Jake Small Email & Phone Number

I am a highly motivated First-Class Honours Psychology graduate who has recently gained an MSc (by research) focused on individuals' self-understanding of mental health difficulties. My academic journey has equipped me with strong qualitative research skills, particularly in thematic analysis and semi-structured interviews, alongside knowledge from modules such as Clinical Psychology, Personal Relationships, Psychological Research, and Developmental Psychology. Upon completing my BSc, I became eligible for chartered membership of the British Psychological Society.During my MSc, I explored how relationships, cultural influences, and context shape individuals' understandings of their mental health difficulties, inspired by Bronfenbrenner's ecological theory. I conducted semi-structured interviews with participants from local charities to gather rich data on how people perceive their mental health challenges. Additionally, I completed an extensive literature review on stigma, self-perception, and the role of social support systems in shaping these understandings.In addition to my academic achievements, I bring valuable professional experience supporting diverse learners. As a Student Engagement Mentor at Kirklees College, I managed a caseload of students, providing both pastoral support and progression guidance. I worked collaboratively to create tailored plans for academic success, emotional well-being, and social growth. I conducted weekly one-to-one sessions, supported target-setting, broke down assignments, and addressed challenges such as behaviour, punctuality, and attendance. A key focus of this role was safeguarding, where I collaborated with families and multidisciplinary teams, including tutors, well-being staff, safeguarding officers, SEND departments, and care coordinators, to ensure students received holistic support.Currently, I work as a SEN TA at Employability Solutions, an alternative provision school. I support students with complex emotional and learning needs, utilizing trauma-informed practices such as the PACE framework (Playfulness, Acceptance, Curiosity, and Empathy). My responsibilities include collaborating with staff to implement and monitor EHCPs (Education, Health, and Care Plans) and ensuring interventions align with each student’s unique needs. This role has deepened my understanding of inclusive education and enabled me to apply my academic knowledge to support learners facing trauma, mental health, and education challenges.