Provide psycho-educational assessments to children (<7) who are having difficulties in their preschool and Kindergarten classrooms. Under the supervision of a registered psychologist would write the psycho-educational reports which were aimed at fostering deeper insights about the child's learning needs and strengths, as well as supporting a strong transition between Kindergarten and grade one.

Worked with youth in School District 62 (Sooke region) who had been flagged by administration as needing extra support. The intervention program worked to prevent youth from becoming involved, or becoming even more involved, in the youth justice system. With my other role (Youth and Family Counsellor) I worked as an advocate, community resource navigator, mentor, informal counsellor, as well as a family engagement worker. My role's main responsibility was to ensure that the youth were supported during their housing crisis in our temporary youth housing program.

As a Shift Supervisor and Primary Youth Counsellor I work one-to-one or one-to-two with youth who have been court ordered to attend FTAP due to offenses that they have committed. My responsibilities include: youth case management, youth referrals, transition planning, direct supervision of staff and youth, as well as facilitation of FTAP programming (school education, life skills training, emotional regulation training, and evening groups).

• Assist in assessing and stabilizing high risk youth with complex behavioral and mental health concerns who present as a danger to themselves or others. • Develop therapeutic relationships with the youth and support them to achieve their goals. • Utilize an understanding of child and adolescent development and mental health, attachment theory and family centered care to supportively empower clients and their families. • Lead psycho-educational programming as well as therapeutic groups surrounding drug and alcohol use and their effect upon the youth's life and health.

Worked alongside Dr. James Cresswell writing a review of a Multicultural Psychology textbook which is set to come out in early 2020. Required to utilize a number of skills not limited to: critical thinking, research on related topics of discussion, as well as writing that is adept and perceptive.

Worked with the residents of the group home, ensuring that their basic necessities were met. Worked to ensure that they were safe and accounted for. Would often call Southern Alberta Child Intervention Services in order to inform them of a AWOL youth. Was also taught the paper work and documentation requirements of the group home. Was trained in Boys and Girls Club's therapeutic approach: trauma-informed care as well as Bruce Perry's Neurosequential Model of brain development.

A program leader of 25 youth aged sixteen and above. Responsible for their emotional, physical, spiritual, and mental well being while in the program. Also responsible for planning their out-trips, group cohesion initiation, and team building exercises.

- Competent training and teaching of patrons ages 6 months – 85 years old.- Able to keep patrons safe (physically) at all times, and able to provide a safe environment to learn and exercise.