Teaching on module "Psychology Across the Lifespan".Created lecture and workshop materials for topics encompassing "Biological and Cognitive Development in Middle Adulthood" and "Biological and Cognitive Development in Late Adulthood" and incorporated my knowledge and experience surrounding dementia both in older and younger adults. Marking and providing feedback on essays.

Exploring visuospatial attention and wayfinding in young onset dementia; challenges and solutions to promote independent living. Working in collaboration with Alzheimer Scotland’s Centre for Policy and Practice.

Peer researcher and co-producer within the student advisory group for the ScotSMART research network, focusing on student mental health and wellbeing. I have recently completed the design for the ScotSMART logo and header, to be used on our social media and website. I'm also involved in other areas such as academic work, communications, event planning and content creation (blogs, podcasts, etc.).

I'm working with a Special Interest Research Group (SIRG) in 'Mental Health and Self Stigma in Young People'. We are funded by Emerging Minds. I started this role by creating a logo for our group. I have since been working on other projects such as developing a webpage and blog, designing study recruitment posters and engaging the public through social media. In addition, I am involved in the dissemination of information and research. As a research group we carry our workshops where I am a session facilitator.

I dedicate some of my free time to creating detailed, informative posts and graphic illustrations for my Instagram page which is focused on promoting education around psychology and mental health.

I have supported a few students through their academic studies (university level). General input as well as support specifically in the areas of Psychology and Biology.

Supporting individuals with a recent diagnosis using Alzheimer Scotland's 5 Piller Model and working at the Enhanced Level of Promoting Excellence Framework.Working as part of a multidisciplinary team alongside the NHS in a CMHT and liaising with other AHP's and social services.- Facilitating and coordinating psychoeducational workshops around the 5 Pillar Model of PDS- Engaging in caseload management and supervision, as well as action and learning group meetings- Assisting with the training of new staff and students on placement with the NHS

Relief Health and Wellbeing Assistant in the Craigneuk service. Supporting vulnerable adults with complex mental and physical health conditions.

Relief Health and Wellbeing Assistant in the Fullarton Service, providing support to individuals with addictions and Alcohol Related Brain Damage (ARBD). These individuals experience additional physical health and complex mental health conditions such as incontinence, apraxia, learning difficulties, schizophrenia and psychosis and more. Some tasks involved: - psychoeducation and creating resources- promoting engagement in service activities- prompting, assisting, or administering medication

Shout is a 24/7 crisis helpline/text line. I engage with Texters across the UK who contact Shout for varying reasons (loneliness, anxiety, depression, substance use, self-harm, abuse, suicidal ideation, psychosis, dementia.etc.). My key responsibilities involved working collaboratively with individuals to provide de-escalation; helping Texters identify their goal for contacting Shout; exploring risk and impact; supporting Texters in discoverimg their next steps for managing their health and wellbeing after the conversation ends; and signposting Texters to information and resources where appropriate. From the beginning of a conversation I acted in building trust and rapport through empathetic, reflective and active listening. I remained present for individuals throughout the conversation, asking open-ended questions to gain insight into their experience, thoughts, feelings and emotions; providing validation to show that they are heard; and reflecting on their evident strengths (e.g., resilience, strength, courage, insight, etc.) to highlight their positive attributes. I contacted risk assessment in line with Shout procedures and guidelines.this required close attention to detail and effective decision-making. I also played a role in managing immediate risk and remaining mindful of safeguarding responsibilities. Following conversations I recorded key details. I also engaged in debriefing with the on-shift supervisor.

Work placement as a Research Assistant at the University of Stirling FACELAB. I attended weekly lab meetings to discuss ongoing projects, relevant research articles and improvements to research designs. I worked on a range of projects and carried out various jobs, for example, participant recruitment, running experiments in face recognition and individual differences (personality, intelligence, etc.) I was involved in setting up online experiments in PsychoPy and Testable; editing photos through Psychomorph for use as stimuli within experiments. Following my placement, I continued working in the lab and worked independently in devising a research design to explore face recognition using psychophysics.

Working as part of a team, and independently, to provide a consistently high standard of customer service in a friendly manner. I was a trusted staff member, holding responsibility for accurately handling money, through transactions and cashing up at the end of shifts. I was also regularly given responsibility for looking after the restaurant and working unsupervised.

My key responsibility at PAS involved designing, organising, coordinating and facilitating a research consultation to evaluate the training programme provided for parents/guardians/carers of autistic children and third sector organisations (such as schools, the NHS,  social workers, etc). My findings directly improved and impacted the training that PAS now provide. I also achieved a nomination for the University of Stirling STAR Awards for my work.