Clinical Behaviour Analyst - NHS CAMHS
(2023-10)
This role involves a mixture of behaviour informed practice and case management. Case Management: Involving the coordination and oversight of services and support provided to a child or adolescent with mental health needs. The primary goal is to ensure the delivery of comprehensive and integrated care.
- Assessment and Planning: Conducting thorough assessments to understand the mental health needs of the child or adolescent. Collaborating with other professionals to create an individualised care plan based on the assessment.
- Coordination of Services: Serving as a central point of contact to coordinate various services and interventions required for the child's mental health care. Facilitating communication and collaboration among different healthcare providers, educational institutions, and community resources.
- Advocacy: Advocating for the best interests of the child within the healthcare system, educational settings, and community. Ensuring that the child receives appropriate and timely services and support.
- Monitoring and Evaluation: Regularly monitoring the child's progress and adjusting the care plan as needed. Evaluating the effectiveness of interventions and making recommendations for modifications.
- Support for Families: Providing support and guidance to the family members or caregivers of the child. Offering education on mental health issues, coping strategies, and resources available for support.
- Crisis Intervention/Risk Assessment: Being prepared to intervene during crisis situations and ensuring that appropriate crisis management plans are in place.
- Documentation and Record Keeping: Maintaining accurate and up-to-date records of the child's mental health history, assessments, and interventions. Ensuring compliance with confidentiality and data protection regulations.
- Transition Planning: Assisting in the transition between different stages of care, such as moving from inpatient to outpatient care or transitioning to adult mental health services.
- Assessment: Conducting comprehensive behavioural assessments to understand the behaviour and emotional challenges of children and adolescents.
- Functional Analysis: Identifying the functions of problematic behaviours and determining the underlying causes.
- Treatment Planning: Developing individualised behaviour intervention plans based on evidence-based strategies to address behavioural issues.
- Collaboration: Collaborating with a multidisciplinary team, including psychologists, psychiatrists, social workers, and educators, to ensure a holistic approach to treatment.
- Consultation: Providing consultation and guidance to parents, caregivers, and other professionals on effective strategies for managing challenging behaviours.
- Data Collection and Analysis: Using data collection methods to monitor and analyse behavioural progress, adjusting interventions as needed for optimal outcomes.
- Training and Education: Conducting training sessions for parents, caregivers, and school staff to empower them with skills to support children with behavioural challenges.
- Advocacy: Advocating for evidence-based behavioural interventions and promoting awareness of the importance of behavioural analysis in mental health.
- Research and Evaluation: Engaging in ongoing research to contribute to the field's knowledge and continuously evaluating the effectiveness of behavioural interventions.
- Ethical Practice: Adhering to ethical guidelines and standards in the provision of behaviour analytic services to ensure the well-being and rights of the children and adolescents served.
Student Engagement Coach - University
(2023-01 - 2023-10)
- Meeting with students who are identified as at risk and helping them with their academic planning and assignments
- Helping to work through complex academic issues with students predominantly statistical analysis and procedures for carrying out statistical tests (SPSS)
- Assisting and teaching APA formatting procedures to students
- Signposting students to relevant personal, academic and specific support
- Providing personal support to struggling students and offering them an open and safe place to ask questions and get help to finish their assignments
- Reading drafts of student work and providing constructive feedback
- Liaising with other academics and departments within the university
Behaviour analysis consultant - Simply Behaviour
(2022-04 - 2023-10)
- Worked with a team overseeing behaviour support plans
- Implementing targets
- Parent training
- Technical skills training
- Developing PBS approaches
- Modifying and adjusting targets in accordance with functional analysis
- Milestones training, assessments and plan implementation as part of a multidisciplinary team
- Setting up a consultancy in the NHS system for Simply Behaviour
Behaviour Analyst- Supervisor - Simply Behaviour
(2020-09 - 2022-04)
- Training staff and other tutors in behaviour analysis and how to implement
- Carrying out functional assessment design of materials and programs to further behaviour support plans
- Implementing and carrying out extensive data driven procedures to evidence learning
- Designing and implementing NET
- Working as a school and nursery shadow which involves implementing and disseminating the science of ABA
- Carrying out VBMAPP assessments and reports
- Using VBMAPP and verbal behaviour techniques from Greer et al., to teach learning units
- Extensive use of CABAS technique to take data and progress short- and long-term objectives for a VB program
- Use of Trial by Trial Data and graphing as appropriate to the program
- Use of 'My Way' Approach as identified by Hanley
- Teaching tutors and parents about behaviour analysis
- Holding training workshops for clients and tutors
Psychological practitioner in first response crisis team - NHS (first response team)
(2020-07)
- Psychological intervention (use of acceptance and commitment therapy)
- Risk assessment
- Triage assessment
- Referrals and signposting
- De-escalation of problem behaviour and use of positive behaviour support approach to treat people in crisis
- Use of and adherence to evidence-based practice at all times
Behaviour Analysis
(2016-09 - 2017-12)
- Worked within schools running curriculum programs for children with Autistic Spectrum Condition and Intellectual disabilities
- Ran home program for a child of 1 year using VBMAPP programs, running child lead and natural environment teaching
- Ran home program for a 6-year-old boy using VBMAPP, used systematic desensitisation, social play models and natural environment teaching
- Ran home program for an 8-year-old boy with challenging behaviour using VBMAPP, attended learning workshops and training in applied behaviour analysis.
Company Founder - Simply Behaviour Ltd
(2009)
- Teaching various courses in applied behaviour analysis and neuroscience of behaviour for professionals and non-professionals which are accredited and gain CEUs for various professional bodies
- Responsible for sales, marketing, accounts and administrative duties
- Running a small team
- Problem solving both alone and as part of a team.
