BRINDA THAPA

• Enfield Mencap has been active since 1965 offering range of services for people with learning difficulties
• It aims to improve the quality of life of people with a learning disability of all ages by providing a range of quality services to meet their needs, and to represent the needs of those not receiving services so that they can be met appropriately
• The Opportunity Centre works out of a purpose built location in Ponders End, and supports up to 22 adults each day
• The philosophy of the Centre is to enable the service users to take as full a part in ordinary life as they can
• Each user is encouraged to live his or her life to the full
• They take part in a wide range of activities, including shopping, going to the cinema, going to the pub etc etc - it's an opportunity for them to do what they want to do.
• Major duties and responsibilities
• Support adults with a learning disability to develop and use life skills in an inclusive environment that enables them to flourish and to have their achievements celebrated
• Support them to develop their social skills, through Centre based group discussion and role-plays.
• Work with parents/carers and other care professionals, including speech and occupational therapists to support service users to identify the skills they need to develop, so we can help them achieve their aims and be as independent as possible.
• Responsible for running independent sessions with clients while complying with the policy of social care and mental health act.
• Conduct risk assessment for each activity the client is responsible for and conduct sessions for client to understand the basic work place hazards
• Eg
• To conduct sessions regarding fire safety drills on weekly basis to accustom them to any such situation and prepare them in accordance to avoid panic situation.
• Respecting and involving people who use services
• People understand the care and treatment choices available to them
• They can express their views and are involved in making decisions about their care
• They have their privacy, dignity and independence respected, and have their views and experiences taken into account in the way in which the service is delivered.

• Ulleswater Lodge is a residential home supporting people with learning difficulties
• Home specialized in caring for clients with epilepsy, autistic spectrum disorders and associated complex needs and challenges
• It aims to assist the residents to develop their independence, autonomy, knowledge, confidence and daily living skills in order to enable them to live a full and independent life as possible as a full part of the local community.
• Major duties and responsibilities
• Conduct careful risk assessment, monitoring and review each client functioning on weekly basis
• To promote choice, independence and autonomy to service users through encouragement and empowerment as an integral part of the support planning.
• For each individual resident aim is to implement a detailed, carefully planned package of support and make changes based on their Person Centered Planning chart.
• To have good understanding of the essential standards of quality and safety as mentioned in the policy by Care Quality Commission and work in accordance with it
• It consists of 28 regulations (and associated outcomes) that are set out in two pieces of legislation: the Health and Social Care Act 2008 (Regulated Activities) Regulations 2010 and the Care Quality Commission (Registration) Regulations 2009.

• Social Action Volunteer is run by Godavari Alumni Association, Nepal
• They run a small unit in Kanti Children’s Hospital providing the needy children and their families with the necessary financial and medical help
• I had a lot to learn while working as a part of their team
• It helped me learn about the functioning of different units in a hospital
• As a part of SAV my duties were primarily to identify the clients (children) that really needed our support, talk to their families and register them so as their treatment began
• Conduct daily rounds of all the hospital departments where are supported children were admitted and observe that their needs are met
• As part of team we also organized a blood donation camp which was a success
• Overall I really enjoyed working with SAV as it was a very rewarding experience.

• SAMANATA works mainly as a research and training institute that works to mainstream gender and diversity issues in multi-sectors of national life
• Working as a part of environment based studies carried out by SAMANATA helped me become aware about the impact of boomtowns due to resettlement, the emerging socio-economic concerns during resettlements and the overall gender concerns with this aspect with focus mainly on forestry, water resources, natural resource management, soil erosion and energy
• It also helped me learn about the functioning of an NGO and the importance of working as a part of a team.
• Rural Women's Development and Unity Centre (RUWDUC) a national NGO with focus on the remote areas of mid and far-western Nepal and has been working in remote regions of Nepal to increase the access of women and youth to multi-sectoral development programming and services through awareness raising, advocacy and service delivery
• Volunteering in this organization helped me learn about the functioning of an NGO and the importance of working as a part of a team
• It also made me aware about the issues women face and learned how the NGO helps empower them and organize them at the community level to act as mediators for cases of violence against women and to organize a safety net for the victims.

Received consistently positive evaluations from students, demonstrating effective teaching strategies and strong rapport building skills.

• Implemented evidence-based teaching practices grounded in educational psychology principles, resulting in improved learning outcomes for students.
• Collaborated with colleagues to develop innovative teaching methods, resulting in increased student engagement and satisfaction.
• Stayed current on developments in the field through active participation in professional associations, ensuring relevant course content was uptodate.
• Reviewed and updated course syllabi annually to reflect changes in the field and incorporate student feedback.
• Developed a diverse range of assessments to measure student performance fairly and accurately.
• Mentored students on research projects, leading to numerous successful presentations .
• Maintained regular office hours to address student questions or concerns promptly, improving overall accessibility as an educator.
• Enhanced student understanding of psychological theories by incorporating real-life examples and case studies into lectures.

• Stayed current on developments in the field through active participation in professional associations, ensuring relevant course content was uptodate.
• Addressed varied learning styles by offering multiple resources and support materials for course content.
• Advised student organizations related to psychology interests, promoting extracurricular involvement amongst majors within the department.
• Reviewed and updated course syllabi annually to reflect changes in the field and incorporate student feedback.
• Implemented evidence-based teaching practices grounded in educational psychology principles, resulting in improved learning outcomes for students.

• Stayed current on developments in the field through active participation in professional associations, ensuring relevant course content was uptodate.
• Addressed varied learning styles by offering multiple resources and support materials for course content.
• Advised student organizations related to psychology interests, promoting extracurricular involvement amongst majors within the department.
• Collaborated with colleagues to develop innovative teaching methods, resulting in increased student engagement and satisfaction.
• Reviewed and updated course syllabi annually to reflect changes in the field and incorporate student feedback.
• Enhanced student understanding of psychological theories by incorporating real-life examples and case studies into lectures.
• Led workshops for fellow educators on incorporating technology into the classroom, promoting best practices across the department.

• Participated in department meetings to discuss curriculum improvements and ensure alignment with accreditation standards.
• Reviewed and updated course syllabi annually to reflect changes in the field and incorporate student feedback.
• Mentored students on research projects, leading to numerous successful presentations at regional conferences.
• Maintained regular office hours to address student questions or concerns promptly, improving overall accessibility as an educator.
• Fostered a supportive learning environment by encouraging open communication between students and faculty members.
• Organized guest lectures from professionals in the field, providing students with valuable networking opportunities and industry insights.

• Developed strong relationships with students, parents, and colleagues by maintaining open lines of communication and fostering a supportive learning environment.
• Managed classroom behavior effectively by establishing clear expectations, modeling appropriate conduct, and consistently enforcing established rules and consequences.
• Enhanced classroom engagement through the use of interactive teaching methods, such as group projects and hands-on activities.
• Maintained accurate records of student progress, attendance, and behavior to facilitate ongoing communication with parents about their child''s educational journey.
• Differentiated instruction to accommodate diverse learning needs, ensuring each student had an equal opportunity for success.