Sharon Stocks

Training Officer

Sharon has over 10 years’ experience in the health and social care sector, working in a range of different settings.

When Sharon left school she began working in a residential care home for EMI patients, providing support with all aspects of care to the elderly and individuals with dementia. She progressed in her career working for Leonard Cheshire disability, gaining a level 2 in health and social care,where she supported individuals with a vast range of disabilities from Huntington’s, MS, stoke, ABI, Cerebral palsy, learning disabilities and mental health issues. Here she provided one-to-one support to individuals, working with nursing staff, dieticians, occupational therapists,psychiatrists,speech and language therapists and physiotherapists. She implemented person centred support plans with the support of other health care professionals to ensure the best achievable outcomes through active support and high standards of quality of life were maintained.

Sharon also has experience in working in the education sector as a one-to-one support worker with children in main stream primary education with challenging behaviours and behaviour disorders such as ADHD, ADD, Asperger’s and Autistic Spectrum Disorders. She worked alongside teaching staff and social workers in mainstream education to promote positive behaviours in these children and encourage positive relationships with other class mates and teaching staff.

Sharon has also had experience working with psychologists at Bangor University’s School of Psychology; analysing behaviours, patterns and triggers and implementing support plans in the home and specialist school environment to promote and encourage independence and positive behaviours, whilst following structured activity plans to increase cognitive development and promote good mental health.

In May 2013 Sharon began working in the training sector with Progression Training Ltd and gained her TAQA level 3 in assessing QCF diplomas. Sharon currently delivers QCFs and training in the context of equality and diversity, attitudes to people with disabilities, supporting individuals with learning disabilities, promoting positive behaviour and active support.