Working for HBC’s Virtual School

Based in the Children and Young People’s team at Middlesbrough and Stockton Mind. Working on the Schools in Mind team. Schools in Mind consists of Emotional Well-being Practioners based within schools within the Teesside region. Within the role I complete the following;-Children and young people will be referred to the team in which they are triaged depending on suitability. Following triage they will be accepted or referred onwards to other referral pathways (e.g. CAMHS). -Following acceptance the child or young person will then engage in a low level emotional well-being intervention with myself lasting from 6-12 weeks. -Using evaluation tools such as the CORS, GAD-7 and PHQ-9 as well as completing frequent risk assessments. -All sessions are evidence based and are assessed with goal based outcomes.-A child will complete low level work with a range of emotions one could be struggling with (e.g. anxiety, anger, behaviour, low mood). -Using Psychoeducation and Intervention within sessions. -Attend frequent meetings regarding a young persons emotional well-being, referral, suitability or outcomes. -Managing risk and being at the centre of safeguarding all the children and young people I work with.

-Based in ARC Services in Acklam Grange School. -Working within the PLC and Advance provisions supporting students 11-16 regarding inclusivity. -Social, emotional and mental health issues are also supported as well as academic needs. -Completing pastoral interventions and workshops with students referred. -Interventions consist of Anger Management, Anxiety, Low Mood & Depression, Friendship Issues, Self-Esteem and Confidence. -Supporting the delivery of academic activities for individuals or groups of students at risk of underachieving. -Key worker for 5 students within the school who need support with mental health, SEND or SEMH needs. -Maintaining effective relationships, building up trust and committed to safeguarding children. -PROCLAIM and Trauma-Informed trained.

•Working under supervision of the SENDCo and alongside teachers; I supported individuals with special educational needs and disabilities.•Experience working with ASD, ADHD, SEMH, Anxiety, Cerebral Palsy and moderate learning difficulties such as difficulty with literacy. •Key-worker of two students in the school, creating Individual Support Plans (ISP’s) and completing their EHCP Reviews. Each term I provided my key students with new targets, we continued to develop and work on throughout, supported with mentoring meetings and interventions from myself. •Strong understanding of the curriculum within schools, sound understanding of child development and learning and a dedication to help students develop.•Attention, reassurance and support with learning tasks using scaffolding, visual aids and other methods of practice