Beth Pugh Email & Phone Number

As a part of the peer mentoring project, I help care leavers gain: work experience, employment or education. Care leavers are underrepresented in higher education and in employment. This is shown by 60% of care leavers on their 19th being not in Employment or training. Furthmore, only 2.4% of people who have been within theCare system gains a higher education in wales. Therefore, I empower the young people I support to aspire to and work towards their goals; through providing both positive encouragement and providing relevant information. I am reliable and consistent in the support I provide, meeting fortnightly with each individual.

Supporting autistic individuals to conduct their daily routine, as self autonomously as possible through the utilisation of goal planning and structure. With the involvement of person-centred planning to tailor to reflect the needs of the individual which differed greatly due to; concurring anxiety, psychological disorders and being unable to communicate through speech. I employed techniques such as: teach files, objects of reference and crib notes to promote understanding.

As a teaching assistant providing cover; I am flexible and adaptive to change working in both SEN and mainstream settings and across age groups 3-18. I provide person centred support reflecting each student’s needs, which differs greatly due to varying emotional, behavioural, and developmental needs. This has increased my developmental psychology understanding of developmental stages and of the variation in autism. For autistic individuals I support I have employed techniques such as: PECS, Offclume system, and object of reference to enhance their communication skills and understanding.

Coleg Y Cymoedd (December 2016-Jan 2018) I Supported students with learning and behavioural difficulties to excel in their work across a variety of subjects, ranging from entry level to level three. I used positive encouragement with students to address low confidence in their ability for the duration their lessons. Also used this approach with students who displayed behaviours’ of concern, by actively encouraging them to be engaged with their work. This technique was shown to be greatly successful with the vast majority of the students shown by them reaching targets and gaining qualifications.

Leicester, United Kingdom

Helping a master’s student with his project on short term memory using transcranial current stimulation. This really homed in my skills of Excel, Powerpoint and SPSS. I learnt a great deal off his teaching about analysis. Also, about team work we reached every target he set earlier than expected through our joint hard work. This meant that he could spend longer on his writing process

Cardiff, United Kingdom

My role as a befriender, involved me providing a short term social provision of weekly visits for a period of 8 to ten weeks, whilst arranging long term support. My visits allowed for both the family based carer to have a break from providing their support and for the individual to feel less isolated. Initiative was taken in planning trips during my visits around the wishes of the individual. The greatest success was taking an elderly gentleman with Alzheimer’s to his childhood home, which was massively important to him and his carer. The visits allowed me to undertake needs based assessments of the individual to arrange long term social provisions to help give a sense of community

Master'S Degree, Neuroimaging: Methods And Application, Pass

My project was entitled Induced Gamma deviations in Schizotypy: Impact on Visual perception and relation to Schizophrenia. I did this is.

Bachelor'S Degree Bsc, Psychology, 2.1

My dissertation was using an EEG machine, looking at entrainment of alpha rhythm in Schizotypy. I used clinical diagnostic tools such.

Bachelor'S Degree, Psychology, 2.1

My dissertation was using an EEG machine, looking at entrainment of alpha rhythm in Schizotypy. I used clinical diagnostic tools such.