kristian Rich

A dedicated Child Trauma Professional with a strong background in providing therapeutic support to children and young people affected by trauma. Skilled in handling complex cases with professionalism and empathy. An aspiring Clinical Psychologist, Accredited with the British Psychological Society (BPS student membership), committed to advancing in psychology and improving mental health services. Brings exceptional communication, leadership, and problem-solving skills, with a proven ability to make critical decisions under pressure while motivating teams to achieve goals. Experienced in developing tailored treatment plans, fostering safe environments, and advocating for children’s mental health. Passionate, solution-focused, and committed to continuous professional growth to drive positive outcomes for vulnerable individuals.

I have a proven track record Working with children, young people and adults with challenging behaviour while working with and providing support to parents and families on both an individual structured group work basis.

I have Delivered parenting support via programmes and/or 1:1 support to help rebuild and maintain residential children's relationships with family.

Helping to Design and deliver training to staff in autism, ADHA, Asperger’s syndrome, and other health issues.

Been involved in Multi-agency influencing/networking to gauge the best outcome for children and family members wanting to repair and rebuild relationships.

I also have an abundance of skills in,

•    Knowledge and understanding of child development and parenting skills

•    Knowledge of child protection issues and procedures.

•    Understanding of the impact of trauma on children and their family

•    Understanding of special needs, including ADHD, Asperger’s, etc.

•    Ability to communicate effectively at all levels, both orally and in writing, (which has been proven by being a team leader and shift leader, managing the day to day running of the house, staff and children.

•    Ability to make appropriate assessments of parents.

•    Ability to provide family mediation.

•    Ability to translate assessments into effective, integrated support plans

As a former Infantry soldier, I have spent the majority of my adult working life training to assess safety concerns quickly, accurately and to be reliant on these skills to ensure the safety of all. Unfortunately, due to the sensitive nature of the work; I cannot always provide specific details, but I can confirm that I have personally been responsible for the safety of adults and children in hostile and unsafe situations globally on many occasions. Having to overcome imminent threats for my own personal safety and the others around me and often through the medium of a language I do not speak.

As well as my operational experiences, I was later posted with the regimental support team (RST) as part of the British Army Outreach. My roles within this posting were recruitment in locations all over England but also the welfare, wellbeing and education of vulnerable children from various backgrounds.

 One of the main roles within this work was being responsible for organization and management of outdoor pursuit activities for children, predominantly teenagers, who struggled with mainstream education but had an interest in roles of service such as the military via Schools, Military Prep Training colleges and universities. We found a large proportion of the teenagers struggled not only academically, but emotionally and we worked alongside their teachers to address this emotional as well as educational goals. We encountered a significant number of adolescents who had encountered verbal, mental and physical abuse and significant violence which included sexual abuse and homes where drug and alcohol addiction were common.

Now working outside the forces, I have found that I can give so much more, this role consists of 

• Fully supporting the children that come into care using the open-door model 
• Working with the children in their education, liaising with their schools, colleges and making shore the children are support by both side in a collective manner to show a collaboration of support.
• Heading up their education support at their home and supporting them with homework.
• Running with all outdoor activities as well as camps with more of the psychology approach.
• All day today running of their homes and giving them the support they need to prevail in cooking, cleaning, and all aspects of normality.
• Advocating for Young People or undertaking the role of Key/Link Worker or similar
• Knowledge and understanding of the needs of children and young people in our society and their potential
• Understanding of children’s rights
• Knowledge of the Social Services and Well-being (Wales) Act 2014.
• Understanding of childcare theory (child-centred approach) and the importance of routine, boundaries, consistency
• Ability to provide a positive role model for young people
• Skills in assessment, planning, recording and decision making.

I am now however looking at widening my knowledge by working in other aspects of the above but not limiting myself to adolescence as my understanding of adults, parents and how they are feeling and coping will fair my abilities better later on, to understand and be able to help all ages through troubled times.

This will make myself an invaluable individual in helping future generations.

• BSc (Hons) Psychology 2023- ongoing
• Learning Welsh through (NHS Wales) – 2023 / ongoing
• Foundation year level 3 - 2022 /2023.
• Functional Skills English - City and Guilds Level 2 - 2021
• Functional Skills Mathematics - City and Guilds Level 2 - 2021 
• Health and social care, children and adults – Level 2 city and guilds
• BSc (Hons) Psychology 2023- ongoing
• Conflict Management - BIIAB Level 2 City and Guilds.   
• Roles and Responsibilities in Security Management - BIIAB Level 2 City and Guilds. 
• NVQ Providing Security - City and Guilds Level 2. 
• Public Services, Operational Delivery - Edexcel Level 2 Diploma. 
• Close Protection Operations - Edexcel Level 3, BTEC. 
• Surveillance Reconnaissance - Edexcel Level 3, BTEC. 
• Risk Assessment, Analysis, Resolution and Management - Edexcel Level 3, BTEC. 
• Health and social care, children and adults – Level 2 city and guilds 
• Logistics Management - City and Guilds Level 2. 
• Safeguarding Children Certificate – supporting education group
• Basic life support
• Complaints handling
• Counter fraud, Bribery and corruption
• Equality, Diversity and Human rights
• Fire Safety
• Food safety and Hygiene
• Health, safety and welfare
• Infection prevention and control
• Information Governance
• Medication handling
• Managing challenging behaviour
• Preventing radicalisation
• Professional boundaries
• Safeguarding children with care and support plans