Residential Counselor (Brain Injury)

We need to output HTML fragment with sections for headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. The posting includes: description of role (first paragraph) could be About the role. Responsibilities: many bullet points. Qualifications: high school diploma, bachelor's preferred, etc. Skills: knowledge and use of advocacy techniques etc. Benefits: "We offer great training, great benefits, career growth and job security!" That's vague but maybe considered benefits? It says "great benefits" but not specific. The instruction: never create Benefits section unless posting actually states them. It states "great benefits" but not specifics. Might be considered too vague; better to omit Benefits. Pay and Schedule: not mentioned. So omit Pay and Schedule sections. We need to include headings: About the role, Responsibilities, Qualifications, Skills. Possibly also "About Vinfen" but not in list; we should not add extra headings beyond allowed list. The instruction: use

for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can only use those headings. We should not add other headings like "About Vinfen". However we could incorporate that info into About the role? The About the role section should contain role description. The "About Vinfen" could be considered part of About the role? Might be better to include it in About the role as extra prose. But we must not invent headings. So we will have sections: About the role, Responsibilities, Qualifications, Skills. Possibly also Requirements? The posting includes "Qualifications" and also "Knowledge And Skills" and "Learn Or Master The Following Areas". There's also "Typical Requirements". Could combine Requirements and Qualifications? The instruction says we can have Requirements section if there is real specific content. There is "Typical Requirements" etc. So we could include a Requirements section. But we also have Qualifications section. Might be redundant. Better to have Qualifications and Skills separate, and maybe Requirements as separate if distinct. Let's examine content: - Qualifications: High school diploma or GED required. A bachelor's degree in a Human Services related field is preferred. Experience working with people with developmental disabilities, behavioral conditions and/or brain injury strongly preferred. Strong time management and writing skills. Must be at least 21 years of age and have a current, valid, US drivers' license for at least 6 months. Must be able to become CPR, First Aid certified within 2 weeks of employment and MAP certified within 150 days of employment. Must be able to successfully pass a CORI, reference, national fingerprinting and driving record check. - Knowledge And Skills: list of knowledge and skills. - Learn Or Master The Following Areas: similar to knowledge and skills. - Typical Requirements: Candidates with one or more years of experience and/or training in a related function will be given preference for employment. Preferred /Required Education A high school diploma or equivalent is required. Driving Requirements ... Physical Effort ... Required Certifications ... Thus there is overlap. We could combine Qualifications and Requirements into one section? But we have both headings allowed. To avoid thin sections, we could merge into Qualifications (includes education, experience, age, driving, certifications). And Skills section for knowledge and skills. Requirements could be omitted if content overlaps. But we have "Physical Effort" and "Required Certifications" which are not in Qualifications. Those could go under Requirements. However Qualifications already includes certifications (CPR, First Aid, MAP). The Required Certifications list includes PBS Tier 1, Safety Care, CBIS. So we could add those to Qualifications as well. Might be okay to have Qualifications cover all. Thus we will have sections: About the role, Responsibilities, Qualifications, Skills. We need to use

• for any list of duties/requirements/benefits. So responsibilities list as ul. Qualifications maybe also list? It's a mix of sentences; we can make ul for each bullet. Skills also list. We must preserve all substantive information, not invent or summarize away detail. Must not omit details. So we need to include all details from the posting within those sections. Let's extract: About the role: first paragraph: "As a Residential Counselor, you will provide direct support to people with Brain Injury or behavioral conditions in either a small group residential setting or an individual living arrangement. In your role you will work together with the people we serve, their families, friends, employers, and other support staff to transform their lives by either building independence skills or increasing each person's quality of life. Residential Counselors have a range of duties include administrating medication under the Medication Administration Plan (MAP), implementing treatment plans, and assisting people with activities of daily living, such as household chores and cooking. You also strengthen residents' connection to their community by providing transportation on outings such as shopping and doctor's appointments." Also maybe include "About Vinfen" description? That is not role but organization. Could we include it under About the role? Might be okay as it's about the employer. But the instruction says use headings from list; we could still include that prose under About the role. It's not violating. We'll include it. Responsibilities: all bullet points under "Responsibilities Job Duties and Responsibilities:" and the list after. Need to capture each duty. Let's list them: - Assists individuals in the home in becoming fully integrated into their communities, and develop and maintain friendships. - Assists individuals to access community-based support and resources. - Plans recreational and social activities that promote social inclusion and the emotional well being of individuals in support of living a good life. - Empowers and supports individuals in the home to make choices, be a self advocate, and be fully involved in making decisions in determining the directions of their supports and lives. - Supports individuals in the home with access to assistive technology and adaptive equipment as a means to augment communication, access their communities, and generally live more independently. - Supports individuals in securing, maintaining and growing in work, volunteer, and other community engagement opportunities. - Supports individuals in the home to be more independent, be self-advocates, and make choices that define the direction and their vision for living a good life. - Encourages and supports individuals and their involved families in maintaining strong partnership with staff and other interested parties. - Provides training and support to individuals in the home. This includes rehabilitative interventions, behavioral interventions and monitoring, fire & safety regulations, appointment scheduling, money management, ADLs, grocery shopping, meal planning and cooking, household chores, use of generic resources, and other related areas. - Performs hands-on tasks in the program, as required in order to facilitate implementation of support plans. - Provides transportation, as necessary. - Assesses the physical and emotional status of individuals in the home and reports changes to supervisor. - Monitors individual funds, as needed. - Maintains records for individuals in the home. - Collects behavior and academic data and maintains progress notes. - Documents all information related to incidents, programs, and routine activities in a communication log. - Procures, stores, administers, documents, and disposes of medication for individuals consistent with MAP requirements, funding source regulations, and Company policy. - Communicates with and provides information to interested parties such as program nurse, case managers, and Visiting Nurses Association. - Participates in all mandated training and staff meetings as directed by the supervisor. - Ensures compliance with all internal and external regulatory policies, procedures, and standards. - Ensures home safety and maintenance as necessary at all times. This includes general housekeeping, snow shoveling, and trash removal. - Complies with all corporate and divisional policies and procedures, including safe work practices, workers’ compensation, universal precautions, and exposure control. - Completes various paperwork and logs including communication logs, community membership logs, and activity schedules. - Provides shift coverage, as necessary in other homes/programs as assigned by supervisor. - Functions as human rights advocate. - Provides physical intervention and/or First Aid in the event of behavior or medical emergency. - Serves as a reporter to the Disabled Persons Protections Commission. - Assists in developing, implementing, and documenting treatment, including ISP/PSTPs and clinical programs. - Performs other related duties, as required. That's a lot. We'll put them in
  • . Qualifications: combine all qualification-related info: - High school diploma or GED required. - A bachelor's degree in a Human Services related field is preferred. - Experience working with people with developmental disabilities, behavioral conditions and/or brain injury strongly preferred. - Strong time management and writing skills. - Must be at least 21 years of age and have a current, valid, US drivers' license for at least 6 months. - Must be able to become CPR, First Aid certified within 2 weeks of employment and MAP certified within 150 days of employment. - Must be able to successfully pass a CORI, reference, national fingerprinting and driving record check. - Preferred /Required Education A high school diploma or equivalent is required. (duplicate) - Driving Requirements: Driving is a requirement for this position using either a Vinfen van or personal vehicle. If using a personal vehicle, you must possess and maintain adequate insurance as well as maintain a safe driving record which is subject to annual checks. A valid driver's license must be presented at the time of employment. Incumbents must be at least 21 years of age, have maintained a valid US driver's license for at least one year, and must be able to pass a driver's screening background check. - Physical Effort: Ability to stand, walk, bend, kneel, stoop, crouch, crawl, climb as this is a very physically active position. Must be able to lift at least 25 pounds using proper lifting techniques or the use of a two-person lift. Ability to operate a computer and other office equipment such as a calculator, copier, and printer. Ability to sit, reach, climb stairs, and maneuver through narrow spaces or hallways. Ability to assist clients with tasks of daily living. Ability to speak, hear, and communicate with clients, staff, and external representatives. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. For positions in day programs or group residences, the ability to assist in routine living activities including cleaning, meal preparation, vacuuming, shoveling, and grocery shopping. - Required Certifications: CPR required within two weeks of hire; First Aid required within two weeks of hire; MAP required within 150 days of hire; PBS Tier 1 required within 150 days of hire; Safety Care required within 90 days of hire; May be asked to obtain CBIS certification (Certified Brain Injury Specialist). We need to avoid duplication but preserve all substantive info. We can combine similar points but must not lose detail. We'll produce a concise but comprehensive list. Skills: list from Knowledge And Skills and Learn Or Master The Following Areas. Knowledge And Skills list: - Knowledge and use of advocacy techniques - Knowledge and use of different communication styles - Knowledge of empowerment and self-advocacy techniques - Knowledge of participatory planning techniques - Knowledge of required physical personal management skills - Knowledge of required household management skills - Knowledge of crisis intervention techniques - Sensitivity to cultural, religious, racial, disability, and gender issues - Participatory skills, collaborative skills, teaching skills - Ability to work independently and as part of an interdisciplinary team - Ability to adapt and communicate to a variety individuals through the use of different communication styles - Ability to work in a professional and confidential capacity - High motivation to learn, practice new skills - Consistency in performance - Ability to communicate effectively in both oral and written formats Learn Or Master The Following Areas list: - Knowledge and use of advocacy techniques - Knowledge of empowerment and self-advocacy techniques - Knowledge and proven ability to promote family partnerships - Knowledge and proven ability to promote social inclusion in a way that supports individual choices - Knowledge and proven ability to promote ability to implement PBS treatment programs - Knowledge of participatory