Job Description

Community Living Hamilton (CLH), a busy and vibrant organization that supports 1,600 adults and children with diverse abilities to thrive in the community. We have openings for the role of a Direct Support Facilitator.

ORGANIZATION PROFILE

- CLH is the region's largest service provider for individuals with developmental disabilities such as Down Syndrome and Autism. We are dedicated to helping them achieve their full potential, be included in our community, and, ultimately, build great lives. We are currently looking for Direct Support Facilitators to support various programs within the agency.


This is an exciting time to join Community Living Hamilton. We have redefined our Mission, Vision, and new Values and are in the process of establishing a new strategic plan for the next three to five years. We offer widely recognized expertise and serve more than 1,600 people with special needs every year - from children to aging seniors. We offer community participation programs, residential services, respite services, employment supports, and services designed for children

Work Location

: In person at 1010 Barton Street

Timings:

Week 1: Monday, Tuesday, Wednesday, Thursday & Saturday

(7:00am - 3:00pm)

Week 2: Sunday, Monday, Wednesday, Thursday & Friday

(7:00am - 3:00pm)

Week 3: Monday, Tuesday, Wednesday, Friday & Saturday

(3:00pm - 11:00pm)

Week 4: Sunday, Tuesday, Wednesday, Thursday & Friday

(3:00pm - 11:00pm)

Overview:

Direct Support Facilitators - Enhanced Supported Independent Living, are


responsible for assisting transitional aged youth clients to build their independence


and improve skills of daily living. The incumbent Helps Build Great Lives by


advocating for our clients' interests and well-being with community partners, and


assisting them in reaching their goals.

Qualifications:

DSW, SSW, CYW, or Social Sciences degree or diploma in a related field. The

above education with a DSW Certificate is preferred.

Two (2) years of recent experience working with adults with a developmental

disability, transitional aged youth, addictions and/or mental health preferred.

Experience building an effective professional rapport with clients by focusing

on respect, dignity, inclusion, and maintaining personal boundaries.

Experience developing Person Directed Plans/Individual Support Plans with

consideration for skill development, recreation, independent living skills,


employment, health and wellness, and relationship building.

Ensure the safety, security and wellness of clients, co-workers, and visitors. Displays conduct in the community that enhances the reputation of clients

and Community Living Hamilton.

Valid NVCI Certification. Valid First Aid/CPR Certification. A valid driver's license, proof of insurance and access to a reliable vehicle.

Additional consideration will be given to candidates possessing:

Fluency in a 2nd language Experience with diverse client groups Training/ Education in Mental Health Training/ Education in ASD Additional job-related training/ certifications

Core Competencies

Advocating for Others

Helping builds understanding and awareness to remove barriers and achieve inclusion.

Working with Others

Communicating to reach understanding in others and yourself and then working together to meet shared goals.

Creativity, Problem Solving & Decision Making

Understanding a situation, exploring options and making the best choice to achieve success.

Helping Others Achieve

Providing support and guidance to others, building on strengths and encouraging others to work towards their goals.

Initiative

Taking the action needed to follow through on plans and act on opportunities and address concerns.

Interpersonal Relationships & Respect

Dealing with people in a sensitive and respectful manner. Listening & understanding perspectives.

Resilience

Continuing, even in difficult situations and being willing to take a stand for what is right.

An equivalent combination of Education, Experience and Ability acceptable to the

Director and Manager may be considered

.




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