Equine Assisted Growth and Learning Association (EAGALA) is a team approach to providing equine assisted psychotherapy and learning opportunities. The team consists of a mental health professional, equine specialist and of course, horses. www.eagala.org

I wear several hats at Thorncroft, a 34-horse therapeutic and regular riding center: I volunteer with therapeutic riding lessons for adults and children with physical, cognitive and/or emotional disabilities or limitations; I assist instructors by leading horses or providing side-assist during riding lessons, as well as grooming and tacking horses in preparation for the lessons. I work in the barn taking care of the horses: feeding/medications and turnout; picking/mucking stalls; cleaning feed and water containers. I'm also a membe rof the Board of Directors.

Supported children and families involved with the Division of Child Protection and Permanency (DCPP). Carried average case load of 15 families (up to 35 children). Engaged families and helped identify their underlying needs. Planned and facilitated family team meetings to develop or modify case plans based on functional strengths, family and community supports, and desired goals. Linked families with community resources; arranged for assessments and treatment services. Maintained collaborative relationships with community service providers. Provided information or testimony to juvenile and family courts for court-involved families. Conducted regularly scheduled in-home visits to assess on-going safety and well-being of children. Maintained accurate and timely documentation in case record.

Assisted customers by processing purchase transactions at registers, selling memberships and other REI services to customers, and processing customer returns. Responded to product, membership and REI service questions, general inquiries and customer feedback. Identified, researched, and resolved customer issues. Assisted customers on sales floor.

Oversaw daily operations for 2 adult foster care homes serving men with severe and persistent mental illness, TBI, and/or chemical dependency. Utilized a "harm reduction' philosophy of care.

Provided school social work services to Special Education students in elementary and secondary schools. Conducted interviews, assessments and evaluations to help determine students’ eligibility for Special Education services; provided social skills groups and individual counseling to students on caseload as well as to Regular Education students; advised administration and teachers on children’s mental health issues; participated in schools’ Student Support TeamsAugust 2004-August 2006: Coordinator of support services for lesbian, gay, bisexual and transgender (LGBT) high school students. Facilitated weekly support groups for LGBT students in five district high schools; provided clinical supervision to BSW and MSW interns ;advised school support teams on needs and concerns of LGBT students; designed and administered surveys to assess effectiveness of Out for Equity programs; wrote grants which secured $88,000 over two years to support new programming; participated in academic research for Best Practices in supporting LGBT youth

Served as consultant and trainer for Saint Paul Public Schools participating in a 3 million dollar federal grant known as Safe Schools/Healthy Students; advised administration, support staff, and teachers in the areas of crisis prevention/intervention, home and community involvement, student and family assistance, classroom focused supports, and transitions; trained parents and school staff on various issues related to children’s mental health; conducted trainings for district student support teams on resource coordination; co-authored “how-to” manual to facilitate good working relationships between community mental health professionals and schools; facilitated psycho-educational groups for elementary students coping with family loss; provided individual and family therapy at the Wilder Foundation’s Child Guidance Clinic