Position Title: Part Time Psychosocial Support Counsellor – World University Service of Canada (WUSC)

Position Location: Kenya, remote
Reports to: LEAP Program Manager
Contract term: Part time, April 2023 through August 2024

Introduction

World University Service of Canada (WUSC) is a Canadian non-profit organization working to create a better world for all young people. We bring together a diverse network of students, volunteers, schools, government, and businesses who share this vision. Together, we foster youth-centred solutions for improved education, economic, and empowerment opportunities to overcome inequality and exclusion in over 15 countries around the world. WUSC believes that if youth have access to and benefit from inclusive, quality education opportunities from primary to post-secondary, then they will develop the knowledge, skills, and capacities they need to secure a better quality of life. WUSC has been active in the education sector for several decades, with a strong focus on improving education access and quality in conflict-affected and . It will be useful to include fragile contexts to ensure that even the most marginalized youth can change their lives through education.

Background of the LEAP Project

WUSC is currently implementing the Learning through Education and Access to Skills for Employment Project (LEAP) with a grant of $12.4 million (CAD) from Global Affairs Canada (GAC). Launched in 2019, LEAP is enhancing education opportunities for adolescent girls and provide access to gender-responsive and market-based skills training for young women with the ultimate goal of increasing the empowerment of female youth in Kalobeyei Settlement, Kakuma Refugee Camp, and the surrounding host communities in Turkana County in northern Kenya.

LEAP is designed to address gender, social, cultural, and economic barriers that affect adolescent girls’ and young women’s ability to access education and employment opportunities and make critical decisions about things that affect their lives. The project specifically targets two of the most critical moments in a girls’ educational journey: 1) upper primary grades and the transition to secondary school, when girls are most at risk of dropping out of the education system; and, 2) the transition from basic education to post-secondary education or employment. Consisting of a large range of interventions, including teacher training, life skills education, financial assistance through cash transfers, media campaigns, community outreach and engagement for behavior change, psychosocial support, mentorship programs, market-based skills training, and training in digital skills, LEAP not only support girls and young women directly but also aims to address the root causes of inequality by challenging and helping to transform structural barriers and entrenched social norms, attitudes, and power relations that impact girls’ ability to thrive. Specifically, the project supports 20 girls to access diploma-level technical and vocational education and training (TVET) in four different Kenya National Technical Vocational Education Institutions by providing scholarships.

Scope of work

• In addition to Life Skills education, LEAP is working to increase the availability and quality of trauma-informed psychosocial support at the TVET level. The goal of this work is to ensure girls have access to necessary support and specialized support services where needed in order to protect their psychosocial well-being. WUSC is seeking a part-time counsellor to provide timely and effective psychosocial support to the young women hosted in the Technical Vocational Education Institutions by
• Support the development of a comprehensive mental health and psychosocial support (MHPSS) response plan for LEAP focusing on students hosted in four TVET institutions in consultation with WUSC and other relevant stakeholders, including TVET institution management. The response plan should include mapping of MHPSS service providers available to TVET students (including existing referral pathways), identified gaps in MHPSS service provision within identified TVET institutions and provide recommendations for sustainable and quality MHPSS activities to address these gaps.
• Provide appropriate and timely therapeutic services, as requested and desired by TVET students, including individual and group counseling sessions. This support may be provided via email, phone and/or video conferencing software such as Zoom or Skype.
• Conduct regular assessments of the psychosocial well-being of TVET students using appropriate and globally recognized psychometric instruments, provide progress reports and document referrals made to other service providers for more specialized assistance (including on safeguarding concerns) with the student(s) consent and in consultation with WUSC.
• Develop and facilitate sessions (ideally in person on a quarterly basis) for TVET students on relevant topics related to student psychosocial wellbeing, including but not limited to self-care, psychological first aid (PFA), stress management and resilience building.
• Report on psychosocial activities carried out (during school periods and during breaks) together with students and provide recommendations based on the findings.
• Provide ad hoc counselling and trauma interventions on site for the TVET students as needed.

Qualifications and Competencies

• University degree in counselling, psychology, clinical psychology, psychiatry, mental health, or any other related field from a recognized institution. A Master’s degree will be an added advantage.
• A minimum of 5 years experience in providing mental health and psychosocial support (including counselling and case management) in a humanitarian setting.
• A registered member of a recognized Counsellors and Psychologists Association will be an added advantage.
• Outstanding interpersonal skills and dynamic facilitation skills when dealing with different groups.
• Fluency in spoken and written English and Swahili.
• In-depth knowledge in the provision of psychosocial support in an international context (desirable).
• Trained and experienced in behavioral therapy (desired).
• A driven self-starter capable of adapting to changing circumstances and priorities in consultation with WUSC.

Core Competency

• Should be guided by a bereaved approach and should be able to demonstrate professionalism, competence and knowledge in work carried out in accordance with the principles of confidentiality, non-discrimination, safety and respect.

Safeguarding

World University Service of Canada (WUSC) requires its employees and affiliates to maintain high standards of ethics in the performance of their duties and responsibilities. Employees, volunteers, consultants and partners must demonstrate honesty and integrity in the performance of their duties and comply with all applicable local and international laws as well as the WUSC Code of Conduct, policies and regulations. WUSC will adhere to and strictly monitor compliance with security regulations during the consultant registration process.

Intellectual Property

All information and sessions created related to this work will remain the property of WUSC. Except for the purposes of this assignment, the information will not be published or used in any way without the written consent of WUSC.