Margaret Wright

• Cared for and provided a secure base for children with complex emotional and behavioural needs.
• Advocated for children in school, college and with the Local Authority.
• Supported children with chaotic attachment styles and developmental trauma.
• Used P.A.C.E in co-regulation
• Worked to allow children to see themselves through someone else's eyes.
• Worked with professionals to ensure the best outcome for the child.
• Completed daily reflective recording.
• Carried out child care plans whilst maintaining awareness of children's changing needs.
• Encouraged children to express views and opinions to increase confidence and openness.

• Presided over General business, and committee meetings.
• Aided decision making, by drawing out ideas and steering discussion, often exercising diplomacy for the best outcome.
• Reported and liaised with individuals to facilitate actions.
• Worked with conductor on planning and programming.

Teach violin and viola in schools and privately

Prepare students for exams

Keep progress records

Regularly give feedback on progress

Direct string ensembles and small chamber groups

Whole class violin teaching

Set personalised targets for pupils, communicating progress through regular parent correspondence.

Trained, rehearsed and led students in school and community musical programs.

Monitored student progress regularly and addressed knowledge gaps.

Mentored struggling students by creating individualised solutions suited to specific needs.

Tailored curriculum to meet diverse student needs and learning styles.

Performed widely as an orchestral violinist, soloist and leader.

Provided chamber music at weddings and other functions

Worked on programming and repertoire

• Provided a safe space for young people to process their thoughts, feelings and behaviours and supported them in making sense of situations they found themselves in, including working through trauma and adverse childhood experiences.
• Helped them to find effective ways of communication to achieve best outcome.
• Building better relationships with parents and peers
• Helping to understand challenging behaviour, emotion and need behind behaviour
• Coping with family breakdown
• Dealing with alcohol and violence in the home
• Facilitated positive change by devising action plans collaboratively with clients.
• Supported integration of service users back into community life to maximise successful transition rate.
• Complied with strict ethical guidelines to provide compassionate and empathetic support.
• Upheld ethical standards outlined by British Association of Counselling and Psychotherapy, ensuring credibility and integrity at all times.
• Developed personalised coping strategies for improved mental health.
• Kept accurate record of sessions as per regulatory guidelines ensuring accountability and transparency.
• Maintained confidentiality of client information; demonstrating professional ethics and respect.
• Empowered clients to explore new ways of thinking and alternative options to difficult situations.
• Helped clients to uncover strengths and growth-focused achievements to promote self-esteem and confidence.
• Utilised reflective practice to improve counselling skills continuously.
• Attended regular supervision meetings for continuous learning and professional development.