Dual Diagnosis Justice Coordinator (File #22154)

Department: Community Network of Specialized Care (CNSC) - Toronto Region

Location: Toronto, South

Status: Full-time, Union

Hours: 36.25/week

Salary: $58,707 – $74,402

Publish Date: April 13, 2022

Closing Date: May 25, 2022

About Surrey Place:

At Surrey Place we help children and adults living with developmental disabilities, autism spectrum disorder and visual impairments reach their full potential. We offer a variety of groups and workshops for clients, families, and caregivers, as well as extensive education and consultation services to community agencies.

Our comprehensive programs and services range from assessment, diagnosis, and one-on-one treatment to family counselling and group support and is provided by a broad network of clinicians and professionals. Surrey Place is accredited with Accreditation Canada and is affiliated with the University of Toronto and other academic institutions and is a teaching site for students in a variety of health care professions.

Surrey Place employs nearly 500 employees, with 11 locations in the GTA and we also provide video-conferencing services to communities in north-western Ontario.

Position Description:

As part of the CNSC team, The Dual Diagnosis Justice Coordinator (DDJC) will work with individuals who are involved in the criminal justice system and have been diagnosed with a developmental disability and/or dual diagnosis of developmental disability and mental health difficulties. Reporting to the Manager, CNSC, the DDJC will support clients and families to access supports and resources in the developmental sector, during their involvement with the justice system, and during their transition back into the community.

Main Responsibilities:

May include, but are not limited to:

  • Provide consultation to the criminal justice, mental health and developmental sectors regarding client and system specific issues to ensure that an individual’s needs are addressed
  • Providing information to clients, caregivers, service providers and staff on the availability and appropriateness of community justice services and funding supports, I.e., Legal Aid
  • Support collaborative contacts with community services for diversion planning including developmental services and mental health resources and services
  • Partnership and planning with mental health court support workers, local correctional and custody facilities for appropriate discharge planning.
  • Central point of contact for persons to be referred to community services and supports; coordinates a continuum of services based on client choice and needs
  • Assisting the client, caregiver, and service provider to develop goals and objectives, obtain the required resources and services and support them in identifying alternative resources to meet service gaps
  • Assisting with justice system navigation, including at integrated response and other planning tables
  • Referring and facilitating access to and from specialized justice resources, including at the local, regional, and provincial levels. This would include clinical supports, psychiatric support, psychological support, and specialized accommodations
  • Monitoring Inactive DDJC Cases i.e., files that may become inactive once outcomes/goals have been met or and if linkage to less intensive case or general case management supports are in place

Qualifications:

  • College diploma in relevant healthcare and social services fields
  • A minimum of 5 years work experience in developmental services and justice that includes work with individuals with dual diagnosis
  • Sound working knowledge of the Mental Health Act including involuntary admission process, the assessment provisions of the Criminal Code, the Developmental Services Act, related health care legislation, forensic issues, and the criminal justice process
  • Ability to work collaboratively with formal and informal community services/resources within the criminal justice, mental health, and developmental sectors
  • Demonstrated facilitation, planning, and case management skills and ability to work collaboratively with the families and support networks of those involved with the criminal justice system
  • Demonstrated ability to network and develop plans for complex issues
  • Demonstrated written and oral communication skills, interviewing and active listening skills and interpersonal skills
  • Experience with interdisciplinary teams and multicultural environments an asset
  • Ability to work flexible hours
  • Knowledge of regional resources and service systems
  • Fluency in French is considered an asset
  • A satisfactory Police Records Check (Vulnerable Sector Screening), and proof of vaccination for Covid-19

How To Apply:

  • To be considered for this position, you must be passionate about the work we do, and share our organizational values.
  • Save your resume and cover letter in the following format: firstname.lastname (ie. John.Smith).
  • Send your resume and cover letter to People Services, hr@surreyplace.ca, quoting file 22154 in the subject line of your email by the closing date.

Surrey Place is an equal opportunity employer. Candidates from diverse groups are encouraged to apply. If you are contacted for an interview and require accommodation appropriate arrangements will be made to assist you through this process. Successful candidates who receive a conditional offer of hire will be eligible for accommodation in employment up to the point of undue hardship for bona fide human rights related restrictions and limitations. We thank all applicants in advance for their interest; however only those selected for an interview will be contacted.

By 2 months

Has your baby had their hearing screened? YES NO

By 6 months

Does the child?

Startle in response to loud noises? YES NO
Turn to where a sound is coming from? YES NO
Make different cries for different needs (hungry, tired)? YES NO
Watch your face as you talk? YES NO
Smile/laugh in response to your smiles and laughs? YES NO
Imitate coughs or other sounds such as ah, eh, buh YES NO

By 9 months

Does the child?

Respond to their name? YES NO
Respond to the telephone ringing or a knock at the door? YES NO
Understand being told no? YES NO
Get what they want through using gestures (reaching to be picked up)? YES NO
Play social games with you (Peek-a-Boo)? YES NO
Enjoy being around people? YES NO
Babble and repeat sounds such as babababa or duhduhduh? YES NO

By 12 months

Does the child?

Follow simple one-step directions (sit down)? YES NO
Look across the room to a toy when adult points at it? YES NO
Consistently use three to five words? YES NO
Use gestures to communicate (waves hi/bye, shakes head for no)? YES NO
Get your attention using sounds, gestures and pointing while looking at your eyes? YES NO
Bring you toys to show you? YES NO
Perform for social attention and praise? YES NO
Combine lots of sounds together as though talking (abada baduh abee)? YES NO
Show an interest in simple picture books? YES NO

By 18 months

Does the child?

Understand the meaning of in and out, off and on? YES NO
Point to more than 2 body parts when asked? YES NO
Use at least 20 words consistently? YES NO
Respond with words or gestures to simple questions (Where's teddy? What's that?)? YES NO
Demonstrate some pretend play with toys (gives teddy bear a drink, pretends a bowl is a hat)? YES NO
Make at least four different consonant sounds (p ,b, m, n, d, g, w, h)? YES NO
Enjoy being read to and sharing simple books with you? YES NO
Point to pictures using one finger? YES NO

By 2 years

Does the child?

Follow two-step directions (Go find your teddy bear and show it to Grandma.)? YES NO
Use 100 to 150 words? YES NO
Use at least two pronouns (you, me, mine)? YES NO
Consistently combine two to four words in short phrases (Daddy hat. Truck go down.)? YES NO
Enjoy being around other children? YES NO
Begin to offer toys to other children and imitate other children's actions and words? YES NO
Use words that are understood by others 50 to 60 per cent of the time? YES NO
Form words or sounds easily and without effort? YES NO
Hold books the right way up and turn the pages? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 30 months

Does the child?

Understand the concepts of size (big/little) and quantity (a little/a lot, more)? YES NO
Use some adult grammar (two cookies, bird flying, I jumped)? YES NO
Use over 350 words? YES NO
Use action words such as run, spill, fall? YES NO
Participate in some turn-taking activities with peers, using both words and toys? YES NO
Demonstrate concern when another child is hurt or sad? YES NO
Combine several actions in play (puts blocks in the train and drives the train, drops the blocks off.)? YES NO
Put sounds at the beginning of most words? YES NO
Use words with two or more syllables or beats (ba-na-na, com-pu-ter, a-pple)? YES NO
Recognize familiar logos and signs involving print (Stop sign)? YES NO
Remember and understand familiar stories? YES NO

By 3 years

Does the child?

Understand who, what, where and why questions? YES NO
Create long sentences using five to eight words? YES NO
Talk about past events (trip to grandparents house, day at child care)? YES NO
Tell simple stories? YES NO
Show affection for favourite playmates? YES NO
Engage in multi-step pretend play (pretending to cook a meal, repair a car)? YES NO
Talk in a way that most people outside of the family understand what she/he is saying most of the time? YES NO
Have an understanding of the function of print (menus, lists, signs)? YES NO
Show interest in, and awareness of, rhyming words? YES NO
Read to stuffed animals or toys? YES NO
Scribble with crayons? YES NO

By 4 years

Does the child?

Follow directions involving three or more steps (First get some paper, then draw a picture and give it to Mommy)? YES NO
Use adult type grammar? YES NO
Tell stories with a beginning, middle and end? YES NO
Talk to try and solve problems with adults and with other children? YES NO
Show increasingly complex imaginary play? YES NO
Talk in a way that is understood by strangers almost all the time? YES NO
Generate simple rhymes (cat-bat)? YES NO
Match some letters with their sounds (letter b says buh, letter t says tuh)? YES NO