Child Care Center Assistant

The Semel Institute for Neuroscience and Human Behavior is seeking to hire a Child Care Center Assistant to join the Department of Psychiatry. You will assist Program Nurses with unit activities and Lead Therapists with therapeutic activities. Primary duties include:

• Implement behavioral and skill development programs in individual or small group situations
• Implement the behavioral management program for each patient, including providing appropriate feedback to patients determined by the lead therapist
• Set and enforce appropriate limits on patients' social and emotional behavior in the classroom through prescribed management techniques as determined by the lead Classroom Therapist
• Instruct patients in basic developmental or academic skills, employing materials, and curriculum methods
• Remediate basic skill deficits of patients by employing prescribed remedial or special education methods and materials
• Instruct patients in basic self care and daily living skills such as toileting, self feeding, hygiene, and dressing skills
• Implement various recreational, skill, behavioral, or socialization activities in groups with patients on the unit
• Written and oral reports on patient progress
• Substitution for other staff

Bachelor's degree in Education, Psychology, or related field (preferred)

Previous experience working with young developmentally disabled and children with autism in psychiatric unit and therapeutic settings

Previous coursework in autism and intervention

Willingness to learn specified techniques to provide instruction and manage behaviors for young developmentally disabled children.

Skill in speaking clearly and distinctly using appropriate vocabulary grammar to obtain and convey information to individuals or groups in various professional mental health disciplines and to parents.

Ability to establish and maintain effective working relationships with persons in various educational and professional mental health disciplines.

Skill in working as part of a team; collaborating with colleagues.

Ability to accept equivocal circumstances in special education classroom and psychiatric hospital situations and take action when answers to a problem are not readily apparent