Louise Ozturk

• Individualized Learning: Providing support tailored to the specific needs of each student. This could involve differentiating instruction, offering extra help, or providing additional resources to students who may struggle with certain subjects.
• Special Educational Needs (SEN): Identifying and supporting students with special educational needs, such as learning disabilities or behavioural issues. This may involve creating Individual Education Plans (IEPs) and working closely with specialists to address their needs.
• Inclusive Education: Promoting inclusivity by accommodating a diverse range of learning styles, abilities, and backgrounds. Learning support staff may work to create an inclusive classroom environment that values and respects differences.
• Behavioural Support: Assisting students who face behavioural challenges. This might involve implementing behaviour intervention plans, providing counselling, or using restorative practices to address conflicts.
• Emotional and Mental Health Support: Recognizing and addressing the emotional and mental health needs of students. This could include counselling, referrals to external mental health professionals, and creating a safe and supportive space for students to express their feelings.
• Study Skills and Organization: Teaching study skills, time management, and organization techniques to help students become more independent learners.
• Collaboration: Collaborating with teachers, parents, and other professionals to create a comprehensive support system for students. Regular communication and teamwork are essential for addressing each student's needs.
• Access to Resources: Ensuring that students have access to appropriate learning materials, technology, and resources. This may include making accommodations for students with physical disabilities or providing assistive technology.
• Conflict Resolution: Helping resolve conflicts and issues that may arise among students or between students and teachers. This can contribute to a more harmonious learning environment.
• Advocacy: Advocating for the needs and rights of students who require additional support, both within the school and at the district or regional level.

Unfortunately due to funding for an Attendance officer being withdrawn by the Local Authority, I was not in this position for long but whilst in the post my role involved :

• Attendance Monitoring: responsible for tracking and recording the attendance of all students at your school. This involves maintaining accurate attendance records, including absences, tardies, and early dismissals.
• Investigation: When students are absent without a valid reason, I would investigate the reasons for absence, contacting parents or guardians to determine the cause and discuss potential solutions.
• Parental Communication: Maintain open and constructive communication with parents or guardians to inform them of their child's attendance issues, discuss potential solutions, and provide support and resources when necessary.
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• Delivered high-quality care to individuals with varying needs, tailoring support to meet personalised care plans.
• Provided physical and emotional support, employing compassionate care to help individuals achieve their full potential.
• Empowered individuals to pursue hobbies and leisure activities such as shopping and creative activities.
• Facilitated weekly group meetings, providing safe, secure spaces for service users to interact and socialise.
• Continuously promoted best practices in health, safety and security to safeguard service user welfare.
• Built strong patient relationships through compassionate care and friendly rapport building.
• Promoted personal wellbeing and independence, building service user confidence through social and community interaction.
• Used excellent communication and interpersonal skills to engage and interact with individuals in need.
• Reported on service user progress to senior staff, addressing concerns and suggesting appropriate action.

• Delivered the highest standards of support to people with learning disabilities, in line with individual support plans, cultural needs, and wishes.
• Provided person-centred care and positive behaviour support for service users.
• Devised and reviewed outcome-focused support plans, accurately assessing user needs and risks.
• Promoted inclusion, maintaining positive links with a variety of community organizations.
• Encouraged people to make choices and life decisions in line with MentalCapacity Act requirements.
• Encouraged social participation by accompanying users to social activities and community events.
• Complied with all safeguarding, risk management, risk assessment, and lone working policies and procedures.
• Kept daily report book up to date and accurate, including records of financial transactions.
• Built positive working relationships with colleagues, families, and external organizations and professionals.

following the completion of my psychology degree I enrolled in the Forensic Psychology (MA). However, my experience was significantly impacted by the Covid 19 pandemic. the sudden shift to an isolated life both academically and socially, stripped me of my coping mechanisms and I struggled to focus and concentrate on my studies. I was later diagnosed with burnout and ADHD. Despite this, I successfully completed modules in:-

• Law, Justice, and Psychology
• The Psychology of Investigation
• Applied Quantitative Research Methods
• Applied Skills In Forensic Psychology
• Assessment and Intervention in Forensic Psychology