Skills, knowledge and experience

I am a Clinical Lead, Senior Mental Health Social Worker, and neurodiversity advocate with extensive experience supporting adults with complex mental health needs across NHS and Local Authority settings.

 

I am also an Independent Social Work practitioner, listed as a BASW Independent Social Worker. BASW Independents are members of the British Association of Social Workers. These members practice in a self-employed capacity, either full or part-time, and bring a wealth of professional and academic experience to their practice.

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Everyone listed within the Directory are:

• Members of the British Association of Social Workers (BASW)

• Required to work within the terms of  The Code of Ethics and The Code of Ethics: Addendum, additional guidance for independent social workers 

• Price professional services in a way that both reflects professional and market value and is fair to customers - Page 4, Running a business, BASW Code of Ethics Addendum, July 2012.

• Covered by £5 or £10 million Professional Indemnity insurance, with some also protected by £5 million Public Liability Insurance.

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More information are availabe on: BASW Independents directory | BASW

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To honour my commitment to providing a safe and secure service, I registered KINDMINDSWITHKM LTD with the Information Commissioner’s Office (ICO) KINDMINDSWITHKM LTD | ICO and invested in the BASW Independent Plus package. This gives me access to a secure, encrypted messaging system, allowing all communication to be sent through a protected BASW‑branded email service. These steps ensure that both client and business data are handled with the highest level of care, confidentiality, and professionalism.

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My practice is grounded in clinical leadership, safeguarding expertise, and a deep commitment to strengths‑based and evidence-based neurodivergent‑affirming approaches.

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Over the past decade, I have supported multidisciplinary teams, overseen high‑risk and high‑complexity cases, and delivered specialist assessments, interventions, and safeguarding decisions. My work spans mental health, neurodevelopmental diagnoses, dual diagnoses, substance misuse, crisis pathways, and forensic contexts, giving me a comprehensive understanding of the systems that shape people’s lives—and the barriers they face within them.

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Alongside my statutory practice, I have developed a strong focus on neurodiversity.

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I understand the realities, strengths, and challenges of neurodivergence across the lifespan. My coaching blends lived experience with professional expertise to empower neurodivergent people to thrive with clarity, confidence, and self‑understanding.

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Completing the ADHD Works Coaching Programme, alongside other ongoing professional development in the neurodiversity field, deepened something I had always sensed: ADHD and other neurodivergent profiles are not deficits to be fixed, are not problems to be solved, but rich, diverse and meaningful ways of thinking, feeling, and engaging with the world. 

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Over the years, I’ve seen how profoundly someone’s life can change when they are met with understanding rather than judgment, and when their brain is worked with—not pushed against. This belief now sits at the heart of Kind Minds with KM. That insight now sits at the heart of my work, guiding how I support others to make sense of their minds with compassion, clarity, and confidence. My aim is to help people identify and create environments that strengthen their potential — spaces where their needs are understood, their strengths are recognised, and their way of being is genuinely supported.

 

My work brings together clinical expertise, social work values, and coaching principles to help people recognise their strengths, navigate challenges with compassion, and build environments that honour who they are.

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It’s a practice shaped by lived experience, professional insight, and a deep commitment to creating spaces where neurodivergent people feel seen, supported, and empowered to thrive.

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Safeguarding, risk management, and ethical practice remain central to everything I do. I bring clarity, compassion, and statutory rigour to complex situations, ensuring that safety and dignity are never compromised. At the same time, I champion autonomy, agency, and lived experience — recognising that people thrive when they are seen, heard, and supported without judgement.

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Kind Minds with KM is where my professional experience and personal values come together—a space dedicated to empowering neurodivergent individuals, breaking down stigma, and fostering a more inclusive and emotionally safe society. My mission is simple: to help people understand themselves, get the support they deserve, and shift from merely surviving to truly thriving—enriching their own lives, the lives of others, local communities, and society as a whole.

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Kind Minds with KM promotes wellbeing in line with the Care Act and, through assessment and intervention, supports quality of life using recognised frameworks such as WHOQOL and the ONS (2025) wellbeing measures — helping to ensure support is meaningful and person‑centred.

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Core professional skills, knowledge and experience

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• The Care Act 2014: Strengths-Based Assessment and care and support planning

• Preparation for adulthood for young people with SEND, and young carers.

• Severe Mental Illness (SMI) and complex co-morbid diagnosis, including ASD/ADHD/LD, and an eating disorder.

• Neurodivergent Coaching, Mentoring and Advisory Services

• Borderline Personality Disorder (BPD/EUPD) – Insight into emotional dysregulation and trauma-informed approaches.

• Adolescent Mental Health

• Safeguarding Adults and Children & Crisis Work

• Motivational Interviewing – Behavioural change tactics grounded in empathy and autonomy.

• Substance Abuse Prevention and Recovery.

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I bring extensive experience in expert‑level clinical and professional mental health social work, with a strong track record of assessing and managing highly complex and high‑risk cases. I regularly provide guidance, consultation, and support to colleagues across multidisciplinary teams, partner agencies, and wider services.

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My practice is grounded in a thorough understanding of the legislation, regulations, and statutory guidance that underpin mental health and social care. This includes safeguarding frameworks, mental health law, housing legislation, and the legal mandates governing children’s social care. I apply this knowledge confidently and consistently to ensure safe, ethical, and person‑centred decision‑making.

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I am skilled in identifying, analysing, and mitigating risk — including the use of positive risk‑taking — and I work collaboratively with individuals, families, and professionals to support shared decision‑making. My approach is rooted in delivering high‑quality, evidence‑based, and person‑centred interventions tailored to the unique needs of each individual.

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I also hold in‑depth knowledge of the Care Act 2014, including the ability to conduct complex Section 117 and Care Act reviews, with a clear understanding of the financial and commissioning implications of care packages. My experience includes delivering strengths‑based assessments and care and support planning for individuals with Autism Spectrum Disorder (ASD), neurodivergent profiles, and mental health needs — always aligned with trauma‑informed principles and the core values of dignity, autonomy, and empowerment.

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Education

 

• 2020 - PgCert Applied Mental Health Practice. The University of Hertfordshire

• 2014-2016 - MA Social Work, Middlesex University

• 2000-2003 - BA Sociology, University of Lodz/Poland

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Relevant Training Courses

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• ADHD Works - ADHD Coaching​ - Dec 2025

• IPSEA (Independent Provider of Special Education Advice) - SEND 0-25 Law - Level 1 - December 2025

• The Oliver McGowan Mandatory Training on Learning Disability and Autism - March 2025

• DBT®Skills Essentials Workshop British Isles DBT Training 2019​

• Adapting Your DBT® Programme For Substance Use Disorders British Isles DBT Training – 2020

 

Licenses & certifications

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• ADOS-2 - Issued May 2025

• The Autism Diagnostic Interview - Revised (ADI-R) Issued Apr 2025

 

Skills and knowledge

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• Neurodiversity

• SEND 0-25

• Adults Social Care

• Transition into adult services

• Discharges from the hospital

• Severe mental illness (SMI)

• Working with Restricted Patients

• Domestic Abuse and MARAC

• MAPPA

• Safeguarding Adults

• Safeguarding Children

• Crisis Intervention

• BPD/EUPD

• Substance Use Disorders

• Adolescent Mental Health

• Mental Health Law

• Social Work

• Section 117 Aftercare

• Case Management

• The Care Act 2014

• Social Services

• Motivational Interviewing

• Mental Health Assessment

• Substance Abuse Prevention

• Mental Health

• Mental Health Care

• Community Mental Health

• Mental Health Treatment

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Work Experience

 

Clinical Lead –  Adult Specialist Mental Health Service,​ 

- July 2025 – present

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Dual Diagnosis Senior Practitioner​ -

- October 2023 – July 2025

 

Social Worker/Senior Social Work Practitioner – Adult Specialist Mental Health Service,

- July 2020 -October 2023 – Senior Social Worker,

- December 2016-July 2020 – Social Worker

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I can offer the following services:

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1. Social Work Assessment, Planning and Consultancy - 18+

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I offer comprehensive Care Act 2014 Strengths‑Based Assessments and care and support planning for adults aged 18+. These assessments are specifically tailored for individuals with:

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• Autism Spectrum Disorder (ASD) and Neurodivergent Profiles

• Mental health needs

• Co-morbid needs and difficulties, including substance misuse, physical health,

• Cognitive and sensory differences

• Trauma‑related and safeguarding. 

• Fluctuating or episodic condition

 

My approach is grounded in the Care Act 2014, trauma‑informed principles, and a deep understanding of how neurodivergence shapes daily living, communication, and support needs. Assessments focus on strengths, capabilities, and meaningful outcomes, ensuring that care and support plans reflect the person’s values, preferences, and lived experience.

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Social Care Needs Assessments and Reviews can take many forms, depending on a person’s circumstances and the type of support they require. My role is to offer clear, independent, and strengths‑based assessments that help individuals, families, and professionals understand needs, plan support, and make informed decisions.

This includes:

• Independent Assessments for Self‑Funded Care For individuals arranging and funding their own care who want a clear, professional assessment of their needs and options.

• Independent Assessments for a Second Opinion For people seeking reassurance, clarity, or an alternative perspective on an existing assessment.

• Supported Self‑Assessments For those who prefer to complete their own assessment with guidance, structure, and professional support.

• Independent Assessments instructed by a Local Authority, solicitor, or other organisations For cases requiring an impartial, expert assessment to support decision‑making, planning, or legal processes.

• Independent Assessments for Local Authority Disputes For situations where there is disagreement about eligibility, need, or care planning, and an independent view is required.

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Each assessment is carried out with care, clarity, and a commitment to ensuring that the person’s voice, rights, and wellbeing remain central throughout.

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2. Social Work Assessment: SEND & Preparing for Adulthood (Year 9+)

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I can conduct strengths‑based transition assessments for young people with Special Educational Needs (SEN)  as outlined in the Children and Families Act 2014, the Care Act 2014 and relevant Law, guidance an legislation.

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Preparation for adulthood must start in Year 9, with the transition assessment included in the annual statutory EHC plan review. My assessments help ensure a smooth and well‑planned move from children’s to adult care and support by identifying strengths, needs, aspirations, and long‑term goals; maintaining continuity of support; aligning education, health, and social care planning; and helping young people and families understand their rights under the Care Act 2014 and the Children and Families Act 2014.

 

These assessments are designed for young people with ASD, neurodivergence, or mental health needs, and are delivered using a trauma‑informed, person‑centred approach.

 

I can help with the Education, Health, and Care (EHC) plan process.

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I can provide independent social work input throughout the EHC plan process, including:

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• Contributing to the social care section of the EHC plan

• Liaising with education, health, and social care professionals

• Ensuring the child or young person’s needs — and the parent/carer’s views — are fully represented

• Supporting families to navigate complex systems with clarity and confidence​

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As an Independent Social Worker, I will:

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• Always act in the best interests of the child, young person, or adult.

• Deliver clear, professional reports, offer thoughtful recommendations, and provide effective advocacy.

• Collaborate closely with parents, carers, and other relevant professionals.

• Always maintain confidentiality, protect data, and follow ethical practices at all times.

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3. Carer’s Assessments - The Care Act 2014 and SEND-0-25

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Supporting carers is a core part of my practice.

 

Caring for someone you love can be deeply meaningful, but it can also reshape every part of your life — your routines, your identity, your relationships, and your own wellbeing. Many carers don’t recognise themselves as carers at all; they simply “get on with it” because someone they care about needs them. In reality, carers often take on a wide range of responsibilities, from practical and domestic tasks such as cleaning, shopping, and preparing meals, to general care, including helping with mobility, administering medication, and supporting with dressing changes. Some offer intimate care, including washing and dressing, while others step in to provide childcare when parents with care and support needs are unable to do so. Carers also provide emotional support, supervision, and companionship; take the person out into the community; accompany them to appointments; translate when needed; manage bills and financial matters; and navigate care services and benefits on their behalf.

 

NHS England notes that it often takes people two years to realise they are, in fact, carers — and that recognition can be a powerful turning point, and describe a carer as  "anyone, including children and adults who looks after a family member, partner or friend who needs help because of their illness, frailty, disability, a mental health problem or an addiction and cannot cope without their support. The care they give is unpaid. When we refer to carers in this document, this is inclusive of both adult and young carers." (source: NHS commissioning » Who is considered a carer? )​

 

Carer’s Assessments exist to make space for that reality. They offer a structured, compassionate opportunity to pause, reflect, and explore what caring means for you: the pressures you’re carrying, the strengths you draw on, and the support that would make a meaningful difference in your daily life.

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I offer independent, strengths‑based Carer’s Assessments under the Care Act 2014 for anyone providing unpaid care to an adult or child with mental health needs, Autism Spectrum Disorder (ASD), neurodivergent profiles, co‑occurring conditions, substance‑related difficulties, physical health needs, or cognitive and sensory differences. These assessments focus on you as the carer — your wellbeing, your pressures, your aspirations, and what would help you continue caring safely, if you choose to.

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I also provide Carer’s Assessments for parents and carers of children and young people with Special Educational Needs and Disabilities (SEND), including those with an Education, Health and Care (EHC) Plan. These assessments recognise the unique demands of caring within the SEND 0–25 system and aim to ensure families feel heard, understood, and supported.

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My approach is grounded in empathy, clarity, and evidence‑based practice, ensuring that carers’ voices are central and their needs are represented accurately and respectfully.

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4. Young Carers – Understanding the Role and Your Right - Independent social work assessment

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Being a young carer often begins long before you realise that’s what you are. If you’re under 18 and helping to look after a parent, brother, sister, or another relative who has a disability, illness, mental health condition, or drug or alcohol problem, you may already be taking on responsibilities far beyond those of many young people your age.

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Young carers often step in because they care deeply about their family. You might be helping with everyday tasks around the home — cooking, cleaning, shopping, or supporting someone to get dressed or move around safely. You may also be providing physical care for a parent or sibling who is disabled or unwell, or offering emotional support when things feel overwhelming. Many young carers also accompany relatives to appointments, help with communication or translation, manage household bills, or navigate services and benefits on behalf of their family.

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Some young people grow into this role gradually; others become carers overnight when a family member’s health suddenly changes. Whatever your situation, it’s important to remember that being a young carer should not mean taking on the same responsibilities as an adult. Caring should never prevent you from going to school, spending time with friends, or having the same opportunities as other children and young people.

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You have choices about the type and amount of care you give — and whether you should be a carer at all. It’s okay to question whether you’re the right person to provide certain kinds of care. Adults with disabilities or long‑term conditions are entitled to support from their local council, and they should not have to rely on their children to meet essential needs.

 

NHS England and many other organisations advise bout Your Rights as a Young Carer (e.g. Being a young carer: your rights - Social care and support guide - NHS)

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If you or your parents request it, your local council must carry out a Young Carer’s Assessment. This is different from an adult Carer’s Assessment and is designed to understand what support you need — not just the person you care for. A Young Carer’s Assessment looks at:

• Whether it is appropriate for you to be providing care

• How caring affects your education, training, friendships, and free time

• Your wishes, hopes, and views about the future

• What support you and your family may need to make life easier

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You, your parents, and anyone else you want involved should all have a say. Everyone should receive a written record of the assessment, including what support the council can offer and what to do if you disagree with the outcome.

 

If you and the person you care for agree, the council can assess both your needs and theirs at the same time, helping to create a clearer picture of what support your whole family requires.

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For young carers aged 16 or over who are not in full‑time education, there may also be help available with employment, training, and family finances, including access to certain benefits.

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If you, your school, or your parents have asked for a Young Carer’s Assessment and the local authority has refused, or if the support offered doesn’t meet your needs, your parents or family can request an independent assessment. This provides a clear understanding of your caring role, how it affects your life, and what support would help you stay safe, well, and able to enjoy school, friendships, and your future.

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Kind Minds with KM LTD provides specialist Strengths‑Based and independent Young Carer’s Assessments as well as Transition Assessments for young people who are Young Carers. These assessments are aligned with the Care Act 2014 and delivered using trauma‑informed practice to ensure safety, dignity, and empowerment throughout the process.

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5. Neurodivergent Coaching, Mentoring and Advisory Services

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Tailored Support for Unique Kind Minds.

 

Personalised coaching sessions designed for neurodivergent individuals. I will help you navigate life's challenges, enhance your strengths, and achieve your goals in a supportive environment.

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Neurodiversity coaching offers support to neurodiverse individuals, including those with ADHD and ASD, in both work and daily life. It focuses on identifying strengths, creating strategies to overcome challenges, and fostering a better understanding of neurodiversity.

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The support may include:

• Life skills coaching

• Psychoeducation related to ADHD and/or ASD

• Helping to create personalised external systems and strategies that strengthen executive functioning skills.

 

As a late‑diagnosed AuDHDer, I understand the realities, strengths, and challenges of neurodivergence across the lifespan. My coaching blends lived experience with professional expertise to empower neurodivergent people to thrive with clarity, confidence, and self‑understanding.​

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4. Social Work coaching, mentoring and training. 

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Social work coaching, mentoring, and training have become a natural extension of my journey in practice and leadership. Over the years, I’ve seen how much difference it makes when social workers are given the space to reflect, grow, and feel genuinely supported — not just in the technical aspects of the role, but in the emotional and ethical weight it carries.

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Whether someone is newly qualified, progressing, or navigating a challenging stage in their career, my aim is to offer guidance, insight, and steady support. It’s about nurturing competence and confidence, but also about sustaining wellbeing, strengthening values, and helping practitioners grow into the kind of social workers they aspire to be.

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• Skill Development: Enhances communication, leadership, and ethical decision-making.

   

• Confidence & Competence: Builds self-assurance in handling complex cases and navigating organisational systems.

   

• Emotional Support: Offers a safe space to reflect, decompress, and build resilience.

   

• Career Progression: Encourages growth through feedback, goal-setting, and exposure to new opportunities.

   

• Ethical Practice: Reinforces values and professional standards through modelling and discussion.