• Completed a 12-week intensive pre-service training in the Spanish language, Costa Rican culture, facilitation skills, and positive youth development practices. • Wrote a 41-page analysis in Spanish of my community based on information gathered through community outreach, interviews, surveys, and job shadowing over the span of 3 months. • Supported and co-led workshops on mental health with the school counselors for over 120 8th grade students and their caregivers. • Collaborated with the school counselors to coordinate workshops to be brought to the school by the Institute for Alcoholism and Drug Dependency to support drug prevention and positive decision making. • Completed a 1-week intensive training on gender equity in Costa Rica to learn about practices to combat discrimination and how to include gender equity in planning for future programs. • Co-planned and co-led two workshops on gender equity for 30 7th, 8th, and 9th grade students with the high school science teacher. • Co-planned and co-led a workshop with the school counselors on anti-bullying for 7th and 8th graders of the high school. • Organized and teaches an English class for 11 teachers who have zero to very minimal English skills. • Co-organizes and co-leads a basketball group for 10 high school girls each week to help fill the lack of female extracurricular opportunities and teach life skills through sports. • Created and co-leads the mentorship program Mentoras de STEAM, where 5 girls from the local high school act as mentors for a group of 18 girls from the primary school to encourage them to participate in STEAM activities to promote gender equity in the schools and larger community. • Co-designed and co-leads workshops in homeroom classes about positive communication, conflict resolution, and managing emotions to 7th, 8th, and 9th grade classes.

• Assisted the Youth Program Coordinator with school enrollments, enrichment programs, and advocacy efforts for recently arrived refugee youth and their families living in Elizabeth, NJ. • Communicated directly with recently resettled refugee families, health clinics, schools, and other community partners to enroll students in school and subsequent enrichment and health programs. • Tracked and organized meetings between families and teachers while recording all advocacy interventions in case-note system for data reporting for state and federal grants.

The main objective of the Organizational/Educational Psychology community is to investigate how to analyze and improve education, work practices, and experiences in a post-COVID environment. I will be researching educational and psychological problems and inequities in order to contribute to a large-scale, online collaborative research platform with the overarching goal of education improvement post-Covid.

• Conceptualized, developed, and led outdoor summer camp activities for a total of 12 neighborhood kids during the COVID pandemic for 3 to 6 hours per day. • Balanced a budget of $150.00 per week to create and supply activities and crafts to the children.