & Experience
  3.  
  • Experience of working in a HE institution. 
  • Experience of triage and treatment planning for individual cases 
  • Experience of delivering training, workshops and presentations 
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  2. Knowledge
  3.  
  4.  
  • Expert knowledge of the mental health issues and support needs of students and/or young adults. 
  • Knowledge of legislation relating to mental health. 


Skills
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  • To undertake informal assessments of students referred to SfS, in order to ascertain the nature of their presenting problems and how best to ensure the meeting format and structure meets their needs.

 

  • To attend SfS meetings as the mental health representative on the staff panel, to advise on considerations regarding mental health, including how to mitigate risk in planning outcomes and to help determine the most appropriate course of action for students in line with SFS and KCL Safeguarding policies

 

  • To attend regular weekly meetings, both with SfS and University colleagues more widely where SfS cases are referred and discussed, and to work closely with King's Counselling and Mental Health Service to ensure students receive appropriate follow-up support.

 

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  • Engage with students in one-on-one meetings to provide guidance and support on SFS decisions.

 

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  • To support Faculty Designated Safeguarding Officers or other colleagues in Stage 2 meetings with students where there are emerging or moderate mental health concerns impacting on their studies. 
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  • Within the bounds of confidentiality, to liaise as appropriate with academic and non-academic staff regarding individual students and to liaise as appropriate with external professionals and institutions for example, GPs, psychiatric or other mental health services, specialist services e.g. Eating Disorder Clinics. 
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  2.  

 

The above list of responsibilities may not be exhaustive, and the post holder will be required to undertake such tasks and responsibilities as may reasonably be expected within the scope and grading of the post. 

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This is a full time position for a duration of 3 months. We will be paying the successful candidate between ?17.97 - ?21.62 per hour plus holiday pay depending on experience. 

 



Qualifications

First Degree in biological sciences

Minimum of 2 A Levels in relevant subjects (e.g. Biology, Chemistry)



Skills
Working knowledge of Health and Safety, COSHH and GCP regulations and an understanding of the implications of compliance with the Human Tissue Act (HTA)
Knowledge of laboratory health and safety procedures
Experience in handling and processing human tissue in an oncology research environment
Experience of sample archiving and management using LIMS
Experience of managing databases to identify sample cohorts
Experience in nucleic acid extraction
Strong organisational skills and attention to detail
Ability to follow written and oral instructions
Ability to organise own workload and respond to changing priorities
Experience of using Microsoft Office packages (Word, Excel, Outlook and Powerpoint) 
Ability to work both independently and as a supportive member of a team
Excellent written and verbal communication
Ability to maintain accurate and complete records
Ability to improve processes
Other
Friendly, positive and professional disposition to establish and maintain effective working relationship with others
Willingness to work flexibly in order to achieve project demands 
Self-motivated and able to work without close supervision 
Organised and methodical, and able to use own initiative where appropriate 
Ability to maintain confidentiality when handling sensitive data 
Willingness to work on different sites

To supervise candidates during an examination

Duties:
Duties include setting up examination rooms, checking attendance, observing, collecting scripts, and liaising with candidates and examination staff to resolve queries. 


Location:
Various depending on the exam - details to follow after the appointment



Qualifications

NONE



Skills

Demonstrates common sense, accuracy, attention to detail, and are willing to provide the best examination experience possible for students. You must be reliable, punctual, have a flexible attitude to work and possess good communication skills.

 

Graduate Teaching Assistant roles for the MSc Developmental Psychology & Psychopathology programme 2024-25



We are inviting applications for teaching opportunities on the DEV-PP MSc programme this coming year.



We are looking to employ PhD students as graduate teaching assistants on many of the DEV-PP modules, as described below.



If you have any questions about the role or the modules, please contact Kitty Jones (catherine.2.jones@kcl.ac.uk)




  • Developmental Psychopathology 1: Perinatal period and Infancy

  • Teaching October-November 2024

  • Introduction to Statistics

  • Teaching October-November 2024

  • Nature & Nurture 1: Approaches to Addressing Key Questions in Psychopathology

  • Teaching November-December 2024

  • Nature & Nurture 2:  Genomic Approaches in Psychopathology

  • Teaching February-March 2025

  • Psychological Approaches to Treatment

  • Teaching February-March 2025

  • Placement

  • Main placement period February-April 2025

  • Dissertation

  • Main dissertation period April-August 2025



 



Key Responsibilities




  • Delivery of agreed package of teaching activities to a high standard, under the direct supervision of a member of academic staff. These activities may include seminars, classes, tutorials, lab sessions, other small group work to develop student skills, demonstration for experiments/techniques in lab-based science and computing, and/or mentoring support for UG or PGT project work. Students will not normally be involved in lecturing, but in some cases may be asked to lead lectures if the topic falls within their specialist field.

  • Participation in appropriate training – including mandatory courses/sessions (e.g. courses, induction sessions).

  • Careful and proportionate preparation for teaching activities. In some instances, materials will be provided by departments/faculties.

  • Maintenance of information and resources on KEATS and interaction with students via the VLE.

  • Attendance at lectures where needed/requested to ensure consistency of module delivery.

  • Routine administration and correspondence associated with teaching delivery.

  • Liaison with senior colleagues regarding contributions to the module.



 



GTAs are not expected to:




  • lead lectures, unless they have accepted to do so on a very occasional basis, in their specialist field

  • provide pastoral support to students or act as a personal tutor

  • be involved in Open Days or admissions activities

  • provide students with references

  • set assessments

  • be available to students at all times

  • carry out unremunerated additional work on an ad hoc basis.



 



{The above list of responsibilities may not be exhaustive, and the post holder will be required to undertake such tasks and responsibilities as may reasonably be expected within the scope and grading of the post.}



Qualifications

Education / qualification and training



Excellent subject knowledge of Developmental Psychology and Psychopathology as appropriate to the specific teaching role – For example, as evidenced by excellent performance in a BPS-accredited undergraduate degree in a psychological science



Undertaking psychological research at King’s College London, either as a PhD student or as a postdoctoral researcher.



Skills

Skills required



Knowledge / skills



Effective interpersonal skills, both written and verbal, to support and liaise with staff and students



Ability to provide advice to students on study skills and assist with any learning problems



Experience



Experience of facilitating or leading group work, activities or discussion.



Experience of adapting own skills to new circumstances.



Personal characteristics/other requirements



Ability to self-reflect on teaching design and delivery and act on feedback for future improvements.



A commitment to delivering high quality education as part of a team.



Diligent in preparing for teaching sessions and assessment activities; including undertaking preparatory reading, planning, and familiarization with assessment briefs and marking criteria.



Role specific requirements



Ability and willingness to engage in relevant departmental training and introductory pastoral support training.



Keep abreast of current literature in subject areas being taught.

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