I provide consultations on Peer Support skillsets and Peer Support-led trainings for both the Peer Specialist and Clinical and Direct Care Staff at the Autism Services Division and the Adult Community Clinical Services (ACCS) Program.

I'm working with this organization from home in MA, but the organization itself is based off of TX.

I'm working with this organization from home in MA, but the organization itself is based off of TX.

I help to create and teach the Peer Support & Direct Care Training for people receiving services who would like to work and be certified as Peer Specialists or work in any other role in a human services setting. The Peer Support & Direct Care Training is under the Recovery Education and Learning (REAL) Program, which is a new, innovative program at Bay Cove Human Services. I am also responsible for hiring and supervising staff under this program and in collaborating with the Director of Recovery to ensure that the training is trauma-sensitive, trauma-informed, and meets the objectives of the program. I am additionally responsible for working with the Director of Recovery in creating and managing Peer Support and Mental Health Provider internships as part of the REAL Program.

*Supporting people living in Group Living Environments (GLE’s) in the Adult Community Clinical Services (ACCS) Program using Intentional Peer Support (IPS). *Collaborating with Peer Specialists, clinical staff, family partners, recovery coaches & corporate administration on team meetings.*Creating & conducting trainings and presentations on topics from peer support & recovery values to clinical staff. *Researching and gathering information on current policies both at Bay Cove and statewide. *Advocating as a change agent in the Certified Peer Specialist (CPS) role.

I am currently teaching piano students Ages 7-Adult. The lesson plans vary from student to student, but my piano teachings include various objectives. The main objectives include piano posture, playing scales of all tonalities (including major and minor), phrasing, dynamics, creativity/improvisation exercises, fingering techniques, music theory, teaching of songs and pieces from various composers, strength-building for hands and wrists, sight-reading and overall musicianship skills. These objectives are used for each and every student within one-on-one individualized instruction in order to help students become the best musicians that they can be!

I volunteer for the organization as a Development Volunteer and also help support other aspects of the organization. :)

*Helping peers with resources on basic needs, special interests, life skills, etc. *Running peer support groups at CCS/CSU Unit *Socializing & connecting with peers at Crisis Team Office, Emergency Rooms, Medical Floors & ICU*Completing progress notes*Collaborating with clinicians, family partners & corporate administration*Completing research on updated resources*Professional Development (i.e. certification trainings, WRAP Training, Peer Specialist Training Presentations, Peer Specialist Supervision) *Completing administrative tasks

*Helping peers with resources on basic needs, special interests, life skills, etc. *Running peer support groups at CCS/CSU Unit *Socializing & connecting with peers at Crisis Team Office, Emergency Rooms, Medical Floors & ICU *Completing project on Waiting Room Renovation to create recovery-friendly environment (i.e. Recovery board w/ Quote of the Day, Kiddie Corner for drawing and coloring, creating/administering resource packets, etc.)*Completing progress notes*Collaborating with clinicians, family partners & corporate administration*Completing research on updated resources*Professional Development (i.e. certification trainings, WRAP Training, Peer Specialist Training Presentations, Peer Specialist Supervision) *Completing administrative tasks

Since October 2008, I have been responsible for serving and greeting customers. I have also stocked and priced all food items, and I have completed food and beverage transactions with the purpose of giving each and every customer the best restaurant experience possible. I have gained knowledge of the POS cash register, and I have acted as the liaison for both the restaurant and retail departments regarding any transaction issues and management of food and beverage order data. Finally, I have gained problem-solving skills in remediation of mistakes in transactions to improve customer experience.

*Helping peers and clients with resources on basic needs, special interests, life skills, etc. *Running social gatherings and support groups *Socializing with peers and clients *Completing administrative tasks

*Provide guidance and support to peers over the phone with resources needed for their recovery processes. *Completing administrative Tasks

*News Archiving*Completing administrative tasks

I have gained experience & knowledge of leading an Executive Board team in the following ways: I ran Executive Board meetings with planned agendas, and I ran all of the induction steps in the NSLS Program: Orientation, Leadership Training Day, Speaker Broadcasts & Success Networking Team Meetings. I also planned and co-sponsored with non-profit organizations for various Community Service Events. The main Community Service Events included the Gloria Gemma Breast Cancer 5K Run/Walk Series (setting up tables and tents, giving out water bottles to walkers and runners), and The Providence Center Toy Drive (collecting over 1,200 toys from our chapter for boys and girls ages 4-12). I am currently helping out our chapter with our co-sponsorship for an event called Rally 4 Recovery, sponsored by RICARES (Rhode Island Community Addiction Recovery Efforts), and Anchor Recovery Community Center, both located in Pawtucket, RI. I currently serve as the Young Adult Coordinator for the Executive Coalition Planning Committee for the State of Rhode Island. My duty is to help engage the RIC student members of the National Society of Leadership and Success in gaining sponsorships from local non-profit organizations in order to support Rhode Island in planning this event. I am also helping both at the Rally 4 Recovery Kick-Off event on Friday, September 4th, 2015, and at the main event on Saturday, September 19th, 2015 with furniture setup and dismantling, along with other administrative duties. Throughout my experience with the NSLS RIC Chapter, I have gained necessary skills with organization, business and leadership components, and customer service. I organized important documents for our chapter, I collaborated with Chapter Advisors and the Treasurer regarding Chapter Budget decisions, and I have answered all inquiries from the NSLS members regarding the induction process and collaborated with our Chapter Support Manager to promptly resolve these inquiries.

I have provided music for various church hymns for each worship service every week, and I was the rehearsal pianist for both Holy Week and holiday-related services. I have also conducted the church choir in Easter services.

I voluntarily taught Early Childhood music to preschool students Ages 2.5-5 with a music curriculum based off of the Music Learning Theory curriculum by Edwin Gordon. This music curriculum has been developed by Gordon after many decades of research, and the curriculum is comprised of Learning Sequences, as well as movement activities created by Rudolf von Laban, a German researcher on movement and dance in children. The Learning Sequences involved in this curriculum are the Tonal Learning Sequence, the Rhythm Learning Sequence, and the Pattern Learning Sequence. In all of my music lessons, I have used Learning Sequence Activities, which comprise of both tonal and rhythm patterns. These patterns are used for multiple purposes: to increase their listening vocabulary of all tonalities and meters, to imitate, assimilate, and create/improvise tonal and rhythm patterns, and to connect the patterns to the songs and chants they are currently learning. I have also done movement activities with children to help them get acculturated with how their bodies move. These activities involved movements such as skipping, hopping, galloping, jumping, bending, speeding up movements, slowing down movements, freezing, etc. These movement activities have been done both with and without music. Finally, I have pre-assessed the students on tonal and rhythm aptitude, and assessed the students based on how much they have achieved musically and how well they learned the basic skills needed to move on to the next level.In preschool, the main focus is to get students exposed to this music curriculum by acculturating them with all of the different tonal and rhythmic sounds that they are hearing, and to get them to be aware of their own bodies through basic movement activities. Throughout this process, both teacher and parent guidance towards the students is necessary until they are able to assimilate various music and movement vocabularies through application.

I voluntarily taught Early Childhood music to preschool students Ages 2.5-5 with a music curriculum based off of the Music Learning Theory curriculum by Edwin Gordon. This music curriculum has been developed by Gordon after many decades of research, and the curriculum is comprised of Learning Sequences, as well as movement activities created by Rudolf von Laban, a German researcher on movement and dance in children. The Learning Sequences involved in this curriculum are the Tonal Learning Sequence, the Rhythm Learning Sequence, and the Pattern Learning Sequence. In all of my music lessons, I have used Learning Sequence Activities, which comprise of both tonal and rhythm patterns. These patterns are used for multiple purposes: to increase their listening vocabulary of all tonalities and meters, to imitate, assimilate, and create/improvise tonal and rhythm patterns, and to connect the patterns to the songs and chants they are currently learning. I have also done movement activities with children to help them get acculturated with how their bodies move. These activities involved movements such as skipping, hopping, galloping, jumping, bending, speeding up movements, slowing down movements, freezing, etc. These movement activities have been done both with and without music. Finally, I have pre-assessed the students on tonal and rhythm aptitude, and assessed the students based on how much they have achieved musically and how well they learned the basic skills needed to move on to the next level.In preschool, the main focus is to get students exposed to this music curriculum by acculturating them with all of the different tonal and rhythmic sounds that they are hearing, and to get them to be aware of their own bodies through basic movement activities. Throughout this process, both teacher and parent guidance towards the students is necessary until they are able to assimilate various music and movement vocabularies through application.