Mental Health Therapist, Contractor - AZ / Remote

As a Mental Health Therapist at Cartwheel in Arizona, you will provide mental health assessments and teletherapy to students in partner schools. Your key responsibilities will include participating in case discussions, supporting families in transitioning to community care, and building relationships with school staff. You'll also collaborate on strategies to improve mental health services within schools.

To qualify for the Mental Health Therapist position at Cartwheel, candidates must hold an active mental health license in Arizona, such as LCSW, LMFT, LPC, PhD, or PsyD. Additionally, you should have at least two years of experience providing teletherapy services to children and youth and have familiarity with therapeutic modalities like CBT, DBT, or solution-focused therapy.

Yes, the Mental Health Therapist role at Cartwheel is fully remote. You can work from anywhere in the U.S. as long as you maintain an active mental health license in Arizona. This provides flexibility in managing your professional responsibilities and personal life.

Cartwheel provides a comprehensive support system for its Mental Health Therapists. This includes access to administrative support from experienced Care Coordinators, clinical supervision opportunities, and resources for continuing education. We also offer an AI-enabled medical scribe to help reduce your documentation time, allowing you to focus more on patient care.

The start date for the Mental Health Therapist role at Cartwheel will be rolling, beginning in February 2025. This allows for a flexible transition period as we prepare for expansion in Arizona.

Building relationships starts with open communication and understanding the unique challenges faced by students. I make it a priority to meet regularly with school staff to discuss student needs and involve families in the care process. Sharing successes and strategies fosters a collaborative environment.

I have over two years of experience providing teletherapy to children and youth. I utilize platforms like Zoom and GSuite for video sessions, ensuring accessibility and engagement. I adapt my techniques to create a comfortable environment for children to express their feelings and concerns remotely.

I often utilize Cognitive Behavioral Therapy (CBT) and Dialectical Behavior Therapy (DBT) as they are effective in helping children understand and manage their emotions. Depending on a child's needs, I may also incorporate motivational interviewing and solution-focused techniques to facilitate change.

I maintain a proactive approach by regularly assessing student progress and collecting feedback from school staff and families. Staying informed about the latest mental health trends and research helps me tailor my methods and interventions to meet their evolving needs.

In crisis situations, I keep a calm demeanor and assess the immediate needs of the child. I prioritize safety, listen empathetically, and work to de-escalate the situation. Having a clear plan for crisis management, including relevant resources and emergency contacts, is essential.

I value collaborative feedback and routinely engage in case discussions with colleagues. Incorporating their perspectives and insights helps enhance my therapeutic practice and ultimately benefits the students we serve.

Working remotely enhances my ability to connect with diverse populations across different locations. It also allows for greater flexibility in scheduling, which I see as a way to meet the demands of students and families more effectively.

I bring experience working with rural communities and diverse populations, including knowledge of cultural considerations that shape mental health. Additionally, my fluency in Spanish allows me to communicate effectively with non-English speaking families, thereby increasing access to care.

Success is measured through student engagement, progress in therapy, and feedback from families and school staff. Additionally, tracking improvements in students' mental health and emotional well-being plays a critical role in evaluating the impact of my work.

My long-term goals involve not only providing excellent clinical care but also contributing to developing comprehensive support systems within schools. I hope to advocate for mental health resources and awareness at a systemic level, ensuring that all students have access to the help they need.