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Assistant Support

Location:
London, Greater London, United Kingdom
Posted:
March 10, 2018

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Francesca Trevisani

Add: ** Avondale Avenue, N*2 8ER, London

Mobile: 07864 637865

Mail: ac4rel@r.postjobfree.com

Profile

-M.A. degree in Clinical Psychology at “Università degli Studi di Urbino Carlo BO" ;

-Bachelor degree in Psychological Sciences of Clinical Intervention at “Università degli Studi di Urbino Carlo BO";

-KUF Awareness Certificate on Personality Disorder;

-NVQ Level 3 - Diploma in Health and Social Care (adult) for England (QCF);

-Hardworking and self-motivated with an articulate and outgoing personality;

-Enjoys meeting new challenges and seeing them through to completion;

-An individual who adapts well to new situations and remain confident and good-humoured under pressure.

Employment History

SEN Teaching Assistant at The Holmewood School

2016- present

•To provide 1:1 support to a child who presents OCD, PDA, ASD, ADHD and EBD, improving the child behaviour, social relationships and education;

•To undertake work/care/support programmes to enable access to learning for the pupil and to assist the teacher in the management of pupils in the classroom;

•To delivery the high quality of learning, 1:1 teaching and occasionally class teaching when needed and to raise standards of achievement for all pupils by setting achievable and specific IEP targets;

• To develop a knowledge of a range of learning support needs and to develop an understanding of the specific needs of the pupils to be supported;

•To supervise and provide particular support for pupils in need, ensuring their safety and access to learning activities;

•Taking into account the importance of learning as effectively as possible both in group situations and on 1:1 support, by ensuring that the child is able to use equipment and materials provided;

•To assist in weaker areas, e.g. language, behaviour, social skills, reading, spelling, handwriting/presentation;

•To help children to focus on and finish a work set;

SEN Teaching Assistant at Stanhope Primary School

2016

• To provide 1:1 support to a child who presents ASD, ADHD and EBD, using ABA as method of teaching, improving the child behaviour, social relationships and education;

•To undertake work/care/support programmes to enable access to learning for the pupil and to assist the teacher in the management of pupils in the classroom;

•To delivery the high quality of learning, teaching and to raise standards of achievement for all pupils;

• To develop a knowledge of a range of learning support needs and to develop an understanding of the specific needs of the pupils to be supported;

•To supervise and provide particular support for pupils in need, ensuring their safety and access to learning activities;

•Taking into account the importance of learning as effectively as possible both in group situations and on 1:1 support, by ensuring that the child is able to use equipment and materials provided;

•To assist in weaker areas, e.g. language, behaviour, social skills, reading, spelling, handwriting/presentation;

•To help children to focus on and finish a work set;

•To use new appropriate resources to support the child within the school setting;

•Be aware of and comply with the procedures relating to child protection, health, safety and security, confidentiality and data protection, and to report concerns to an appropriate person;

•Be aware of and support differences and ensure all pupils have equal access to opportunities to learn and develop.

Behaviour Therapist at Real Focus

2015 - present

Real Focus is an intensive programme of Positive Behaviour Support to help young people with autism and learning disabilities with challenging behaviour;

To support children and young people with ASD and learning difficulties to develop their life skills and independence;

The method used is A.B.A. Applied behaviour Analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviours to a meaningful degree. It is the use of techniques to bring about meaningful and positive change in behaviour;

To work closely with the staff team in the young people's house ensuring that safeguarding issues are responded appropriately and quickly;

To keep all documents and records of work undertaken safe;

To keep up to date clients' folders and write reports for reviews;

To attend ongoing person- specific training on site; Team teach and positive behaviour trainings;

To provide a service which promotes equality, diversity and rights for all children and young people within the service;

To acknowledge of the issues could be related to working with children and young people and their families;

To acknowledge the relevant legislations such as the Children’s Act 2002, Disability Discrimination Act 2005; Special Needs and Disability Act 2001, Equality Act 2006, Carers and Disabled Children Act 2000.

Volunteer Counsellor At Place2Be

Sep 2015 - Jan 2016

-To offer individual counselling sessions (psychoanalytic approach) to children in a primary school (year 2 and year 3);

-To work closely with the leadership team in the school and to ensure that safeguarding issues are responded to appropriately and quickly;

-To attend supervision sessions with the School Project Manager in the end of the day;

Assistant psychologist at CHT (Community Housing and Therapy)

2014 - 2015

" clients think of the future and make realistic plans for discharge when therapy is complete;

To keep all written records up to date and clearly formulated, e.g. maintaining individual client records, producing clinical reports, incident reports, client reviews and monitoring process;

Active member of the staff team, engaged in supervision. Supervision helps to understand the relationship between events in the community and in groups, and the unconscious processes involved in clinical work. Supervision also helps to develop an open, questioning attitude and respect for clients' experiences leading staff forming meaningful therapeutic relationships with clients and enables them to deal with the inevitable stress that comes from working in a context in which their professional identity may not always be clearly defined;

Active member of the staff team engaged in pre and post groups and in the weekly project dialogue group.

Volunteer Psychologist at Look Ahead Care and January 2014 - February 2015 Support – London

Provide specialist support and care service that help the customers to achieve positive change and move forward with their lives;

Working in different Project (Building) of the community in Hammersmith Borough;

Working closely with the costumers of the community through different activities which are carried out weekly such as ArtClub, Reading session, Art&Craft, Gardening, Walking group, Tea and Chat and Outdoors Activities;

Meeting with the Member Staff to discuss about the present and future projects running in the community, giving also feedback about the patients’s interaction to the activities;

Working as part of a multidisciplinary team as social workers, education professionals and Support Worker;

Demonstrate reliability and attendance of task given;

In-Depth analysis of different activities running in the community, with particular focus on painting, drawing and the dynamic participation of the patients.

Try to inspire patient’s interest and the involvement in the activities carried out. As well as incentivise creative skills which can allow them to open up and express themselves.

Assistant Psychologist at I.R.M.O. (Indoamerican Refugee an Migrant Organisation - London)

Internship – 2013

Exploration of the project “The Tree of Life”, which include a narrative therapy;

To draw up topics about different issues as “bullying”, “domestic violence” etc, for future workshops of the organisation;

Realisation of a Flyer on “Bullying” aimed to the parents of the children who attended English Classroom;

To demonstrate required attendance and reliability.

Workshop: The role of the Psychologist in therapeutic Communities at Università degli studi di Urbino Carlo BO

In service Training 2012-2013

In-depth analysis of the role of psychologists in Communities, not only in the care of individuals, but rather of the community as a whole. Evaluation of life contexts through the most recent and widespread techniques of psycho-social research (community assessment);

Further Analysis of different existing community structures after the so called “Italian 180 Law Reform”;

In-depth analysis of the importance of the action on the interaction between individuals with specific skills and their environment, enabling the identification of groups of people at risk, in order to act in terms of prevention, by means of using and activating the resources available in the community;

In-depth of different existing community structures after the Italian 180 Law Reform. The increase of the psychosocial competence, the prevention of diseases, the promotion of the social change as main goals, as well as the optimisation of the wellbeing of individuals and the communities. The importance of the actualisation of prevention and evaluation of different intervents of the disadvantage;

Specific attention has been reserved to integration and rehabilitation psychosocial thematics, with the reference to different life quality improvement projects within rehabilitation communities. Significance is given to music-therapy, art-therapy and theatre therapy;

To recreate a working environment where the trainee students were embodied a psychologist, a psychiatrist, two social operators, a doctor, a volunteer and a nurse. They had to take some decision on community hosts. Meanwhile a Tutor has shown a clinic case on which we, as students, had to analyze different psychological issues. All of this was very helpful to understand how to work in the community;

Inset day at “Comunità Psichiatrica Ca’ D’Andrea” (Therapeutic Psychiatric Community), a residential psychiatric community, aiming at the integration of Borderline/schizophrenic patients in the social fabric.

Workshop: Discussion of Clinical Cases – Theory and technique in Developmental Age’s Psychotherapy

at Università degli studi di Urbino Carlo BO

Workshop 2011-2012

In-depth analysis of the Developmental Psychology;

Accurate assessing on the importance of the children attachment to the caregiver, evaluating how the disorganised attachment is the basis of an ensure development;

In-depth analysis of the various kind of unsafe attachments through the viewing of different videos on the topic.

Research Assistant - Diagnosis and Clinical Intervention II at Università degli studi di Urbino Carlo BO

In Service Training 2011-2012

To assist the supervisor to examine different important projective psychological scales as Rorschach Test, O.R.T. (Object Relations Technique), and T.A.T (Thematic Apperception Test);

In-depth evaluation on MMPI-2 (Minnesota Multiphasic Personality Inventory), one of the most important test to evaluate characteristics of the personality;

In-depth analysis of the Scid-I (Structured Clinical Interview for DSM-IV Axis I Disorders), a diagnostic exam used to determine DSM-IV Axis I disorders and Axis II disorders (disorders of personality);

In-depth analysis of S.T.A.I. (State Trait Anxiety Inventory) and the Hamilton Rating Scale (HSR-A), which are responsible to valuate the intensity of anxiety symptoms, and A.S.I (Anxiety Sensitivity Index);

To write report and presentation focused on the rating scale of anxiety, (S.T.A.I.).

Research Assistant - Methods of survey and analysis of linguistic and metalinguistic defining Competence at Università degli studi di Urbino Carlo BO

Laboratory 2010 – 2011

To assist the supervisor to examine a psychometric tool, the Scale Benelli – Belacchi (2007), suitable to monitor and evaluate Defining Competence in children;

Examination of Defining Competence, a metalinguistic ability focused on a verbal explication of the main of the words, enabling intersubjective verification of mental representations, central topic of the Scale Benelli – Belacchi (2007);

Ability to maintain a professional appearance and attitude at all the times;

To conduct and assess of survey of the scale Benelli – Belacchi to the children in a school in Perugia (PG) Italy.

Assistant Psychologist at A.S.U.R. (Azienda Sanitaria Unica Regionale - Italy)

Internship – 2009

To Assess patients’ needs through interviews, psychometric tests and observations. The tests used were: MMPI-2, T.A.T., W.A.I.S., M.M.S.E.);

To participate actively in giving opinion confronting myself with the psychologist about some issues concerned psychological troubles regarding her patients;

In-depth analysis of the projective psychological Tree’s test, analysing different drawings made from children and adults in therapy;

Ability to maintain a professional appearance and attitude at all times;

Working as part of a multidisciplinary team as social workers, education professionals and occupational therapists;

Demonstrate required attendance and reliability;

Assisting the supervisor on deciding the most appropriate form of treatment, which could include therapy, counselling or advice;

Going to case conferences;

Participating in all mandatory and essential training.

Education

M.A. Degree in Clinical Psychology at “Università degli studi di Urbino Carlo BO”, 2010-2013;

Bachelor Degree in Psychology of Clinical Intervention ‘Sciences and Techniques’ (Upper second-class honours), at “Università degli studi di Urbino Carlo BO” 2006-2010.

Skills

Italian mother tongue;

English fluent and correct written and spoken;

Psychological assessments and Psychometric testing (M.M.P.I.-2, T.A.T.,( thematic apperception Test), W.A.I.S. (Wechsler adult intelligence scale), M.M.S.E. (Mini mental state examination) S.T.A.I. (State trait anxiety inventory), A.S.I. (Addiction severity index).

Developed persuasive skills from working with children and young people;

The ability to work co-operatively and effectively in a team;

Excellent listening skills developed from M.A. and Bachelor degree and work experience;

Competent working knowledge of Word, Excel and PowerPoint;

Ability to cope with changing situations and changes to routine.

Professional Membership

Graduate Basis for Chartered Membership (BPS).

Other Information

At the moment I'm working as Behaviour Therapist with young people who present autism and learning disabilities. My work is based on supporting these young people to get through their transitional period and promote independence. I did work as SEN teaching assistant in a primary school in Greenford, offering 1:1 support to a child with autism and ADHD. The child was not very verbal so I did communicate sometimes with pecs and Makaton. The ABA technique as way of teaching has revealed an extraordinary change in his behaviour, not only in the school but even at home; as volunteer Counsellor in a primary school with children who have experienced difficult past; Place2be offer a space within the school where the children can express themselves through the act of role playing and painting.

I worked as Assistant Therapist at Lilias Gillies House, a residential therapeutic community which offered me a great opportunity to work in a residential environment. I worked with adults and young people with severe and enduring mental health problems, predominantly with psychosis, Borderline personality disorder and depression. CHT's therapeutic programme provides a structure orientated towards recovery, training, employment and increased independence. Group and individual psychotherapy, combining a psychoanalytic model informed, principally, are used to help clients find methods of coping with persistent distress.

Before join Lilias Gillie House I used to work as Volunteer Psychologist in an another residential community based in Hammersmith, with the organisation called Look Ahead. I worked with people with several mental health issues such as schizophrenia and learning disabilities. I provided specialist support with the goal to help the customers to achieve positive change and move forward with their lives. They were involved in different activities which were carried out weekly such as ArtClub, Reading session, Art&Craft, Gardening, Walking group, Tea and Chat and Outdoors Activities. In October 2013, I’ve been enrolled in a Placement at I.R.M.O. (Indoamerican Refugee and Migrant Organisation), an organisation based in South London. The main assignment were draw up topics about different issues as “bullying”, “domestic violence” etc, for future workshops which the organisation intends to achieve, aimed to the parents of children who are used to attend the English class or Social Activities and demonstrate required attendance and reliability all the times. I.r.m.o. ran a project called “The Three of Life” with the participation of local neighbors. During the qualifying period at A.S.U.R. (2009) (Azienda Sanitaria Unica Regionale) my assignment consisted to helping the psychotherapist to assess MMPI-2 tests results and assess issues concerned psychological troubles. My internship was productive and interesting, I learnt many things, discussing about troubles of her patients and together to understand their way of behaving considering their ways of living, culture and past experiences. An indepth analysis was given to the Three’s Test, understanding draws of children, interpreting so that, children and adults’s drawings.

Reference available on request



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