Jenna Hirst

TUPE process from Herefordshire and Worcestershire health and care nhs trust to Onside Advocacy. Similar job role to the one I was doing within the Nhs.

• Supporting children and adolescents experiencing a range of mental health difficulties such as anxiety, depression or low level self-harm,
• Delivering low-intensity interventions (guided self-help, psycho-education, coping strategies) based on evidence-based models like Cognitive Behavioural Therapy (CBT) and Dialectical Behavioural Therapy (DBT) skills. To young people themselves aged 12-18 years via online group programmes. Multiple groups run for 6 weeks.
• Undertaking initial assessments and contributing to care plans under supervision of senior clinicians.
• Delivering low-intensity interventions (guided self-help, psycho-education, coping strategies) based on evidence-based models like Cognitive Behavioural Therapy (CBT) and Dialectical Behavioural Therapy (DBT) skills. To parents and carers of children aged 5-11 years via online group programmes. Multiple groups run for 6 weeks.
• Offering advice, emotional support, and psycho-education to parents and families.
• Facilitating parental understanding of their child’s difficulties and equipping them with strategies to manage and support their child at home.
• Build positive, supportive relationships with young people, parents and carers and the wider family
• Attending Multidisciplinary team meetings weekly to access referrals coming into the service to provide the most appropriate support for each child, young person and their family.
• Participating in case discussions, clinical and peer supervision.
• Liaising with schools, social care, and other services to promote a holistic approach to care.
• Safeguarding and risk management responsibilities, including raising concerns and contributing to safety plans.
• Creating programmes based on CBT and DBT principles which involved creating PowerPoint presentations, children and young peoples booklets, parent/carers booklets, homework tasks for them to complete between sessions.
• Collecting, collating and sharing service user feedback.
• Maintaining accurate, up-to-date electronic patient records on carenotes
• Uploading assessment notes, emails, phone calls, patient attendance and safeguarding documentation
• Tracking referrals, appointments, and outcomes
• Filing and archiving digital documents in line with information governance policies
• Handling telephone and email queries from service users, families, schools, social workers, and other professionals
• Communicating with other agencies via email or phone calls.
• Sending letters to GPs, schools, or external agencies as requested
• Sending discharge letters to service users and/or parents/carers
• Taking minutes during team meetings (Peer supervision, MDT meetings)

• Offered emotional support during challenging situations whilst respecting student's personal space and emotions.
• Participated actively in parent-teacher meetings providing updates on child's progress, strengths, and areas requiring improvement.
• Work one-to-one or with small groups of pupils who have a wide range of needs — from autism, ADHD, and physical disabilities to speech, language, or social difficulties.
• Adapt learning materials and approaches according to each pupil’s Education, Health and Care Plan (EHCP) or personal learning targets.
• Reinforce lessons delivered by the teacher, helping pupils grasp concepts at their own pace.
• Support the development of social, emotional, and communication skills.
• Help pupils manage transitions, breaks, and unstructured times, promoting positive interactions.
• Support pupils in managing their emotions, behaviour, and responses to situations.
• Use de-escalation techniques, positive behaviour strategies, and sometimes personal intervention plans.
• Offer a safe, calm presence for pupils when they feel overwhelmed.
• Assist with pupils’ personal care needs, such as toileting, feeding, or mobility (if required).
• Ensure pupils' safety at all times, including during physical activities, trips, or transitions around the school.
•