• Counselling children, adolescents and young people & integrating art and play therapy approaches

• Counselling adults with HIV/AIDS & associated mental health difficulties• Administering and scoring GAD-7, PHQ-9 and CORE-10 outcome measures

• Counselling adults face to face & remotely (CBT, DBT, person-centred, psychodynamic) supervised by an experienced psychotherapist• Conducting initial assessments with new clients, using Counsel 360 system and administering WEMWBS OM• Managing a caseload working with various issues such as relationship issues, abuse, isolation, depression, anxiety, childhood trauma, substance misuse, suicidal thoughts, self-harm, autism, hoarding, bipolar disorder• Member of the British Association for Counselling and Psychotherapy (BACP) no. 00993487• Attending regular CPD courses to ensure the work with clients satisfies professional standards

• Providing therapeutic person-centred support for women with learning disabilities, autism and personality disorder following their Positive Behaviour Support plan and care plan• Managing a caseload of patients and providing 1:1 sessions weekly and drop in sessions• Participating in service development and implementing interventions• Completing observations, ABC charts, clinical audits, conducting risk assessments and safeguarding patients • Organising and running therapeutic groups, individual activities and meaningful activities • Ability to work calmly in highly emotional environments and with distressed clients• Working in an MDT, contributing with information and supporting in decision making as part of MDT• Instructed in administering and scoring outcome measures for MANS LD, ESSEN CES and CORE LD

• Providing trauma informed psychological support across the acute, acute personality disorder, Tier 4 EUPD and learning disabilities wards for adults and young adults with emotionally unstable personality disorder, self-harm risks, mild LD, dual diagnosis, eating disorder, substance misuse, ADHD, comorbid presentations, bipolar and psychosis• Co-facilitating group psychological interventions on the wards and managing group dynamics• Working under the supervision of a counselling psychologist• Contributed to service improvement - I implemented safe wards and created psychoeducational materials • Providing support to service users with implementing DBT skills and completing DBT homework • Completing clinical notes, clinical audits, contributed to formulation & psychological report writing• Administering, scoring and interpreting outcome measures CORE, CORE LD, MANS LD, ESSEN CES, State-Trait Anger Expression Inventory-2 (STAXI-2), Rosenberg Self Esteem Scale, Difficulty in Emotion Regulation Scale (DERS), Five Factor Mindfulness Scale, Rotter’s Locus of Control Scale, SCL-90-R

• Supporting, on a weekly basis, adults and older adults with various mental health conditions such as schizophrenia and personality disorders in daily life activities and developing life skills for independent living• Undertake medication duties, including administration, recording, and supervise junior staff in this task• Actively participate in both the assessment and care plan process, defining care needs and ensuring care is individualised and truly meets the holistic needs of the service user• Communicating effectively with family members, GPs, colleagues and other health professionals• Build and maintain therapeutic relationships, which result in positive outcome for patients and aids recovery• Undertaking 1 to 1 sessions with service users to discuss their mental state, wellbeing, progress, concerns and suggestions for service improvement• Demonstrating effective clinical communication and documentation: effective verbal and written handover of relevant and objective information, ability to determine key information• Providing service which supports independence, participation and access to community services • Offering support to meet not only the emotional needs of the service user but also their social, physical and cultural needs using an empathetic and flexible approach • Demonstrating resilience and calm in managing challenging behaviour of service users • Working with a person-centred approach towards each service user’s individual recovery aiming to reach the goals set in their care plan• Building supportive relationships with service users and having the ability to engage and positively relate to people from a range of backgrounds and cultures• Able to manage strong emotions in others and de-escalate challenging behaviour • Keeping daily records on activities, appointments, progress and conducting risk assessments• Working under close supervision of senior staff, receiving feedback and improving performance according to the feedback

Responsibilities and achievements while working 1:1 on a weekly basis with neurodiverse (autism, ADHD) students, non-verbal students and with little speech aged 4-19:• Teaching and using basic Makaton signs, PECS, visual board and schedule • Assisting with settling in school• Experienced activity coordinator - attention builders session, using sensory activities and creating awareness around emotions• Managing challenging behaviour with calm indoor and in busy noisy outdoor settings• Ability to work on the development of a child’s speech which resulted in increased speech within 3-4 months observed by parents at home too• Recording the child’s progress and improvement in development• Creating and maintaining structure and predictability to reduce anxiety • Supporting in gaining life skills (e.g. dressing, eating) and evaluating and breaking tasks into easy steps• Working in a multidisciplinary team including teachers, SENCO, speech and language therapist and parents • Having patience, repeating and gently prompting the child as well as using rewards (using ABA)• Being creative and adapting the class related resources to the child’s level of ability and understanding and also creating resources to meet the child’s needs• Worked in baby rooms providing care, supportive interactions and 1:1 support

• Mentoring first year students to adapt to the university life academically and socially • Signposting students internally and externally for support

• Leading a team of 13 people within the ‘Universal Asig’ Insurance Virtual Enterprise • Developing strong communication, leadership, organisational, teamwork, time management and negotiations skills by co-ordinating projects, delegating tasks and ensuring they are completed in a timely manner and partaking in local and international Virtual Enterprises Fairs and competitions • Using digital skills to create presentations and promotional materials for the company

• Assisting children at doing homework and closely working with a dyslexic girl

• Assisting foster care children at doing homework, involving them in outdoor activities, providing emotional support, mentoring