Supported Employment and Education Specialist - Iowa CONNECT - Psychiatry

UIOWA•Iowa City, IA

6d•Hybrid

About The Position

The University of Iowa Department of Psychiatry is hiring a Supported Employment and Education Specialist for Iowa CONNECT, a SAMHSA-funded multidisciplinary program for adolescents and young adults ages 12–25 who may be at clinical high risk for psychosis, and their families. The specialist helps participants pursue their educational and employment interests through individualized, strengths-based support, including staying in or returning to school, pursuing college or training, finding or maintaining employment, seeking accommodations, and navigating educational and vocational systems. Support is guided by each participant’s goals and preferences, and continues after they begin school, training, or employment. The specialist works with participants and families and coordinates with schools, colleges, employers, workforce and vocational-rehabilitation programs, community organizations, and Iowa CONNECT’s clinical team. The role includes weekly multidisciplinary meetings, case consultation, supervision, and specialized training. Prior formal training in Supported Employment and Education or Individual Placement and Support is not required; the program provides training, supervision, and ongoing consultation. This is a hybrid position combining in-person and remote work within Iowa. Work arrangements are reviewed annually and must comply with the University’s remote-work and employee-travel policies. The position is listed as 50–100%, specified term, 12 months, with possibility of extension.

Requirements

Bachelor’s degree in psychology, social work, public health, education, human services, rehabilitation, sociology, or a related field, or an equivalent combination of education and relevant experience.
Reasonable administrative or program support experience (6 months–1 year).
Interest in working with adolescents, young adults, and families experiencing mental-health challenges.
Strong interpersonal and relationship-building skills.
Ability to provide practical, strengths-based support while encouraging independence and self-advocacy.
Strong organizational and follow-through skills.
Ability to work collaboratively within a multidisciplinary team.
Strong written and verbal communication skills.
Ability and willingness to learn and implement evidence-based Supported Employment and Education approaches.
Current valid driver’s license and ability to meet University Driving Policy Standards.

Nice To Haves

Education or professional training in occupational therapy or occupational therapy assisting, particularly related to school or work participation, daily functioning, or community integration.
Experience working with adolescents, young adults, or families.
Experience in mental health, education, career services, vocational rehabilitation, case management, public health, community programs, or youth services.
Experience helping individuals navigate school, employment, disability, or community systems.
Familiarity with IEPs, 504 Plans, academic accommodations, college disability services, or special-education systems.
Familiarity with schools, colleges, workforce programs, vocational rehabilitation, or community resources in Iowa.
Experience working with individuals experiencing serious or emerging mental-health concerns.
Experience in an academic medical center, behavioral-health setting, school, or youth-serving organization.

Responsibilities

Meet with participants to identify strengths, interests, educational and employment goals, and longer-term aspirations.
Help participants plan to stay in or return to school, pursue college or training, find employment, or maintain a current job.
Provide individualized, strengths-based support based on participants’ goals and preferences.
Assist with school enrollment, course planning, academic organization, study strategies, financial aid, and navigating educational systems.
Help youth and families understand and navigate 504 Plans, IEPs, disability accommodations, and other school supports.
Help families prepare for school meetings, understand options, communicate concerns, and advocate for educational services.
Participate in school meetings and communicate with school personnel when appropriate and with participant or family permission.
Advocate with schools, colleges, employers, and other systems when appropriate, while supporting participants’ self-advocacy skills.
Develop relationships with school staff, colleges, disability-services and career-services offices, employers, workforce programs, vocational-rehabilitation services, and community organizations.
Assist with job searches, applications, resumes, interviewing, career exploration, and workplace problem-solving.
Help participants consider whether, when, and how to request accommodations or disclose a mental-health condition in school or employment settings.
Identify and address barriers such as symptoms, anxiety, organization, transportation, finances, scheduling, or family circumstances.
Provide ongoing follow-along support after participants begin school, training, or employment.
Coordinate with families, educational institutions, employers, vocational programs, and community agencies as appropriate.
Coordinate with the Project Director/psychiatrist and clinical team so educational, vocational, and functional goals are incorporated into participants’ care plans.
Participate in weekly multidisciplinary team meetings, case consultation, supervision, and role-specific training.
Track goals, interventions, accommodations, school or work participation, and outcomes.
Participate in fidelity monitoring and continuous quality-improvement activities related to supported employment and education.