Assist your program leadership with implementing and overseeing the responsibilities for clinical services and standards of care for our clients, and administrative needs of the multidisciplinary team.Work closely with your program leadership to continually communicate with community partners and all local systems of care that are in service to our clients.Oversees documentation by clinical staff and work closely with your program leadership to assist with audits of Clinical Charts to ensure adherence to State and County Requirements.Assists with New Hire Orientation and ongoing training and mentorship for all clinical staff.Assists with recruitment, screening, hiring, onboarding, performance evaluations and terminations of all clinical staff

The Mental Health Crisis Responder I will co-respond to non-emergent 911 calls in partnership with an Emergency Medical Technician (EMT) and a Peer Support Specialist. The Mental Health Crisis Responder I engages with individuals who exhibit sub-acute crises, behavioral health, and substance abuse conditions. This position provides crisis intervention, face-to-face mental health assessments, information and referrals, and offers brief supportive counseling to clients in the field, who are in emotional distress and/or seeking information on available mental health services. The Mental Health Crisis Responder I and the team are dispatched to 911 calls that present no criminal intent, fire, or high acuity medical emergency.

Practicum Hours Accrued: 120.5 hours (19 hours of intervention, 32 hours assessment, 40.5 hours of indirect services, and 29 hours of supervision.)

Practicum Hours Accrued: 125.75 hours (84.25 hours of intervention, 0 hours assessment, 30 hours of indirect services, and 11.5 hours of supervision.)

Practicum Hours Accrued: 53 hours (1.5 hours of intervention, 13.5 hours assessment, 24.5 hours of indirect services, and 13.5 hours of supervision.)

Crisis Intervention to assess for suicidal ideation, risk to self or others, and approval of physical restraint or seclusion interventions

This role will provide me the opportunity to expand my experience in an academic-related role. My responsibilities will include building out the moodle page for the course, providing support to students, demonstrating the administration of assessments, and providing support to the professor as needed. This four-week elective course is taught by Elizabeth Hamilton, Ph.D. Within out PsyD program, this course serves as foundational knowledge to those pursuing practicums and/or careers serving Child and Adolescent populations. Typically this course covers protocols utilized for comprehensive assessment batteries: broadband instruments (ie. BASC-3, Achenbach system, MACI), adaptive functioning assessment (ie. ABAS, Vineland), diagnostic-specific instrument (ie. TSCC, Beck Depression Inventory), social competence measure (ie. Roberts, SEARS), and projective technique (ie. HTP)Full list: ABAS III (parent form ages 5-21, teacher form ages 5-21), Achenbach System (CBCL and YSR), BASC-3 (Child self-report, Parent report, Teacher report; grouped by 3 age cut-offs), BRIEF-2 (Child report, Parent form, Teacher form), Conner’s 3 (Child report, Parent report), Millon Adolescent Clinical Inventory (MACI), Millon PreAdolescent Clinical inventory (M-PACI), MMPI-A, Roberts Apperception Text for Children -2, Wechsler Nonverbal Tests of Intelligence, Woodcock Johnson Cognitive IV, and Woodcock Johnson Achievement IV.

Practicum Hours Accrued: [As of May 2020] 222.8 hours (59.05 hours of intervention, 99.7 hours of indirect services, and 64 hours of supervision.)Through GFU’s Behavioral Health Crisis Consultation Team, I assessed patient’s risk for suicidality and homicidality in Emergency Departments, the Intensive Care Unit, and Medical Surgery departments; this position services Providence Newberg Medical Center and Willamette Valley Medical Center. This service was provided by the team during times outside of regular business hours and holidays to more comprehensively meet the needs of each department. This service was created out of the growing need for mental health providers in medical settings where medical staff need additional resources to assist patients battling with various mental health concerns.In this capacity, my assessments of risk helped to determine the level of mental health services patient’s needed; recommendations included discharge (often safety planning with pt and supports as well as connecting them to community resources), outpatient settings, respite care, and acute inpatient psychiatric hospitalization. Evaluations of risk were provided for individuals across the life span.My training for this position occurred in the Spring (Jan.-May) of 2019.

My role was to improve and strengthen the administrate polices, workflows, and clinic effectiveness. In this position, I managed the assessment waitlist, voicemails, referrals, patient inquiries, billing procedures, Titanium integration, and procedure evaluation. The intention of this position was to help the clinic run more efficiently and to evaluate opportunities for procedure improvement.During my time in this position I collaborated to create paperwork to meet the needs of clinicians, clients, and interdepartmental functionality. I revised the handbook to reflect changes in procedure and documentation. I served as the clinic’s connection to previous clients, third party stake holders, and potential professional partnerships. Additionally, I was able to create promotional materials and documentation that provided the clinic with a unified brand.

Practicum Hours Accrued: 161.88 hours (80.85 hours of intervention, 66.53 hours of indirect services, and 14.5 hours of supervision.)I participated in a supplemental practicum placement with the opportunity to provide therapeutic services to a college undergraduate population. I received supervision under Andrew Kenagy, PsyD, Psychologist Resident (Post Doctorate Position) and Bill Buhrow, PsyD, Licensed Psychologist (Director of the Health and Counseling Center). My goal during this supplemental clinical training was to continue the development of my therapeutic acumen and my identity as a psychologist in training.

Practicum Hours Accrued: [As of May 2020] 403.75 hours (156 hours of intervention, 19 hours assessment, 153.75hours of indirect services, and 75 hours of supervision).In this role, I provide mental health services at Carlton Elementary School (Yamhill-Carlton School District) as well as assessments at other schools within the district. My mental health services include individual therapy, milieu therapy, emotional regulation interventions, and supplemental support to the behavior specialist as well as SPED department. The psychoeducational assessments I administered provided diagnoses for various learning disabilities, mental health concerns, and provided recommendations for IEP or 504 plans as well as other areas of concern.

The Adams State University Counseling Center is an on-campus service provided to students where they can receive clinical mental health counseling. In addition to counseling services (Individual and Group), the Counseling Center hosts presentations, workshops, and group classes (in academic setting, to athletes, residential staff, and by request). In my role, I have worked individually with clients who struggle with anxiety, depression, substance abuse, adjusting to life changes, Post Traumatic Stress Disorder, survivors of abuse (Physical, Emotional, Sexual and Domestically Violent relationships), and individuals with other various mental health concerns. As of my completion of Internship Clinical Mental Health I (Fall 2017), I have completed 150+ hours of direct client services and 250+ hours of indirect client services. At the end of Internship Clinical Mental Health II (Spring 2018) I have completed a 817 total hours of client services; 318.75 hours of which were direct client services.• Individual counseling.• Group counseling; Mandated substance abuse counseling.• Crisis counseling.• Intake procedures.• Treatment planning.• Classroom presentation on Suicide Bystander Intervention.• Receiving clinical supervision and consultation: Individual and group; weekly.• Integration of theory and clinical application.

As an Graduate Assistant for the Graduate Student Success Center, I am responsible for collaboratively developing academic resources for graduate students; including networking resources, technology resources, and skill development workshops. As a Graduate Assistant to Dr. Michael Mumper, I assisted in the management of coursework (undergraduate and graduate), developed syllabi content, and designed blackboard classroom shells.

San Luis Valley Health is an integrated medical services hospital; the behavioral health clinic operates in tandem other medical departments (i.e. Family Practice, Internal Medicine, Workers Comp Clinic, Oncology, and etc.) to provide behavioral health services to patients. In my position as a clinical practicum intern, my role was to interact with patients and deliver informal depression, anxiety, substance use, and mini-mental exam assessments. In my time in this role I logged 184.5 hours of course work; 70.5 hours of direct client service, 74 hours of indirect service, and 30 hours of supervision (Individual and Triadic).• Screening patients to address behavioral health concerns.• Individual client counseling.• Case Management and Care coordination• Informal assessment administration.• Introduction to intake session procedures.• Receive weekly supervision and consultation.• Enhance counseling skills, and apply theoretical concepts.• Provide basic crisis intervention, based on ASIST training.

This program was an 11-month intensive Masters of Business program. The focus of this program was to develop graduate students to prepare them for the world of business by challenging their skills as systems thinkers. The program includes topics of leadership, ethics, managerial finance and accounting, marketing research, and other organizational topics.

Marketplace Ministries Worldwide is an organization that uses business as missions by creating businesses and jobs in countries around the world. They work in areas of great scarcity to create solutions to poverty, exploitation, and corruption through a wholistic business approach.My work at Marketplace Ministries Worldwide was to research funding options for a specific project that was looking to start in another country. In this position, I compiled a document of my research, which included an Executive Summary to be presented to the board of directors, and categorized profiles of each funding source based on specified criteria.

Origins: A Divine Coffeehouse looks to be a place of meeting and enjoyment to a small community. Through the collaboration of different organizations, Origins has developed into a coffee shop that provides a wide variety of food and drink selection. They have become a great place of sharing within their community.As the business underwent a transition period of a new owner, I volunteered my business experience to help the business open on the right note. I performed tasks related to Inventory (Input, Pricing, and Trouble shooting), Efficiency Improvement (Scheduling, Best Practices, and Safety Precautions), and Event Planning (Grand Opening).

The mission of Barclay College is to prepare students in a Bible-centered environment for effective Christian life, service and leadership. From the faculty to staff and administrators, Barclay College developed meaningful relationships that prepare students to enter into their chosen fields of study. Students are challenged to think critically, and grow both academically and spiritually.My main focus was to represent Barclay College in personable manner by assisting visitors, sorting incoming calls, and sorting incoming and out going mail. My other duties were flexible depending on the needs of different staff and administration, as many positions require team work between departments.

In the summer of 2010, I had the opportunity to receive emergency response training through a teen CERT program. During my time in this training, I learned that many of my contemporaries did not have the skills to react properly in the event of a disaster. Which can leave many people as victims of a situation.Understanding this need for information, in collaboration with others, I helped to develop a high school level program to teach high school students how to react in the event of a disaster. The program looked to partner further with the local Red Cross, FEMA, and Fighter-fighter organizations.