Intake coordinator Jobs in Burnaby, BC

Job Summary

The Mental Health Intake Clinician serves as the primary point of entry for all UBC students seeking support for mental health concerns. The role conducts brief structured initial assessments to determine immediate needs, assess risk and acuity, including suicidal ideation, self-harm, and safety threats, and facilitate timely appropriate referrals to care across a variety of mental health and medical care services within UBC Student Health & Wellbeing (SHW), and to community services within the health region. This role provides clinical decisions and recommendations on all aspects of the work within professional guidelines, consulting as needed for complex or high-risk presentations, with available informed clinical guidance. This role is central to UBC's integrated, stepped care mental health model, which prioritizes timely access, interdisciplinary collaboration, and continuity of care to support student success and wellbeing.

Organizational Status
The Mental Health Intake Clinician reports to the Director, Student Health & Wellbeing, and works closely with family physicians, nurse practitioners, psychiatrists, counsellors, psychologists and other SHW staff within an integrated, interdisciplinary model of care.

This role operates primarily at SHW service locations but may provide services at other campus locations as needed. Embedded within SHW, the role contributes to coordinated service delivery, shared clinical standards, and continuous improvement of triage and safety pathways, supporting SHW’s mission to deliver accessible, equitable, and integrated health services that promote student wellbeing and academic success.

Work Performed

1. Assessment and Mental Health Safety

· Conduct brief initial mental health appointments with students presenting with psychological or emotional concerns, determining triage level and priorities for care using a stepped care approach.

· Perform rapid clinical assessments to determine risk, symptom severity, functional impact, and care needs, including clinical screening where appropriate.

· Conduct structured mental health risk assessments using validated tools and clinical judgment, including screening for suicidality and non-suicidal self-injury (NSSI).

· Apply trauma-informed and culturally responsive approaches to safety assessment and initial safety response, recognizing unique vulnerabilities of Indigenous, LGBTQ2SIA+, international, and other marginalized student populations.

· Assess and triage potential indicators of Attention-Deficit Hyperactivity Disorder (ADHD) symptoms, provide initial psychoeducation, and coordinate pathways for further ADHD assessment and group or individual support.

2. Navigation, Triage, and Risk-Responsive Referral

· Determine the most appropriate service pathway based on presenting issues, acuity level, student needs, preferences, and readiness to engage, including high-acuity/urgent presentations and moderate-acuity presentations.

· Use a stepped care approach to triage and match students to the least intensive, most effective service that meets their current needs, with flexibility to step care up or down over time based on feedback, functioning, and risk.

· Support shared decision-making by discussing service options collaboratively with students, emphasizing autonomy, choice, and recovery-oriented care.

· Facilitate warm handoffs and collaborative transitions between SHW teams, ensuring continuity of care and clear communication of safety concerns, care plans, and clinical priorities.

· Research and explore internal and external resources and make appropriate referrals to community mental health providers, crisis lines (e.g., Here2Talk), emergency services, and specialized programs when UBC resources are not suitable or acuity requires higher levels of care.

· Document and communicate all suicide risk assessments and safety plans to receiving providers to ensure seamless safety management across service transitions.

3. Collaboration, Service Integration, Safety Coordination, and Education

· Work as an independent clinician and as a member of an interdisciplinary team to provide coordinated mental health services that support academic functioning, student safety, and overall wellbeing.

· Liaise and collaborate within SHW regarding shared student clients, mental health supports, and coordinated safety responses where indicated.

· Participate in regular interdisciplinary meetings and case conferences to review complex cases, triage processes, clinical pathways, and high-risk presentations requiring coordinated safety management within a culture of shared responsibility and clinical accountability.

· Participate in crisis response protocols and contribute to campus mental health, emergency preparedness, and post-crisis support.

4. Documentation, Quality Assurance, Safety Tracking, and Program Development

· Maintain accurate, timely documentation of assessments, care plans, interventions, treatment outcomes, referrals, and professional consultations in the electronic health record (EHR) in accordance with SHW and professional regulatory standards.

· Maintain detailed records of suicide risk assessments, safety plans, and safety-related referrals, ensuring legal compliance, clinical continuity, and audit readiness.

· Contribute to higher level program evaluation initiatives and projects.

Consequence of Error/Judgement
The Mental Health Intake Clinician provides clinical decisions and recommendations on all aspects of the work and is accountable for the delivery of professional standards of practice in assessing mental health status, safety/suicide/homicide risks, and appropriate care pathways. Decisions made by this position directly impact student safety, continuity of care, and academic functioning.

Failure to provide appropriate triage, risk assessment, safety planning, and follow-up - particularly in cases of suicidal ideation or other high‑risk presentations, may result in serious harm to students. Inadequate communication or coordination between clinical and support teams can compromise continuity of care and student safety. These failures also carry significant legal, regulatory, and reputational consequences for the University.

Supervision Received
Works within professional guidelines; informed clinical guidance is available. Works under the general supervision of the Director, SHW. Receives clinical consultation and mentorship from senior clinicians and other interdisciplinary team members to support professional development and clinical competence. Receives periodic review of work quality to ensure quality and adherence to SHW standards, professional guidelines, operational objectives, and continuous improvement initiatives.

Supervision Given
This position does not directly supervise full-time staff.

Minimum Qualifications
Master’s degree in Nursing, allied health discipline, or Counselling Psychology. Eligible for professional certification in British Columbia. Minimum of three years of relevant experience in mental health, or the equivalent combination of education and experience.

- Willingness to respect diverse perspectives, including perspectives in conflict with one’s own

- Demonstrates a commitment to enhancing one’s own awareness, knowledge, and skills related to equity, diversity, and inclusion

Preferred Qualifications

• Current registration and good standing with a relevant professional college in British Columbia (e.g., BCCNM, CHCPBC, or equivalent).
• Minimum of three years of mental health clinical experience in crisis assessment, suicide risk evaluation, mental health triage, or case management in a health or community setting.
• Comprehensive knowledge of mental health assessment, diagnostic categorization (e.g., DSM-5 and updates), and adolescent/young adult mental health issues and disorders.
• Strong and demonstrated skills in suicide risk assessment, safety planning, crisis intervention, and de-escalation techniques.
• Demonstrated ability to identify clinical presentations requiring medical referrals and facilitate pathways to physicians, psychiatrists, nurse practitioners or other medical providers, as well as counselling services, based on student needs.
• Demonstrated knowledge of trauma-informed care and its application to assessment, safety, and intervention.
• Demonstrated ability to work effectively with diverse populations, including international, Indigenous, and LGBTQ2SIA+ students, with special attention to suicide risk variations across populations.
• Excellent communication skills (written and oral), strong organizational abilities, and capacity to document clearly and concisely in the HER.
• Demonstrated ability to work independently and collaboratively as a member of an interdisciplinary team.
• Willingness to respect diverse perspectives, including perspectives in conflict with one’s own.
• Demonstrates a commitment to enhancing one’s own awareness, knowledge, and skills related to equity, diversity, and inclusion.
• Degree in Nursing with Registered Nurse (RN), Registered Psychiatric Nurse (RPN), or Nurse Practitioner (NP) credential, or equivalent allied health clinical credential.
• Experience working in post-secondary, youth, or emergency mental health environments, particularly in crisis, triage, or emergency department settings.
• Training or certification in suicide risk assessment (e.g., Columbia Suicide Severity Rating Scale, Safety Planning Intervention, or similar evidence-based approaches)
• Knowledge of the BC Mental Health Act, relevant privacy legislation (e.g., Freedom of Information and Protection of Privacy Act), and community mental health and crisis resources.
• Experience collaborating with physicians, psychiatrists, counsellors, and allied health providers in a team-based care or stepped care model.
• Demonstrated ability to participate in development of educational programs and materials.
• Experience with EHR systems, triage software, or health information management systems.

We are committed to fostering inclusive campus communities and serving the needs of equity-deserving populations. The successful candidate will possess a demonstrated ability to understand and respond to the diverse lived experiences of students, including but not limited to those who identify as:

• Indigenous (First Nations, Métis, Inuit)
• Black
• LGBTQ2S+
• Persons with disabilities
• International students
• Students from diverse religious, linguistic, and cultural backgrounds
• Individuals from varied socio-economic statuses, family structures, and age groups

Equity and diversity are essential to academic and community excellence. We value cross-cultural competence, anti-oppressive practice, and trauma-informed care. Bilingualism or multilingualism is considered an asset. We encourage applications from members of groups that have been historically marginalized, as outlined in the B.C. Human Rights Code.