• During six-month practical placement, worked with a variety of young people and their families within a community setting under the supervision of Simon Holt • Experience assessing, formulating, and treating a range of presentations including generalized anxiety disorder, social phobia, depression, and trauma undertaking cognitive behavioural therapy, with elements of acceptance-commitment therapy, and dialectical behavioural therapy skills. • Experiencing undertaking initial assessments (i.e., CHOICE appointments) for a range of ages to determine suitability for current service. • Experience collaborating with multidisciplinary team regarding the management of clients and complex cases to enable a high quality of service and person-centred support.

• During six-month practical placement, worked with young people and their families within an inpatient, outpatient, and day-program setting under the supervision of Dr Shalane Sadri• Experience assessing, monitoring, and treating individuals with obsessive-compulsive disorder and generalised anxiety disorder undertaking cognitive behavioural therapy. • Experience co-facilitating and observing a range of group therapies including cognitive behavioural therapy, radically open dialectical behavioural therapy, dialectical behavioural therapy, goal setting, and creative groups. • Experience providing meal support to individuals with a range of eating disorders within a group setting and individually. • Experience observing Family-Based Therapy with a range of families presenting with anorexia nervosa. • Received fortnightly group supervision and training from Dr Andrew Wallis • Liaised with a multidisciplinary team to provide the highest quality of therapy to my clients

Worked on Checking on Mental Health Providing Alternatives to Suicide for Students (COMPAS-S) project. The COMPAS-S team has developed a multivariate algorithm to pre-emptively identify students at future risk of suicidal behaviour. Then, we proactively reach out to students at elevated risk and conduct support and safety planning in collaboration with the student.• Demonstrated a high level of written and verbal communication skills when co-writing the COMPAS-S manual. • Liaised with all relevant stakeholders to produce a high quality manual that all members of the team were satisfied with and actively sought feedback throughout the process.• Effectively and autonomously managed my time to complete the manual to a high standard within a tight timeline.

• Efficiently ran weekly tutorials for PSYC1002: Science and Professional Practice over Semester 1 2022, and received positive feedback about my comprehensive knowledge and enthusiasm. • Effectively managed classrooms of up to 25 students, demonstrating my effective communication and interpersonal skills as well as my adaptability to various learning styles. • Completed assigned marking for assignments and exams within short timeframe, highlighting my ability to work under pressure and meet strict deadlines.

In my role at Lifeline WA, I have:• Developed various microskills and improved communication skills through handling imminent and non-imminent suicide calls.• Learnt how to empower individuals through creation and development of safety plans as well as reduction and containment of disabling emotions.• Developed ability to assert boundaries, engage with reflective practice, and increased my self-awareness through discussion with supervisors, participation in supervision, and engagement in reflective practice. • Consciously applied myself through the Crisis Supporter Training program over 10 months.

During my time in this role, my duties were multifaceted. This included: • Began an inclusive environmental scan to interpret relevant data examining the impact of COVID on higher education students, with a specific focus on the impact on students' mental health. • Conducted literature reviews to provide comprehensive overview of literature.• Improved my research skills through analysing and interpreting quantitative data.

Worked as one of the two Curtin representatives for the APS. During my time in this role, I refined my organisation and leadership skills through organising an education event on motivational interviewing.

• Further enhanced my interpersonal skills through assisting individuals on the autism spectrum in making clearly articulated and defined goals, and then supporting them while they achieved their academic, employment, and personal goals.• Demonstrated effective problem-solving skills via consistently reaching resolutions in which all parties were satisfied.

My role is multifaceted which includes: interviewing patients that are participating in research trials, organisation and input of data into a shared server, answering and directing calls, scheduling appointments and general reception duties: photocopying, scanning, filing.

When engaged in this role, I supervised a team of between 3 – 7 people, engaged in conflict resolutionbetween employees and with customers, facilitated the training of new cashiers and supervisors and organised banking and change orders. Prior to this, I was a cashier from 2013-2018 where I operated a cash register and computer systems fluently, with speed when required, and handled cash and card payments.