In my role with the Berry Street Education Model team, I have relished the opportunity to engage with the teachers we train and work to improve the capacity of teachers to practice inclusive, trauma-informed, positive education. Specifically, I have enjoyed evaluating and making practical recommendations regarding our systems for improving teacher and students outcomes.

In this role I tutored students at a range of developmental and academic levels. I used my value of 'meet them where their at' to help struggling students build knowledge, skills, and most importantly, self-efficacy.

As a people-person, I value the time I spent at Lush, as it was an opportunity to utilise and improve my communciation, team work, and sales skills.

At the Institute for Urban Indigenous Health, I enjoyed the opportunity to learn about practical solutions to the health problems experienced by Queensland’s urban Indigenous popualtion. I researched the quality of care provided by IUIH’s clinics in the Moreton Bay region by collating data, evaluating successes and areas for improvement, and designing practical sstrength-based solutions. Working under Renee Brown, I was able to emerse myself in an Aboriginal workplace and learn how to translate cultural safety theory into practice.

Under Sue Vlack, a Clinical Public Health Academic at UQ, I completed a scoping review upon Indigenous and Torres Strait Islander cultural safety assessment tools in primary healthcare organisations. This encompassed extensive research on cultural safety, related assessment tools, analysis of gaps in the research field, and development of recommendations based upon the identified research. Ultimately, this endeavour provided me with extensive research skills, as well as a thorough understanding of Aboriginal and Torres Stair Islander health, cultural safety, assessment of clinical care, and research processes.