Supported Employment and Education Specialist - Iowa CONNECT - Psychiatry

University of Iowa•Iowa City, IA

11h•Hybrid

About The Position

The University of Iowa Department of Psychiatry is seeking a Supported Employment and Education Specialist for Iowa CONNECT, a SAMHSA-funded multidisciplinary program serving adolescents and young adults ages 12–25 who may be at clinical high risk for psychosis, along with their families. The specialist will help participants identify and pursue educational and employment goals, remain engaged in or return to school, obtain accommodations, and navigate educational and vocational systems. Support is individualized, strengths-based, and guided by each participant’s goals and preferences. The position works closely with participants, families, the Project Director/psychiatrist, therapists, the Community Engagement Manager, schools, and community partners. Responsibilities include educational and vocational planning, school and employment navigation, advocacy and self-advocacy support, coordination with relevant systems, ongoing follow-along support, documentation, and participation in team consultation, training, fidelity monitoring, and quality improvement. Prior formal training in Supported Employment and Education or Individual Placement and Support is not required; specialized training, supervision, and consultation will be provided. This is a hybrid position combining in-person and remote work within Iowa. Work arrangements are reviewed annually and must comply with University remote-work and travel policies. The appointment is a 12-month specified term, with the 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.
Six months to one year of administrative or program support experience.
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 the 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 individually with participants to identify their strengths, interests, educational and employment goals, and longer-term aspirations.
Help participants plan to remain in or return to school, pursue college or training, find employment, or maintain a current job.
Provide individualized, strengths-based support based on participant 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, Individualized Education Programs (IEPs), disability accommodations, and other school-based 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 educational institutions, 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 work settings.
Help identify and address barriers, including symptoms, anxiety, organization, transportation, finances, scheduling, and 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 to incorporate educational, vocational, and functional goals into participants’ overall care plans.
Participate in weekly multidisciplinary team meetings, case consultation, supervision, and role-specific training.
Track goals, interventions, accommodations, school and work participation, and outcomes.
Participate in fidelity monitoring and continuous quality-improvement activities related to supported employment and education.