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Position Description – Senior Occupational Therapist – Grade 2

Position Type: Full Time / Part Time – negotiable
Location: Bayswater Branch
Reports to: Community Hub Manager

Purpose
As a Irabina Senior Occupational Therapist you will be a part of a transdisciplinary team of professionals committed to family centred practice. The role is both profession specific and one of a skilled early intervention worker and family service coordinator.

Key responsibilities and duties:
  • Behaving in accordance with Irabina Autism Service Values – Excellence, Integrity, Support, and Empowerment
  • Planning and providing therapy to children with an ASD in a transdisciplinary group environment
  • Providing family service coordination to allocated families
  • Providing information regarding sensory motor skills, participation in daily living skills and the role of the occupational therapist to families
  • Providing individual and/or group therapy to children in line with identified family centred goals
  • Undertaking relevant motor, sensory, play and self-care assessments
  • Documenting all assessment and intervention information, including therapy reports, to a high standard, consistent with Irabina policies
  • Undertaking education sessions to families, team members and community members to improve outcomes for children with an ASD
  • Undertaking ongoing professional development to work towards the below competencies
  • Attending and contributing to regular discipline specific meetings.
  • Contributing to discipline specific and Irabina wide planning and evaluation of services  
  • Participating in clinical supervision and mentoring sessions
  • To provide clinical supervision to more junior staff members
  • To provide student supervision
  • To participate in Quality Improvement activities on an ongoing basis
  • To display a commitment to self-directed learning
  • To lead or co-lead a specific program e.g. feeding group, basketball program.
Core Competencies:
Understand abilities of children with an Autism Spectrum Disorder:
  • Knowledge of typical childhood development and its applications.
  • Knowledge of atypical childhood development and how this impacts on young children with an Autism Spectrum Disorder.
  • Knowledge of how environmental factors influence interventions on a child with an Autism Spectrum Disorder.
  • Ability to foster relationships with the child to support their learning, development and skills.
Strengthen family participation in a child’s development:
  • Understanding of a family centred practice and how this impacts on the interventions undertaken.
  • Ability to enable families to recognise and develop their own strengths in relation to their child with an Autism Spectrum Disorder
  • Ability to identify family need and to work in partnership with the family and other professionals to ensure that the families are addressed.
  • Ability to create conditions which enable a family to advocate for their child to the degree they choose.
Optimise community inclusion for young children with an Autism Spectrum Disorder:
  • Understanding of what an inclusive environment is for a child with an Autism Spectrum Disorder.
  • Within a child’s own community, ability to encourage the capacity of individuals who can support their inclusion.
Service Delivery:
  • Implementation of specific program areas where designated planning responsibility has been given.
  • Deliver current play interventions in line with the identified needs of the child and best Education practice.
  • To work efficiently and effectively within specified time frames allocated for service.
  • To work in a trans-disciplinary team environment and communicate and collaborate with other professionals and support staff.
  • Ability to provide information to the community in relation to your knowledge learnt from children with an Autism Spectrum Disorder.
  • Ability to assess a child’s ability to participate confidently at home and in their local community through formal and informal assessments
  • Experience in writing detailed service plans based on the families identified needs and strengths and with their input and approval.
  • Ability to listen to parents and to provide feedback on their child’s progress in an open, honest and caring environment.
  • Ability to produce written information, such as professional reports, parent handouts and other material according to standards set by Irabina within a specified time frame.
Engagement of others:
  • Knowledge of the Early Intervention sector and how to work within this sector to provide improved outcomes for Irabina and families and children.
  • Assist with the supervision of volunteers and work experience students.
Develop own Capabilities:
  • Open to looking for and acting positively upon feedback in relation to your own performance.
  • Open to providing feedback to team member’s performance.
  • Participation in professional development of yourself and other team members.
  • Ability to implement professional development to achieve better personal, family and organisation outcomes.
Key Performance Indicators:
Staff and Clients
  • Clients and families demonstrate satisfaction with performance as measured through 12 monthly satisfaction surveys of the Organisation (specific to the department, not clinician)
  • Feedback on performance and behaviour will be provided regularly through the PDR process, in accordance with Irabina’s Values, high levels of satisfaction with performance are expected
Sustainability
  • Contact hours will be met in accordance with the needs of the business, and in agreement with CEO and Head of Clinical Services
Future
  • Demonstrate innovation with regard to the business, by offering ideas and seeking opportunities to develop clinical activities at Irabina which are best practice
Selection Critiera
Essential
  • Occupational Therapy Qualification and eligibility for practicing membership of Occupational Therapy Australia. 
  • Minimum of 2 years’ experience in Paediatric Occupational therapy service provision.
  • Previous experience working with children on the autism spectrum.
  • Awareness of principles of, and dedication to evidence-based practice.
  • Awareness of the principles of family centred practice.
  • Previous experience supervising junior occupational therapists and/or occupational therapists Students.
  • Applicants must undergo a Working with Children check.
  • Current and valid Police check.
  • Current driver’s license.
  • Excellent communication and interpersonal skills.
  • High level negotiation, conflict resolution and problem solving skills.
  • Commitment to providing services to people from diverse language/cultural backgrounds.
  • Eligible for a Medicare provider number.
  • Member of Australian Health Practitioner Regulation Agency (AHPRA).
Desirable:
  • Knowledge and experience working with NDIS participants.
  • Previous experience or willingness to use telehealth platforms for clinical assessments and intervention.
  • Further training in the ESDM, SOS and/or DIR/Floor time model would be viewed favorably.
Conditions of Employment
  • To be employed in accordance with the Health Professionals and Support Services Award 2010.
  • Irabina is a Public Benevolent Institution, generous Salary Packaging Options are available to all Irabina staff.
  • Participation in Performance Review Procedures and all other quality improvement initiatives implemented by Irabina Childhood Autism Services.