Emma Palmer

Dedicated professional with expertise in volunteer coordination, community outreach and support, adept at providing emotional support and practical guidance. Demonstrates strong problem-solving skills, effective time management, research skills and proficiency in risk assessment and mitigation. Highly adaptable with a proven ability to collect and sample data accurately, seeking to leverage these skills in a role that fosters community engagement, person centred support and ongoing development.

• BPS accreditation
• School of baby-wearing consultant

Research

Politics

Creative arts

Performance arts

Kayaking

Wild swimming

The experience I have gained though work, life and education has thoroughly prepared me for a new role. I have academic knowledge that has provided me with a rich understanding of psychological assessments, qualitative interpretation and quantitative data analysis, performing research both individually and as part of a team. Furthermore, the experience I have from previous roles allows me to confidently apply my academic knowledge to the real world, seeing and treating people as individuals with their own, personal needs rather than anonymous case studies on a page. During my time in both work and education I have developed many skills:

• Assessing service users needs and providing a service that ensured their needs were met accordingly.
• Coordinating and running 1-2-1 and group sessions for service users.
• Attending regular skill development sessions and conferences to ensure my knowledge was up to date and proficient.
• Developing and delivering training sessions to volunteers to ensure continued high levels of service.
• Creating and presenting visual teaching aids and service user information sheets.
• Record keeping in compliance with UK GDPR law.
• Administration duties such as service user communication, record keeping, finances, supply orders, supplier communication and advertising.
• Building good relationships with service users.
• Maintaining a welcoming and inclusive setting, ensuring a diverse range of service users felt safe and comfortable accessing the service.
• Considering how disabilities and diversity could impede access and putting in place ways to mediate this such as physically accessible venues and facilities/quiet areas/employing various teaching techniques/continued professional development.
• Building relationships with outside services to create continuity of care and knowledge of the service within other sectors to allow for signposting.
• Identifying service users who may have higher needs to offer appropriate support and/or signposting to relevant services.
• Delivering appropriate service user care under supervision.
• Providing appropriate mental, financial and physical support to service users and their families based on their individual needs.
• Understanding the effects of a service user's needs on the family and household and how to support them as a whole.
• Receiving regular training and updating my skillset.
• Maintaining excellent records on service user progression, allowing supervisors to further assess ongoing support requirements.
• Safeguarding training - How to identify potential risk of harm or abuse to the service user themselves and those around them and record and report them appropriately.
• How to assess personal risk within a role and take measures to reduce them and keep myself safe.
• How to set clear goals for service users and recognise their achievements.
• Regular contact and supervision with a manager to assess both the service user's and my own progression.
• First aid training - whilst now out of date the experience was invaluable and provided updated knowledge, ensuring continued professional development.
• Confidentiality training - How to support service users, allowing them to safely share information about themselves without fear of any breach of confidentiality whilst acknowledging in certain instances the coordinator and/or other services may be informed for safety purposes.
• Qualitative research - Collecting interview and message board data and interpreting meaning to collate overarching themes and ideas.
• Quantitative research - Collecting and inputting numerical data. Performing various statistical analysis using appropriate software.
• Using self-measure reports, interviews and psychological tests to gather information.
• Writing psychological reports.
• Continued academic development.
• ICT development to bring my computer knowledge up to date, including use of Excel, Word, PowerPoint, Jamovi etc.
• Excellent research skills and how to attribute relevant peer reviewed evidence and literature to a project.
• An excellent understanding of research ethics including factors that could pose potential ethical issues and ways to mitigate them.
• An enthusiastic desire to research and better understand all areas of interest with a passion that instills this in others.
• Time management to ensure work is prioritised and completed effectively.
• BPS accredited qualification with a good understanding of professional codes and conduct.
• The ability to be flexible and move between different areas of interest as required, as demonstrated by the variety of modules undertaken during education.
• The ability to receive and undertake feedback on my work, allowing me to progress efficiently.
• Supporting my peers to achieve their goals.