Lucy Millership

Clinical Work:

• 10-12 1:1 music psychotherapy and group music therapy sessions on a weekly basis using a variety of music therapy interventions; active music making, song-based interventions, improvisational music therapy, receptive music therapy, social skills development, sensory-based interventions and emotional regulation. I also incorporate elements of DBT, mindfulness and compassion focused therapy into my work. Sessions are person-centred and tailored around the strengths of the service user, and around what we have identified together as areas for development. Each service user is offered 6-weeks initially, with a review after this initial period of therapy, followed by a further 6 week music therapy intervention
• Delivering music therapy services tailored to individual client needs.
• Assessing each individual after referral, discussing expectations, boundaries and identifying therapeutic aims together
• Building and maintaining strong therapeutic relationships with both service users and staff who support them

Admin:

• Completion of discharge reports for each service user, providing the home treatment team with tailored recommendations for further therapeutic interventions and community music therapy resources
• Completion of an end of therapy report in collaboration with the service user
• Engaging in continuous professional development to enhance therapeutic skills and inform evidence-based practice

Multidisciplinary Work:

• Participating in team meetings to coordinate therapy plans for service users.
• Weekly therapy meetings led by the Head of Psychology, in which service users are referred for music psychotherapy and therapy timetables are discussed and adjusted according to each ward's therapeutic need
• Attending morning handovers where each service user is discussed with the multidisciplinary teams, including Nurses, Support Workers, Doctors and Psychiatrists - referrals made for music psychotherapy may be considered here, as well as risk assessing the ward and discussing referrals for therapy groups
• Attending ward rounds for service users with whom I work directly, including discussing progress, therapeutic aims and general themes of the therapy with external agencies and the on-site MDT
• Attending regular monthly supervision with external clinical supervisor to reflect on current case load, organisational dynamics, and therapeutic approaches
• Managed administrative tasks related to clinical documentation and record-keeping.
• Competent use of internal note-taking system, MyPath, where all clinical notes and reflective notes are stored securely in line with GDPR and confidentiality
• Ensuring I am working within the guidelines and professional standards dictated by the HCPC

Clinical Work:

• 8-10 1:1 music psychotherapy and group music therapy sessions on a weekly basis using a variety of music therapy interventions; active music making, song-based interventions, improvisational music therapy, receptive music therapy, social skills development, sensory-based interventions and emotional regulation. I also incorporate elements of DBT, mindfulness and compassion-focused therapy into my work.
• Completion of an initial clinical assessment, formulation and therapeutic support plan for all new pupils, to inform the therapeutic intervention/therapy modality that would be most beneficial
• Using CORS/ORS outcome measures to track therapy process
• Therapeutic aims for each pupil which are adjusted/developed each term based on the outcome measures/therapy progress
• Engaged in monthly supervision with internal clinical supervisor to reflect on therapy practice and enhance case management

Admin:

• Using an internal system (databridge) to write clinical and reflective notes based on each of my clinical sessions
• Compiling end of term and therapy reports, contributed to IDP (EHCP) reviews, and communicated with external agencies such as CAMHS
• Managing administrative tasks related to clinical sessions
• Assessment sessions for new pupils from September
• Therapy walks in each classroom every term to support implementation of training/therapeutic approach
• Ensuring I work within the ethical guidelines, competency and professional standards dictated by the HCPC
• Engaging in regular CPD to inform and develop my therapeutic practice

Multidisciplinary Work:

• Weekly consultation with the management team within the school
• Weekly consultation with the on-site therapies team
• Termly therapies meeting with all of the Phoenix Creative Therapists
• Termly therapies meeting with the therapies team as a whole (SALT, OT, Arts)
• Planning and writing bespoke training programmes for the team to support the therapeutic approach around subjects such as ARFID, Emotional Regulation, Therapeutic Boundaries, Working with Anxiety, PACE techniques - this is based off meetings with the MDT on-site and is directly related to feedback and needs of the team
• Delivering reflective practice on a weekly basis for the team as part of the therapeutic support offer - a space to reflect, formulate and a way to support the team's own mental health and well-being
• Collaborating with external agencies through PEP and TAC meetings and discussions with therapists and social workers to support pupil needs
• Regular communication with parents, carers and guardians
• Supporting transitions and involvement in transition plans for new pupils and pupils who are 'natural leavers'
• Attending MDTs for each classroom once every half term, in which we can discuss current challenges and think together about what interventions (therapy or classroom-based) that individual needs
• Supporting transitions and involvement in transition plans for new pupils and pupils who are 'natural leavers'
• Attending MDTs for each classroom once every half term, in which we can discuss current challenges and think together about what interventions (therapy or classroom-based) that individual needs

• As a Music Tutor, I worked in 11 different schools spanning across the Rhondda Cynon Taf area, delivering whole class music lessons and peripatetic woodwind lessons. Whole class music requires organising, planning and delivering 1 hour lessons in either Ukulele, Recorder or Samba Drumming for classes of up to 30 children between the ages of 7 and 11. These lessons allowed the children to experience and create music, often for the first time, in an engaging and inclusive environment, in the hopes of inspiring the younger generation to take up instrumental lessons in the future and keep music alive in South Wales. The pupils learned the beginnings of reading music, how to play the basics on each instrument and the importance of working as a team in an orchestral setting. I aimed to keep music accessible to all, and tailored the lessons around the abilities of the specific class to ensure that all pupils will be able to engage in the lessons to the best of their ability. Music allows them to be creative, try something new and give the pupils a sense of pride and achievement when they are able to play the music given to them. Watching their confidence grow was the greatest reward as a music tutor. Being prepared, punctual and organised is essential when working in schools. Remove personal pronoun strived to encourage pupils to participate as much as they can, allowing them time to refocus if they need it and aim to make the lessons as fun and as engaging as possible.
• Peripatetic music lessons were given to groups of either 1, 2 or 3 pupils and are specifically on woodwind instruments, including Flute, Clarinet, Saxophone and Bassoon. With these lessons, I was able to give 1 to 1 support to each pupil in order for them to grow as a musician and improve on their chosen instrument. I helped pupils organise their practice schedules, prepare them for ABRSM graded exams and encourage conversations about how they best learn. So I could support them as a teacher in a positive and open environment. It was important to be able to adapt to each pupil and focus on what is in their best interests.

• Working as a Music Therapist part-time across the Rhondda Cynon Taf area, focusing on provision for children and young people in mainstream school settings. I worked in a newly formed behavioural unit on Mondays, providing Music Therapy sessions to the young people who access the unit, in order to work on social communication skills, improving focus and concentration whilst attending lessons and allowing them a space for emotional and creative expression. I worked as part of a team of specialist teachers and learning support assistants, overseen by the SENCO of the school. This work included taking on assessments of potential new clients to see their suitability for Music Therapy, taking clinical and reflective notes in order to keep track of individual non-musical goals, and being as flexible time-wise as possible so that the clients can attend as many school lessons as possible.
• Outside of the behavioural unit, I worked in other mainstream schools in the area with clients aged 6 to 11 on a Thursday morning, working with clients who have social-communication disorders, ASD, ADD, ODD and Looked After children.

• Taught as a peripatetic music teacher in Bridgend for 7 months, covering for a colleague on sick leave. The job entailed travelling to multiple primary schoolsTravelled to multiple primary schools in Bridgend to provide 1-1 woodwind instrument lessons, focusing on music reading, posture, personal musicality, and ABRSM exam preparation, supporting music, posture, how to bring their own musicality into their playing, supporting their personal practice and helping them prepare for ABRSM graded exams.. It is Fostered a supportive learning environment by being open, encouraging, and actively listening to pupils during their musical development.ls can often be self critical with their playing, and so being a support system for them during their musical journey is essential. Allowing time to plan lessons, organise your week prior to it starting and being punctual are key to being a teacher.

• Served customers on tills, restocked shelves with new produce, cleaned shop at end of night, locked and unlocked the store during scheduled hours, rotated stock to minimise waste, operated post office till when required, performed till checks twice daily and checked safe every week. It was important to have a friendly and welcoming manner when talking to customers, and I always felt that a smile and Maintained a friendly and welcoming manner with customers.lexibility was something that was learned right away. was a very physical job and Arrived on time for every shift, ensuring smooth operations. in respondiDuring to store manager requests, adapting to various duties as needed.ng those hours; therefore the running of the shop and locking up at night was my role.
• Managed till operations smoothly, reducing waiting time for customers.
• Learnt about new products quickly, providing comprehensive guidance to customers.
• Conducted daily inventory checks to manage stock levels accurately.