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Manager: Student Wellness


Main Job Objectives:

Overall responsibility for driving student wellness through the management of the Student Counseling Centre, Careers Centre, Wellness and Health Care Centre (HCC) to ensure the provision of a holistic wellness support service to the students of the University and to provide a high standard of health care facilities to students.


Key Performance Indicators:

  • Responsible for driving and developing the overall wellness strategy by identifying student issues and interventions in partnership with the Managers of the Counselling, Careers, Health Care Centre and Wellness that are in support of the DSA strategy and that support the strategic objectives of the University.
  • Develop new policies, practices and processes that will improve the overall quality of the well-being of students and staff.
  • Drive the implementation of initiatives outlined by the Division of Student Affairs.
  • Determine monitoring and reviewing of policies regarding the role and scope of services offered by the Centres.
  • Represent the Centres on relevant committees at the university.
  • Represent the Centres at a national level when called upon to do so, by attending professional meetings, presenting research papers etc.
  • Management of the Centres including, planning for each of the sections particularly as regards staffing needs, physical space and furniture and equipment requirements.
  • Overall responsibility for the management and supervision of reporting staff, the overseeing of core duties; dealing with grievances; staff planning and allocation; ensuring that an ethical code of conduct is adhered to.
  • Arrange and facilitate staff meetings on a weekly basis.  Liaise with other medical and professional personnel, colleagues from other campus health and counselling services as well as patients (staff and students) and parents, legal guardians and residence wardens.
  • Overall responsibility for the preparation of reports which entails maintaining detailed records of activities of the Centres; provision of annual statistics; recording of monthly client and patient statistics; budgeting and allocation of funds.
  • The approval and payment of invoices through the University order system.
  • Determining budget for the Centres and financial control of budgets including ensuring financial reconciliation of income with expenditure by the Administrative Assistant.
  • Client liaison for the Centres and ensuring that client’s needs are met.
  • Responsible for ensuring the performance management of all staff in the Centres, including the employment of staff, the orientation and training of staff, the motivation of staff, the appraisal of staff performance and dealing with performance difficulties.
  • To take overall responsibility for the well-being of students
  • To ensure that the Centres provide an ethical and high-standard of care and to address instances when these standards are not met.
  • To ensure that suitable training programmes are devised for the centres that includes case conferences, lectures and workshops, and that this meets the requirements of the relevant professional bodies.
  • Regular contact with the Director of Student Affairs in order to keep him/her apprised of developments and areas of concern.
  • Liaising with local and international professional bodies focusing on the needs of University students.
  • Consultation with staff regarding students’ difficulties.
  • Liaison with parents, guardians and/or wardens with the permission of the student concerned, unless there are compelling reasons that justify contacting parents without the student’s permission.

Counselling, Assessment and Education:

  • Development and facilitation of campaigns, workshops, presentations, training courses and preventative work for students on campus.
  • Recruitment and training of student peer educators
  • Development and distribution of information materials including pamphlets, newsletters and other publications.
  • Individual counselling mostly on a short-term basis with a limited number of longer cases seen.
  • Psychotherapy.
  • Group counselling, particularly in response to specific needs of students as determined from time to time.
  • HIV counselling, including pre- and post-test counselling, for students and staff.

ASSESSMENT of students which includes: -

  • Psychological assessment
  • Career assessments
  • Learning assessments

EDUCATION of students and staff regarding the well-being issues (e.g. substance misuse, eating disorders, termination of pregnancy, HIV, stress, etc.): -

  • Development and facilitation of campaigns, workshops, presentations, training courses for students on campus.
  • Development and distribution of information materials including pamphlets, newsletters and other publications.

Coordination of HIV/AIDS Programme:

  • Awareness drives to encourage inter alia prevention, care and support of those with HIV and AIDS, positive living, and stigma reduction
  • Testing campaigns to encourage awareness of one’s status and the promotion of positive living
  • Alignment of the various testing campaigns initiated by outside organisations and ensuring that these campaigns support the overall programme.
  • Coordinate Student Peer education/support programmes and investigate measurements to ensure a continuous improvement of service regarding the role of the Peer Educator.
  • Development of HIV / Peer Education related material and coordinate the training of related stakeholders
  • Development and distribution of resource material supporting HIV/AIDS Committees or related structures in the institution
  • Ensuring availability of condoms at appropriate points for students on campus
  • Ensuring that policies set are appropriate to HIV /AIDS work.

Within the framework of the identified programme, activities and programme are appropriate designed to:

  • promote awareness of HIV/AIDs
  • encourage positive living
  • appeal to students  
  • ensure appropriate and ongoing treatment
  • decrease stigma associated with HIV/AIDs
  • ensure adequate knowledge about personal rights and responsibilities and choices
  • ensure adequate knowledge of institutional procedures and policies
  • take into consideration broader wellbeing issues
  • building on synergies with already available resources and to build on these e.g. wellness days for students
  • consider the budget provided and ensure efficient and maximum utilisation of the budget

Crisis Management and Intervention:

  • Overall responsibility crisis management ensuring that the Director is always kept informed.
  • Crisis intervention (Wellness section operates a 24-hour crisis facility this individual would be expected to be on call and available to assist at certain times).
  • To advise and assist junior staff with dealing with psychological crises and/or psychiatric emergencies when this is necessary.
  • Responsible for the coordination and communication with regards to all activities and interventions in times of crisis.
  • To design and develop preventative measures, in particular in the prevention of finished suicides.
  • Responsible for recommendations in respect of extended LOA’s, communicating and meeting with parents, the Communications and Advancement division with regards to media and public communication etc.


 The job incumbent must be a Counselling Psychologist, registered with the Health Professional Council of South Africa (HPCSA), with approximately 7 years' relevant work experience over and above their internship where such experience includes: -  


  • Previous experience working with adolescents or individuals in early adulthood. The greater diversity of the experience with adolescents the better. Those individuals with specific experience of working with University students will also be at an advantage.
  • Previous experience supervising interns with a good track record of having done so
  • Previous experience working at a strategic level (at least middle management)
  • At least 5 years' management experience
  • Previous experience in developing new policies, practices and processes that will improve the overall quality of the well-being of students
  • Previous experience in being part of initiatives to introduce new ways of thinking where the individual has worked with individuals to change their current way of thinking and functioning


  • Expert understanding and knowledge of adolescent/early adulthood development
  • Genuine interest in working with students and preferably a good track record of having done so
  • Ethical and professional orientation at all times
  • Sound overall knowledge of wellness and well-being
  • Sound understanding of budgetary procedures
  • Proven competence in report-writing



  • Ability to communicate effectively both verbally and in writing in English
  • Ability to communicate in other official languages is desirable and will be an advantage
  • Excellent interpersonal skills, able to develop a quick rapport with individuals and be perceived as trustworthy
  • Is culturally aware and sensitive, fosters an attitude of appreciating diversity in others
  • Assertive in interactions with others
  • High level of self-awareness, is committed to own development
  • Able to gain the trust of others, able to keep confidences
  • Networking skills, able to persuade and convince others


  • Sound Computer literacy: able to work with a word processor, spreadsheets, use the internet
  • Ability to devise and manage administrative systems
  • Critical administrative skills include good organisational and planning skills as well as problem-solving and time-management skills
  • Attention to detail is necessary.


  • Ability to think strategically and creatively
  • Problem-solving skills: logical and analytical
  • People management skills with a collaborative approach
  • A strong track record of service delivery
  • Decision-making skills, able to be objective, flexible but decisive
  • Sound numerical ability


  • Strong service ethic with a track record of continuous improvement
  • Able to work independently as well as a member of a team
  • Actively seeks feedback
  • Able to withstand criticism and use constructive criticism to improve service delivery and own contribution
  • Professional and able to produce work of a high quality
  • Shows initiative
  • Able to manage multiple demands and deal with stress
  • Compassion


Due to the 24-hour crisis intervention facility, this individual must be willing and able to be called out at night in times of crisis and be able to respond within 20 minutes of being summoned. This requires that the job incumbent lives within 16km of the University and to possess a valid driver’s licence.  If candidates are not in possession of a driver’s licence they will be expected to obtain a driver’s licence in the first year of their employment.  The university will cover the costs of this.


DPT Recruitment


Grahamstown, Eastern Cape



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