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AMHS Therapist - Increasing Access to Structured Psychotherapy Program (IASP)

  • Posted:Jul 11, 2019
  • Apply by:Jul 24, 2019
  • Job Type
  • Other
  • Job Level
  • Experienced (non manager)
  • Location
  • Ottawa, ON
  • Impact Area
  • Other
  • Impact Category
  • Nonprofit
  • Company Type
  • Nonprofit

About this position

Internal/External Employment Opportunity


Position Title:


AMHS Therapist - Increasing Access to Structured Psychotherapy Program (IASP)                                               


Addiction and Mental Health Services


One-Year Contract, 1.0 FTE full-time (35 hours per week)

Salary Scale:

$62,508 - $75,311 annualized salary plus benefits

# of Positions:


Start Date:



Position Description:

The IASP Demonstration Project will provide evidence-based psychotherapy to clients with depressive disorders, anxiety disorders, obsessive-compulsive disorders and stressor-related disorders including Post-Traumatic Stress Disorder. The program will provide treatment to clients with co-morbid conditions including chronic physical health conditions and concurrent disorders (e.g. alcohol and substance abuse), provided these co-morbid or concurrent conditions do not interfere with the efficacy of the psychotherapeutic treatment. All clinicians deployed through this program must be an autonomous member of an appropriate regulated health profession and have some pre-existing training and experience in providing psychotherapy.

 The AMHS Therapist - Increasing Access to Structured Psychotherapy Program (IASP) provides a cognitive behavioural therapy (CBT) service to clients with a range of complex problems for which CBT is demonstrated to be clinically effective. AMHS Therapist - Increasing Access to Structured Psychotherapy Program (IASP) will work with people with different cultural backgrounds and ages, using interpreters when necessary.  AMHS Therapist - Increasing Access to Structured Psychotherapy Program (IASP) will participate in intensive training and ongoing audio / video facilitated supervision as part of their role.


Skills, Education and Experience:

 Requirements for this position include:


Education and Language

  • A Graduate Degree in a relevant clinical discipline, from a recognized university
  • Additional supervised clinical training in psychotherapy
  • Be a member in good standing of the College of Registered Psychotherapists of Ontario, the College of Registered Social Workers and Social Service Workers or other College authorized to perform the Controlled Act of Psychotherapy
  • Previous certified CBT training an asset
  • Under the Centre’s designation to provide French Language Services:
    • French (oral expression): Advanced +
    • French (oral comprehension): Advanced +
    • French (reading comprehension): Intermediate +
  • Fluency in English, both oral and written


Professional Experience

  • Five to eight years demonstrated experience in the practice of with complex populations
  • Demonstrated proficiency in current assessment models, case conceptualization and treatment planning, psychotherapy, and psychosocial intervention


Knowledge, Skills and Abilities

  • Strong crisis intervention skills and suicide intervention skills
  • Knowledge, understanding, and sensitivity to the complexity of issues arising for individuals who have experienced concurrent disorders, homelessness, addictions, poverty and/or mental illness
  • Ability to work with clients presenting a wide range of mental health issues, disenfranchised groups and multicultural communities
  • Ability to work with individuals, couples, youth and / or families
  • Proven presentation, training and group facilitation skills.
  • Ability to lead and work collaboratively with a multi-disciplinary care plan
  • strong organizational skills, communication skills and interpersonal skills including ability to be an effective team member
  • Demonstrated flexibility, good judgment, initiative & creativity
  • Ability to work within a harm reduction framework.
  • Knowledge of the impact of social/cultural/economic factors on the determinants of health
  • Knowledge of community resources


Champlain Competency Levels (See Below)

·         Screening and Assessment

Level 3              

·         Treatment Planning

Level 4

·         Analytical Thinking and Decision Making

Level 3

·         Counselling

Level 4

·         Trauma-Specific Care

Level 3

·         Understanding Concurrent Disorders

Level 3

·         Client-centred Change

Level 3

·         Interpersonal Rapport/Savvy

Level 3

·         Ethical Conduct and Professionalism

Level 3

·         Group Facilitation  

Level 3

·         Record Keeping and Documentation

Level 3

·         Self-Management


Level 3



 Reporting Relationship:

The AMHS Therapist - Increasing Access to Structured Psychotherapy Program (IASP) is directly accountable to the Director of AMHS, through the Director of AMHS to the Executive Director. The AMHS Therapist - Increasing Access to Structured Psychotherapy Program (IASP)  is responsible for meeting the licensing and regulatory requirements of her/his professional governing body. The AMHS Therapist - Increasing Access to Structured Psychotherapy Program (IASP) is also responsible for fulfilling all legal responsibilities related to legislation that governs their work.


Conditions of Employment:

Hours of work will be developed in collaboration with the successful candidate to ensure a healthy work-life balance.  A schedule of work will be based on the Centre’s hours of operation and program requirements and will include some evenings.

An offer of employment will be conditional upon the candidate completing a criminal reference check, verification of educational requirement for this position and linguistic profile to the satisfaction of the Sandy Hill Community Health Centre.


How to Apply:

To apply, please visit sandyhillchc.workable.com and select the appropriate job opening.

Clients of the Centre are welcome to apply. Should a client become the successful candidate, they will no longer be able to continue receiving services at Sandy Hill Community Health Centre. Assistance will be made available to find an alternative provider.


POSTING DATE: July 11, 2019                      CLOSING DATE: July 23, 2019 by 4:00 p.m.            


Competency Details

Champlain Addictions Mental Health Core Competency Library


Screening and Assessment  (Level 3)


Definition: Selecting, administering and interpreting the results of evidence-informed tools and methods to measure a client’s substance use and related concerns, and inform the care and treatment plan.


Behavioural Indicator

  • Employs evidence-informed health screening and assessment tools to identify health problems that might influence the client’s treatment plan
  • Identifies mental and physical signs and symptoms that mimic substance use behaviours (e.g., intoxication or withdrawal) and intervenes appropriately
  • Identifies signs of crisis during screening and assessment and quickly intervenes to ensure safety
  • Integrates evidence-informed research on screening and assessment tools and techniques into practice



Treatment Planning  (Level 4)


Definition: Collaboratively developing a treatment plan based on screening and assessment findings, ensuring that activities and resources reflect the client’s needs, strengths and goals. The process also includes monitoring, evaluating, planning for discharge and updating the treatment plan so that it reflects the client’s evolving needs and goals.

Behavioural Indicator

  • Collaborates with a broad range of multidisciplinary professionals to design and implement treatment plans and activities that address complex client needs, population groups and contexts
  • Supervises or coaches others in the design and delivery of effective treatment plans
  • Leads or collaborates with others in planning and conducting evaluations of treatment planning


Analytical Thinking and Decision Making  (Level 3)


Definition: Gather, synthesize and evaluate information to determine possible alternatives and outcomes and make well-informed, timely decisions. Includes critical thinking and reasoning.

Behavioural Indicator

  • Makes informed and timely decisions to determine a course of action in complex, ambiguous or urgent situations
  • Makes decisions in alignment with organizational values and directions
  • Develops creative, forward-thinking options and recommendations, soliciting opinions of others to gain different perspectives
  • Makes decisions based on evidence-based practice, reasoning and clinical experience and in consultation with key stakeholders as appropriate
  • Identifies and respectfully challenges judgement or decision making that is unclear or unsupported
  • Evaluates the effectiveness and efficiency of a solution after implementation


Counselling  (Level 4)


Definition: Applying a comprehensive range of evidence-informed counselling styles, techniques and methodologies aimed at improving the overall well-being of substance use and concurrent disorders clients.

Behavioural Indicator

  • Responds constructively and effectively to significant counselling challenges like aggression and thoughts of suicide
  • Engages with clients who present with complex backgrounds and needs
  • Applies mastery of substance use counselling theory and skills when working with clients
  • Innovates counselling approaches based on theory, research, trends, promising practices and new
  • Advocates for and integrates the use of technology to provide counselling services, especially to rural and remote clients
  • Collaborates with professionals in other fields of study to gather insight on alternative approaches to counselling
  • Supervises or coaches colleagues to promote best practices in all aspects of counselling and awareness of the needs of specialized populations


Trauma-Specific Care  (Level 3)


Definition: Interacting with substance use clients to identify and consider the impact that overwhelmingly negative events have on functioning and the ability to cope, and then developing and delivering interventions that emphasize safety, choice and personal control.

Behavioural Indicator

  • Explains the different ways that particular populations can experience and manifest trauma, and interacts with clients informed by this knowledge
  • Conducts screening and assessments to identify the presence of trauma-related symptoms
  • Engages clients in exploring the connection between trauma, substance use and mental illness or mental health issues and
  • Creates treatment plans that integrate an understanding of the relationship between trauma, substance use and mental illness or mental health issues
  • Collaborates with clients to: Foster an understanding of integrated treatment for clients with histories of trauma and substance use or concurrent disorders ; Help them acknowledge trauma and heal from it ; Help them develop strategies to minimize the impact of triggers, vulnerabilities or other factors that contribute to re-traumatization ; Support self-efficacy, self-determination, dignity and personal control ; Encourage the choice of treatment options that ensure physical, psychological and emotional safety


Understanding Concurrent Disorders (Level 3)


Definition: Knowledge and skills required to properly inform more specific aspects of a professional’s work with clients with co-occurring substance use and mental illness, or substance use and mental health issues. 

Behavioural Indicator

  • Explains the impact of and relationship between different cultural values and stigma on clients with concurrent disorders and collaborates with client to address these issues
  • Explains the impact of and relationship between different cultural values and stigma on clients with concurrent disorders and collaborates with client to address these issues
  • Develops and implements evidence-informed strategies that appropriately address: the relative severity of both the client’s substance use and mental Illness or mental health issues; the specific needs related to the client’s cultural context; the full range of the client’s challenges (e.g., physical health, housing, finances) ; need to collaborate with a variety of others
  • Collaborates with colleagues in integrating knowledge with practice
  • Collaborates with other agencies and service providers to address challenges like employment and housing
  • Engages in cross-training opportunities with other professionals


Client-centred Change (Level 3)


Definition: Enhance, facilitate, support, empower, and otherwise increase client motivation for positive change. Positive change is achieved by involving the client actively in the change process and encouraging the client to take responsibility for the outcomes he or she achieves. Clients may be individuals, groups, communities and organizations.

Behavioural Indicator

  • Uses evidence-based principles and practices for creating motivation for change, respecting client stage, pace and place in the change process
  • Tracks client milestones and evaluates progress in undergoing change
  • Employs extrinsic motivators to increase internal motivation while respecting client rights and dignity
  • Coaches and mentors in effective client change processes and approaches
  • Effectively assists clients through their ambivalence and resistance to change using evidence/strength-based strategies
  • Teaches clients to self regulate, self motivate and develop appropriate support systems, so that clients can become self-change agents independent of service providers


Interpersonal Rapport/Savvy (Level 3)


Definition: Establish and maintain relationships based on mutual respect and trust, appropriate sensitivity and transparency, empathy, and compassion with clients, colleagues, professional associates and the greater community. Encompasses skills of tact, diplomacy, and sensitivity in all encounters with others.

Behavioural Indicator

  • Uses skills of motivation, assertiveness and leadership to advocate for client groups and new resources, as appropriate
  • Uses skills of motivation, assertiveness and leadership to advocate for client groups and new resources, as appropriate
  • Respects and seeks to understand the point of view of others and their definitions of their needs and successes
  • Engages others in relationship and dialogue, building rapport with ease
  • Is attuned to feelings and emotions of others that they find difficult to express (has interpersonal radar)
  • Displays appropriate compassion and empathy towards others while maintaining professional and ethical boundaries
  • Routinely assesses interpersonal skills and presentation or impact and adjusts style to meet the needs of others


Ethical Conduct and Professionalism (Level 3)


Definition: Provide professional services according to the principles and values of integrity, competence, responsibility, respect and trust to safeguard both self and others. Includes the development of professionalism and ethical behaviour in self and others (individuals, groups, organizations, communities).

Behavioural Indicator

  • Articulates and practices a model of ethical decision-making to inform practice and provide reasonable alternatives and solutions to ethical dilemmas/issues
  • Facilitates discussion of ethics-related situations with colleagues to explore considerations and potential solutions for ethical dilemmas
  • Provides guidance to others to ensure they understand the implications of unethical behaviour and how to practice in an ethical manner
  • Models ethical behaviour consistently and across a variety of situations
  • Reflects on own values and beliefs and considers the need to re-evaluate/reassess work role and responsibilities when they no longer reflect current professional practice or accepted knowledge
  • Monitors the work environment of self and others to guard against duplication of service and unnecessary, inadequate or inappropriate service
  • Maintains professional and ethically sound relationships with all colleagues and, in particular, employees under supervision
  • Uses understanding of power/authority relationships to avoid undue influence over others, and treats people fairly


Group Facilitation  (Level 3)


Definition: Using evidence-informed approaches to work effectively with substance use and concurrent disorders clients in group settings.

Behavioural Indicator

  • Facilitates larger groups or groups with clients with more complex needs, using a wide range of proactive approaches and techniques to spur and enhance group problem solving and individual and group goal achievement
  • Facilitates larger groups or groups with clients with more complex needs, using a wide range of proactive approaches and techniques to spur and enhance group problem solving and individual and group goal achievement
  • Designs and implements strategies and techniques to meet group needs
  • Continuously monitors and assesses group dynamics to maintain a safe, productive environment, intervening as necessary
  • Intervenes decisively if a crisis is developing or escalating (e.g., by ending the session early or separating or temporarily removing members of the group)
  • Assesses and reconfigures groups, as required, to improve group functioning and address individual needs


Record Keeping and Documentation  (Level 3)


Definition: Creating and maintaining accurate, up-to-date, comprehensive client records able to withstand legal scrutiny.

Behavioural Indicator

  • Obtains informed consent from clients and documentation required for exchanging information (e.g., during the referral process)
  • Ascertains and conveys to others the approved abbreviations for use in client records
  • Prepares discharge summaries
  • Responds to case-sensitive requests for records from external organizations (e.g., court subpoenas or child welfare investigations)


Self Management (Level 3)


Definition: Appropriately manage one’s own emotions and strong feelings; maintain a calm and tactful composure under a broad range of challenging circumstances; and think clearly and stay focused under pressure. Encompasses self-regulation and mindfulness.

Behavioural Indicator

  • Responds in an emotionally stable and consistently calm, professional manner in various situations
  • Consistently models positive self management and professional decorum and acts as a positive role model to others
  • Coaches and guides others in honing their self management skills and coping with difficult situations
  • Applies positive strategies to diffuse difficult situations
  • Helps peers and clients to identify personal and group barriers to appropriate emotional regulation and shares strategies to retain balanced perspective and remain composed
  • Routinely reflects upon incidents to identify strategies to improve self management abilities
  • Continuously works towards developing and honing personal resilience and emotional health itself and others


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