Elizabeth Hilary Marshall

• Meet clients online (individuals, couples, families, groups) risk assess, provide clear confidential boundaries and offer weekly consultations.
• Refer clients to external resources for additional support when relevant.
• Incorporate different treatment methodologies and evidence-based practices to meet clients' specific and very varied needs.
• Adhere to BACP ethical framework.
• Complete detailed documentation of sessions, client notes and recommendations.
• Monitor client progress and adjust therapeutic approaches accordingly to their diverse needs.
• Participate in professional development activities such as attending supervision and training.

The Church Mission Society (CMS) are currently employing me for one day a week to run a therapeutic group for young mothers who are hypersensitive. This is to see if therapeutic groups can work well in wider contexts of mental health care. They are also supporting me to work on a book about science, spirituality and connection. (From August 2022)

In previous years CMS seconded me to work in 2 different roles:

1. Counsellor at the Ashburnham Christian Trust (ACT), (East Sussex.) 2 days, 2020 to 2022.

• Provided face to face therapeutic counselling to residential international volunteers aged 18 to 28.
• Supported volunteers in transition and cultural adjustment as they settled into their one year volunteer and study programme.
• Helped volunteers manage anxiety, panic attacks, homesickness, relationships, low self-esteem, worry about their future, grief, historic abuse, poverty trauma, drugs and alcohol abuse, sexual orientation, fear of study presentations etc.
• Encouraged volunteers when they were struggling with the English language by looking at plans and strategies to overcome their fears and enjoy learning.
• Worked in team with the managers and lecturers who also worked with the volunteers.
• Facilitated the 'Authentic Lives' course which helps young people to understand themselves better and to understand their gifts and skills so that they can articulate aims and objectives for the future. https://authenticlives.org

2. Youth Worker for 11 to 18 year olds (Kent.)

3 days, 2015 to 2022.

• Facilitated group discussions and activities. This included setting up a woodland space to allow nature to improve mental well being through round the fire discussions and outdoor activities.
• Listened to the young people, especially regarding their mental health and ways they felt it could be improved. Responded to their idea of a community garden to enhance communication in the community between teenagers and retired adults. (Those in their grandparent's generation.)
• Led two teams of adult volunteers working in the Woodland Space and the Community Garden.
• Carried out risk assessments for all activities.

• Maintained detailed records of interactions with each young person including progress notes and incident reports.
• Used MS Teams and Social Services software/portals for written reports and meetings and case conferences.
• Maintained confidentiality and used support and training provided by social services.
• Implemented behavior management plans designed to promote positive behaviors among young people. Worked alongside police and social services when more serious behaviour was exhibited.
• Developed positive relationships with young people we fostered by listening to their concerns and providing emotional support. This included supporting traumatised, unaccompanied minors immediately after their journey across the channel and also a young person whose mother died from COVID-19.
• Respected young people's different cultures and religions.
• Ensured safety of all individuals living within the home by following established procedures related to fire drills, medication administration and COVID-19 guidelines.

• Counselled young people face to face in primary and secondary schools.
• Completed detailed documentation of sessions, client notes and recommendations.
• Worked in team with school staff and Fegans management team.
• Attended supervision and a high level of monthly training opportunities.

• Completed triages and comprehensive assessments of clients' substance abuse history and treatment requirements to develop individualised treatment plans. Identified problem areas impacting participants' ability to successfully complete treatment. Made onward referrals when appropriate.
• Offered 6 sessions of one to one work and facilitated therapeutic groups for residential clients and clients in the community. Topics included relapse prevention, anger management, risk assessment, coping skills, shame, forgiveness, depression, low self esteem, anxiety and stress.
• Maintained professional relationships with referral sources such as courts, probation officers, hospitals, social service agencies, and community organisations.
• Set up the first Alcohol Treatment Requirement (ATR) programme in Kent alongside Kent Probation Services.
• Worked with clients on the Minnesota 12 Step Recovery model, especially steps 1-3.
• Ensured compliance with all applicable laws, regulations, ethical standards, confidentiality policies.

• Boosted student learning by talking to individual students about where they were struggling.
• Planned and updated curricula and lesson plans to continuously improve subject coverage.
• Explored different approaches to help students improve.
• Built life-long learning skills and strong study habits in students to help each prepare for higher-level education.
• Planned and completed group projects, working smoothly with others.
• Encouraged student critical thinking and discussion using variety of teaching techniques.
• Worked in team to ensure the tasks needed to deliver English successfully at secondary level were achieved.

• Set up a non-alcoholic pub for 14 to 21 year olds in Deptford.
• Worked as an advocate for people struggling with mental health and in this context worked with hospitals, psychiatrists, social services and the police.
• Supported families of young people.
• Organised and led activity holidays for 14 to 21 year olds.
• Organised drug and alcohol education programmes.
• Applied to trusts for funding.

• Worked as a primary school teacher, an independent support teacher (IST) and a supply teacher.
• Listened to children from different backgrounds, ages and abilities.
• Learnt to work very closely with teachers of the deaf as some children were partially hearing.
• Paid special attention to children from deprived backgrounds and sought to ensure the safety of all the children in my care - physically and emotionally.