Sofie Procter

Following my Undergraduate degree in Experimental Psychology at the University of Oxford, I am currently completing a Master's degree in Integrative Neuroscience at the University of Edinburgh. 

I would love to work in a role that combine these interests, providing compassionate, encouraging support to young people, particularly individuals with additional support needs. I feel passionate about advocating for individual needs of children, helping others to understand that some children face daily challenges to their learning but that with additional support they can reach huge achievements. I have seen the benefits of this first hand while providing maths tutoring for a GCSE student with ADHD, finding that the one-to-one environment particularly encourages engagement with learning that has resulted in positive outcomes so far.

I find that working with children energises me and I enjoy the creativity of finding different ways to engage them in learning. I currently lead a group of primary aged children at my church, helping them to understand the messages we are teaching them while having fun and growing their social skills interacting with other children. I'd love to do this more regularly in my job, supporting more children and young people to succeed and grow throughout their time at school.

One of the first experiences that helped me realise how much I enjoy supporting children and young people with Additional Support Needs was the work experience I completed at the Children’s Trust School, an organisation that cares for young people with complex education, health and therapy needs. In this role I supported teachers and other staff members in classes with children with complex needs, interacting and engaging with them. I learnt to adapt and respond to unforeseen medical situations quickly and calmly and was inspired by the genuine care demonstrated by the staff and volunteers there, and the impact this had on the childrens’ wellbeing, reducing distress after seizures, for example. I would love to take on a role like this longer term and be able to make a positive impact in the lives of children with additional needs. 

I chose to explore this further, studying Experimental Psychology at the University of Oxford. I studied modules including Child and Adolescent Anxiety disorders which equipped me with fundamental knowledge of the factors that contribute to the maintenance of anxiety disorders, and ways that we can overcome these in treatment to support positive long-term outcomes. I also conducted a systematic literature review for my undergraduate dissertation, investigating the on role of the cerebellum in autism spectrum disorder, exploring implications for treatment. While this had a neuroscience focus, it enhanced my awareness of the social, cognitive and emotional challenges experienced by those with ASD, and how this can also vary significant between individuals. 

During my undergraduate degree I also took on the role of student welfare representative for my college as well as my university hockey team, as I saw the value of support provided on a student-to-student level, particularly at Oxford University which can present a significant additional mental challenge for its students, from imposter syndrome to high academic expectations. In this role, I encouraged students to take preventative measures to protect their mental health by organising events (e.g., pet therapy, crafts) to promote a work-life balance. I also undertook Peer Support training, equipping me with skills to listen to students’ concerns (including sexual assault, self-harm, or academic challenges), provide support and signposting resources. I really enjoyed the varied nature of this role and building trusting relationships with other students who then felt comfortable to approach me with any worries.

Over summer 2023, I thoroughly enjoyed the experience of being an Honorary Assistant Psychologist at the Royal Hospital for Neuro-disability, working on the ward for patients with “behaviours that challenge”. This involved engaging patients in activities and adapting quickly when patients became distressed. Working closely as part of the multisciplinary team, I helped monitor cognitive progress and produce individualised behavioural support plans, identifying triggers of behaviour and potential short and long-term resolutions. I grew an enhanced appreciation for the fact that challenging behaviour is often an individual’s way to communicate their needs, and I feel that the problem-solving skills I learned to help address these needs set me up well for working with individuals with additional support needs. Overall, this experience really confirmed my motivation to work in a clinical/ care setting in the longer term, particularly in a role constantly requiring adaptation to the needs of the individual and the ability to respond calmly in unforeseen circumstances. 

To learn more, I applied for my Masters of Neuroscience which I am currently completing at the University of Edinburgh. Alongside this, I am a weekly volunteer at the Royal Infirmary of Edinburgh on the neurology ward, supporting patients to talk about some of the difficult emotions they are navigating, listening empathetically and providing reassurance. I have found it particularly rewarding working with patients with speech impairments, supporting their independence through communication adaptations. Despite the emotionally challenging nature of this role, I find it energising and would love to apply this passion, working hard to build positive relationships with children that would facilitate me to support their development according to their individual needs.

I also regularly work with children and young people, supporting both a childrens’ and students’ group at my church. I’ve really enjoyed building up a relationship with the children individually, being enthusiastic and playful while encouraging learning and finding creative ways to communicate with them, patiently managing any challenging behaviours that arise. With students I’ve experienced the value of providing a different kind of support, coming alongside them as they navigate the emotional challenges of university. I also currently provide maths tutoring to a GCSE student with significant ADHD and have enjoyed the challenge of keeping him engaged in sessions and seeing the positive outcomes of this one-to-one support. These interactions with children and young people are often a highlight of my week, so I look forward to the opportunity to work closely with such individuals in my regular job, not just as an additional activity alongside studying.

I completed my A Levels at Kingston Grammar School (Mathematics A*, Psychology A*, Chemistry A*, AS Further Maths A).

I then progressed to obtain a BA (Hons) in Experimental Psychology, graduating with a First from the University of Oxford.

I am now completing an MScR in Integrative Neuroscience at the University of Edinburgh, due to finish in August 2025.