Melike Tosun

• Planned personalised support plans to help students manage anxiety, depression, ADHD, autism, interpersonal problems, phobias, selective mutism and many more
• Listened actively to mentees' concerns, goals and challenges, providing empathetic understanding and personalised guidance.
• Helped students with academic and social challenges, offering support and suggestions for helpful resources.
• Built individualised study plans to support struggling students with academic goals.
• Provided constructive feedback and guidance, challenging mentees to expand perspectives and reach full potential.

• Supported individuals with school work and daily struggles to help develop communication, social and academic skills.
• Organised bonding initiatives for mentors and mentees to build connections.
• Developed short-term and long-term goals for students. These goals were agreed upon with my mentors and based on the areas of their lives that they wanted to improve upon. For example, these goals would range from developing skills in their studies, communication skills with peers and family, spending more time on building hobbies and extracurriculars, managing stress etc.
• Practiced confidentiality to adhere to privacy regulations and guidelines. I would be responsible with communicating the fact that the things that my mentors share with me remain confidential unless it concerns information which implies their intent to harm themselves or other people around them.
• Managed conflict resolutions and resolved problems.
• Met with group of up to 4 individuals, weekly, to do different recreational activities together as a way to release stress and encourage social bonding.

During my observership at the Ketamine Clinic at King’s College London, I had the invaluable opportunity to observe and participate in the care of patients with severe depression or bipolar disorder. The clinic provided tertiary care by administering ketamine therapy to patients with treatment-resistant depression or bipolar disorder. I observed various mental health professionals, including psychiatrists and psychotherapists, use the Montgomery-Åsberg Depression Rating Scale (MADRS) to assess the severity of patients' symptoms, as well as administer ketamine therapy. Additionally, I had the opportunity to collaborate with the mental health team to discuss patients' medical and psychiatric histories. I also observed electroconvulsive therapy sessions for patients experiencing suicidal ideation. This experience offered me valuable insights into interacting and communicating with highly vulnerable individuals. Given that it was a tertiary care clinic, I had ample time to engage with different patients and understand their personal stories.

• Worked with SEN students to keep them engaged in lessons
• Developed and nurtured excellent relationships with students and staff, enhancing positive learning environments.
• Supervised students in wider school environments, offering reliable dining room, library and playground support.
• Tutored students individually and in small groups to reinforce learning concepts from core subjects.

• Learned all tasks required quickly to maximise performance - This meant that I had the opportunity to manage and resolve issues with difficult customers.
• Contributed to team success by completing jobs quickly and accurately
• Offered exceptional customer service with strong product knowledge.