Anisa Iqbal

Due to coming from a family of educators, I have always had a strong appreciation for the importance of learning. Individuals who work in education play a significant role in giving children the best opportunity to reach their full potential whilst shaping the next generation. I chose to pursue a degree in psychology because I was fascinated by human behaviour and the science behind it. I hold a 2:1 undergraduate degree in Psychology and I am currently coming to the end of my M. ED degree in Psychology of Education in September. Additionally, I am a Graduate Member with the British Psychological Society. 

I was given the opportunity to be an ABA tutor where I worked 1-1 with two children who were diagnosed with autism. I worked this job alongside my undergraduate degree where I helped these children develop their learning by using a holistic approach when teaching them new things such as English, math and home economics. During their lessons it was essential to build a relationship with the children so they could trust me, and I would be able to distinguish how they were feeling as they were non-verbal. Skinner’s theory of operant conditioning was used throughout sessions as they would be rewarded when producing good work or presenting positive behaviours compared to a negative behaviour which would be handled differently to avoid it being repeated. This was achieved by reinforcing them to try again or to pick a better choice. Encouraging family involvement was important in this field as consulting with their family when new strategies were introduced would encourage positive behaviours outside of lessons therefore benefiting the children’s development. It was whilst working here I realised how psychology is extremely crucial in education and child development as by building on these strategies with rewards it improved the children’s motivation to learn. It was also essential to keep the children’s interest so often strategies would need to be adapted to meet the children’s needs. 

Since I began my journey working with children, I have developed my experience practically as I can confidently try different activities with them until one meets their individual needs. I have worked with children who have had ‘Educational Health Care Plans’ that have been provided by an Educational Psychologist therefore, I am familiar with the work they put forward when it comes to the children’s wellbeing. Due to the outbreak of COVID-19, I have been able to use my past psychological experience and initiative when working with children to create a clear plan of how to work with each individual child. Bowlby’s Attachment Theory was significantly present when the children returned to school after the lockdown. School acts as a ‘safety haven’ for children as it provides security which may be absent at home. Therefore, it was crucial to demonstrate that school remains as a secure place for them by checking in on their mental health as the changes around them were overwhelming. This was achieved by demonstrating nurturing responses to meet the children’s emotional needs. I constantly work towards building a relationship with my students, by doing so I can immediately recognise any signs of distress they may feel or any form of over stimulation that may require immediate attention. Additionally, as I currently work in a Special Educational Needs school, I work with several children who possess Adverse Childhood Experiences (ACEs). Therefore, I undergo training regularly about how to recognise the signs and methods to use when aiming to ensure that these children’s needs are being met as all children experience ACEs differently. Children spend more time in school than any other institutional structure therefore, schools are a significant place to identify difficulties and support children. I would lead well-being sessions for my form group where I created programs to allow children to play together, socialise and mediate. This was an efficient technique as the children were engaged regularly as creating a nurturing and trusting environment is key to helping children to feel relaxed and safe if they were to ever feel stressed, worried, or sad. 

Working in a SEN school means I have an in-depth understanding of the impact of functioning issues, including the need for early intervention alongside reactive responses to mental health difficulties in children and young people. On more than one occasion, I have implemented interventions in the classroom and created a plan for a child based on my own perspective of working with them and by following their education health care plan (EHCP), so their needs are fully met. An example of this would be when a child was showing disruptive behaviours so I created a plan of rewards that could be achieved if certain tasks were completed. This resulted in the child eventually wanting to complete tasks independently.

Further, I read into the legislative frameworks surrounding children regularly. I undergo training regularly regarding ‘The Children Act’ safeguarding of children at the school I currently work at so that the pupils are being protected from risk, harm, neglect, and abuse. I understand that it is my duty to safeguard these children. I have worked with children of different ages, as this year, I had the opportunity to work with college pupils at the high school/ college I work at who are preparing for employment. I assisted in leading several sessions where the children worked as waiters and waitresses to develop experience in the hospitality industry and learning how to use public transport so they can travel independently. Throughout working with these children and grasping their aspirations and fears, I was able to enforce positive values and self-confidence therefore, encouraging them that they are capable. This was done by looking at their individual differences and adopting a holistic approach.

Through working with children, I have become more organised and efficient with monitoring and managing data. It is essential to be efficient in logging data with children to ensure that they are meeting their targets and reaching their full potential. This includes their academic achievements as well as logging their behaviours as if specific negative behaviours are occurring often, as a class team it can be decided if any changes need to be made to decrease it. Plus, I use my initiative and I am well organised when logging data into spreadsheets and creating plans via Office. I have worked jobs alongside my degree so I can successfully multitask my work and schedule to meet deadlines. I have incredibly strong time management skills, using my Outlook calendar to plan my time effectively. I keep a clear inbox, and archive emails once tasks are completed to ensure nothing is overlooked. I can think creatively and flexibly as I recently had taken over leading a college lesson Horticulture (due to a long-term staff sickness) where I deliver lessons weekly based on being green and saving the environment. Working in this school, I have improved the ability to think on my feet, as there has been instances in which I have had to take full responsibility of the class as the teacher had to attend to matters elsewhere. This can often be the case at an SEN school, especially during the pandemic. 

I can collect, analyse, and interpret information from multiple sources as I have completed an undergraduate degree in psychology where I was awarded a first-class dissertation for my study on South Asians perceptions of Mental Health due to my range of references and sourced. I am currently coming to the end of my master’s degree where I have produced many assignments where I was significantly praised for my broad range of references to support and compare my points. 

Having worked in a variety of environments with children and young people who show severe behaviours that challenge, I have developed the emotional resilience to manage difficult situations and use supervision to reflect on any specific topics that evoked emotional discomfort. This has allowed me to explore how my experiences influence my role and helped me be more mindful about the questions I might choose, or not choose, to ask in certain contexts. 

I constantly work towards building a relationship with my students, by doing so I can immediately recognise any signs of distress they may feel or any form of over stimulation that may require immediate attention. I work respectfully and empathically with a variety of individuals. I understand how mental health important no matter what age an individual is, as every mind matters, and everyone develops differently. I believe heavily that promoting children and young people’s wellbeing is essential to keeping them safe and ensuring they have positive outcomes into adulthood. As I come from a South Asian background, this gives me a deeper insight into ethnic minorities and the differences within these cultures and how they are perceived. I have worked with parents and families from diverse backgrounds and am aware of the impact of culture on family systems and the interventions that I offer. I believe that this gives me an open-minded perspective and understanding of other individuals’ experiences. Additionally, I hold a full and valid driving licence and have access to a car.

I am currently coming to the end of my master’s degree in Psychology of Education therefore, I have learnt and studied about various developments in education and in the application of educational psychology. Studying a MEd introduced me to more theoretical issues, critical skills in the evaluation and how to deploy methods in scenarios with children. As a result, I have knowledge of evidence-based approaches to interventions as I recently had the opportunity to create an intervention plan for youth mental health awareness for the local council as part of my assignment which provided me insight of what is required to make an efficient intervention and the strategies involved.