Provide individual and family psychotherapy to children, adolescents, and adults.Complete intake assessment process; maintain electronic files and documentation in compliance with corporate, state, and federal standards; and provide continuous treatment planning and reviewing of progress to ensure quality and effective treatment.Complete intake assessment process; maintain electronic files and documentation in compliance with corporate, state, and federal standards; and provide continuous treatment planning and reviewing of progress to ensure quality and effective treatment.Engage in monthly peer consultation with practice providers to address clinical and administrative processes.Hire new employees, training, office management duties, billing, and payroll.

Provide DIS counseling to high school students in need of social/emotional supportDeliver crisis intervention during the school day as needed Develop and/or implement safety plans for high-risk students. Ongoing consultation with administrators, teaching staff, students’ families, and outpatient service professionals as needed to help reach treatment goals

Provided DIS counseling that focuses on social/emotional functioning that negatively affects academic progress and the development of long-term academic/vocational goals and independent living skillsDelivered crisis intervention during the school day as needed when students are experiencing a crisis situation; help develops and/or implement safety plans for high-risk students.Ongoing consultation with administrators, teaching staff, students’ families, and outpatient service professionals to address school-related problems and issuesParticipated in IEP meetings, as well as assisting in coordinating parent meetings as needed, provide information/make referrals to community resources as needed.Developed and maintained WAVES program/goals for each individual student in accordance with IEP goalsMonitored and created Behavior Support PlansAssisted classroom teacher in administering WAVES privilegesAssisted educational staff in the infusion of counseling content into the curriculum/planning of community activities

Provided 1:1 and family therapy for emotionally disturbed youth ages 5-17-years-old experiencing a variety of presenting problems including but not limited to: depression, anxiety, ODD, PTSD, family relational problems, adjustment and anger incorporating CBT interventionsCompleted comprehensive assessments, participated in IEP meetings/writing goals, treatment planning, risk assessment, clinical interventions, case management, and coordination of therapeutic activities which are tailored to child and family strengths, needs and cultural preferencesMet revenue and productivity standards as required by DMHProfessional Development Trainings: Welligent, MAP, CANS assessment, CEDE, OMA, Core Elements, Therapeutic Crisis Intervention (TCI), Cultural Responsiveness, Child, Elder and Dependent Adult Abuse Reporting, Domestic Violence, Whole Person Care, Privacy, CPR/First Aid for Adult, Child, and Infant

Provided 1:1 therapy to students and families from 6-8th gradeTrained in DMH PaperworkTreatment Planning using SMART modelSOAP Progress notes Psychosocial Assessment during initial family sessionDSM-V Incorporate CBT interventions and other theories as it may benefit the presenting problemSand Tray TherapyGroup therapy of different topics throughout the school yearTrained in evidenced-based treatment: Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)Monthly Training Included: Self Injurious Behavior, Grief and Loss, DBT

Supported special needs children in inclusive classrooms in the Los Angeles Unified School District with Individualized Education Programs (IEPs) Implemented behavior plans with each client based on ABA (Applied Behavior Analysis) principlesSpecialized in including children with autism and other developmental disabilities with their typically developing peers in school and community settingsProvided unique intervention for students who spend most their school day in general education environments Making the child an active member of the class while at the same time supporting the student's learning; by creating independence from the natural support of the child through the environment, teachers, and peers

Tutor and mentor at-risk foster youthMentor and provide advice for succeeding in school Encourage youth to attend collegeHelp students succeed in classes and lower the drop-out rate of at-risk foster youth

Administered surveys to students at Santa Barbara High School for a research project to indicate why students of color have an overall GPA extremely lower than Caucasian studentsTranscribed recorded journal entries of students into word documents for Dr. Rios’s Watts ProjectCompleted coding tasks aimed at translating qualitative results into quantitative data

Prepared and facilitated life skills workshops and social events for foster youth. Mentored and lead youth in path towards independence.Office duties such as filing, updating quarterly reports, mailing event fliers, preparing PowerPoint presentations etc.50+ hours of training.

Proctored PSAT exams for 30+ students at various high schools.Read the rules and time slots for each section of exam. Delivered completed exams to headquarters.

Served as a mentor, role model and tutor.Facilitated and organized the After School Program and literacy events.Provided one on one tutoring to ten students for a year in all subjects.In-Kind donations for events.

Supervised autistic children at school and at home.Assisted with homework help and group activities in the classroom.Ensured that children performed at the level of their peers.Worked with children with different disabilities at their homes or schools to provide extra support to families and teachers.