Josie Asante

Trainee Children’s Wellbeing Practitioner with direct clinical experience in SET-CAMHS, working with children, young people presenting with anxiety, low mood, behaviours that challenge and emotional regulation difficulties. Experienced in structured assessment, low-intensity psychological interventions, risk assessment and formulation, routine outcome monitoring, parent work, group delivery, multidisciplinary working and adapting interventions for neurodivergent young people. BSc (Hons) Psychology (2:1) with BPS Graduate Basis for Chartered Membership.

Trainee Children’s Wellbeing Practitioner - SET-CAMHS, HCRG Care Group - Essex

(2026-01)

• Undertake structured initial mental-health assessments with children, young people and parents, exploring presenting difficulties, functional impact, developmental and family context, strengths, goals and risk.
• Deliver supervised evidence-based low-intensity interventions for anxiety, low mood and emotional regulation difficulties, including behavioural activation, graded exposure, psychoeducation, values and goal-focused work.
• Complete risk assessment and formulation, contribute to safety/clinical management planning, and seek senior consultation or step-up where needs exceed the remit of low-intensity intervention.
• Routinely administer, review and record outcome measures including RCADS, ORS/SRS, SDQ and goal-based measures to monitor progress and inform clinical decision-making.
• Deliver individual, group and parent-focused interventions, adapting language, pacing, activities and materials according to age, developmental level, communication needs and neurodivergence.
• Work directly with parents and carers during assessments, reviews and interventions, gathering developmental/contextual information and providing psychoeducation and practical support.
• Maintain accurate clinical records using SystmOne and contribute to multidisciplinary discussions concerning formulation, risk, treatment suitability and onward care.
• Use regular clinical supervision to review risk, engagement, formulation and intervention planning, and contribute to service-user engagement/service-development work, including analysis of young people’s feedback on anxiety and mood groups.

Emotional Wellbeing Support Worker - SET-CAMHS, HCRG Care Group - Essex

(2025-02 - 2026-01)

• Co-facilitated group interventions for children and young people with mild-to-moderate mental-health needs, including emotional regulation and self-esteem difficulties.
• Supported parent-focused and neurodevelopmental group work, adapting communication and resources to children’s age, developmental level and individual needs.
• Attended weekly clinical team meetings involving formulation, risk and treatment decision-making; recorded routine outcome measures including ORS/SRS and supported clinical administration and correspondence.

Learning Support Assistant - GSL Education / school placements

(2024-09 - 2025-01)

• Provided 1:1 and group support to children and young people with autism, ADHD, dyslexia, anxiety and social, emotional and mental-health needs, adapting communication and learning materials to individual needs.
• Built rapport, promoted autonomy and worked collaboratively with education staff to support participation and wellbeing.

Befriender - Keep Talking Services - Telephone-based mental-health charity

(2023-07 - 2024-09)

• Provided regular telephone-based emotional support, building rapport through active listening while maintaining safeguarding, confidentiality and professional boundaries.

Volunteer Teaching Assistant - Greenways Primary School - Southend, Essex

(2019 - 2020)

• Supported children in the classroom and developed early experience of adapting communication, building trust and using creative approaches to engagement.

PGDip Child and Young Person Psychological Wellbeing Practice (Children’s Wellbeing Practitioner) - University College London (UCL) (2026-01)

BSc (Hons) Psychology – Upper Second Class (2:1) - Psychology - University of Kent (2020 - 2024)