Sinead R

ACADEMIC QUALIFICATIONS

Goldsmiths College (University of London), MA in Visual Anthropology

Camberwell College, University of the Arts London, BA in Fine Arts

Chichester High School for Girls

St Philip Howard Catholic School

TEACHING EXPERIENCE

I have eight years experience providing 1:1 academic and creative support for students in Key Stage 2 - Higher Education. I have supported and tutored students in a range of subjects from English, Art, History, Forensic Science. I use a holistic and person centred approach and respond to the needs and learning style of the student. I am someone that is driven by growth, learning, connection and self-development. I am passionate about personal development, holistic wellbeing, inclusivity and interconnection. These values drive my work ethic and practice.

WORK EXPERIENCE

Over the last five years I have worked as a specialist mentor and tutor for university students that identify with neurodiversity or that have mental health concerns. I use a person-centred and holistic approach, integrating wellbeing and mental health practices into education.

I have eight years experience providing 1:1 academic and creative support for students in Key Stage 3 - Higher Education privately and through agencies. This includes study skills, supporting dissertations and course-work, and exam prep. I have experience creating and facilitating arts programs for primary schools, mental health charities and art outreach programs. I have worked with Autism, SEN, and neurodiversity for ten years; starting as a Support Worker for the National Autistic Society, and then as a behavioural support and art facilitator at a SEN school. I have specialist training in ASD from NAS and am currently studying Level 2 in Counselling Skills.

I am currently partnering with the charity ‘Off the Curriculum' providing their well-being seminar programme.Understanding positive mental health plays a massive role in our learning experience and achievements, we aim to provide our students with a holistic academic programme, equipping them will tools they can carry with them throughout life and supporting them in their future endeavours.

SKILLS AND INTERESTS

I have eight years experience providing 1:1 academic and creative support for students in Key Stage 3 - Higher Education, privately and through agencies.  I have experience creating and facilitating arts programs for primary schools, mental health charities and art outreach programs. I have worked with Autism, SEN, and neurodiversity for ten years; starting as a Support Worker for the National Autistic Society, and then as a behavioural support and art facilitator at a SEN school. I have specialist training in ASD from NAS and am currently studying Level 2 in Counselling Skills.

I have great interpersonal skills, my strengths include being empathetic, compassionate and helping others to understand their own potential. I am passionate about changing our attitude to mental health and preventing and reframing trauma. I enjoy connecting the dots and have great attention to detail.

Academically I specialise in subjects that sit within arts and the humanities. My masters in Visual Anthropology provided me with the ability to work with an interdisciplinary approach, and gave me deep knowledge of a broad range of subjects. Visual Anthropology is the study of the politics, sociology and aesthetics of representation, and anthropological perspectives on art. My main electives included, ethics of representation, visual communication, gender studies, migration, anthropology of art and ethics of representation.

PERSONAL STATEMENT

For the last five years I have worked as a specialist mentor, working with university students that identify with neurodiversity, and/or that have mental health concerns and challenges. I noticed that a lot of the issues that students face mentally while studying are rooted in social anxiety, struggling with a sense of identity, change and a sense of direction. I use a person-centred and holistic approach, integrating wellbeing and mental health practices into education. How we use the time in each session depends on the needs of each student. Academic support includes writing skills,learning how to learn , research methods, time-management and organisation. Social and communication includes learning how to effectively liaise with the university staff and tutors, social anxiety management, and self advocacy. Person development supports these aspects, for example, we collaborate to explore learning styles, communication styles, values and vision, goal setting, future planning and wellbeing toolkit. I integrate journaling as a tool in sessions, to reflect on goals and achievements, because of its many mental health and learning benefits.

My main principles when working with students are as follows: 1.Developing a reciprocal relationship; the student must feel comfortable, seen and heard, 2.Using positive language; to create self awareness, positive self image and self esteem, 3. Celebrating diversity and recognising that we are all different and learn and thrive in different ways, 4. Working towards a goal for students to become independent and self reliant. I integrate practice such as intentions, affirmation and gratitude weekly. I recognise this approach may not work for everyone and work responsively to each person. I aim to create a reciprocal learning process where students have agency over their progress and development.

My strengths as an educator include; sensibility to others needs and learning styles, empathy, building good raptors students, and motivating others to realise their potential. I am able to research and deep dive into any subject, I have a soft approach but understand the importance of cirque and self reflection. I create dynamic and engaging seminars and workshops. I have a strong knowledge of safeguarding practice, boundary setting and have a fully enhanced DBS. Art is my first passion, I have a wide knowledge of art history, art theory, and contemporary art, alongside practical skills.