-Worked with student’s from JK-grade 2 who experience a variety of social, emotional and behavioural challenges -Created and facilitated weekly therapeutic activities tailored towards developmental age, needs and goals of the group- Experience writing a service plan -Helped students work towards their set goals by using a relational framework -Utilized “Intervention and Counselling” class techniques when implementing therapeutic interventions -Utilized verbal de-escalation techniques with students experiencing intense emotions and heightened behaviour -Used a restorative justice approach in helping students solve peer and staff conflict -Adjusted individual student’s daily routines who were experiencing difficulty completing expected tasks (taking a student for a walk, doing arts and crafts, debriefing concerns in a separate space) -Assisted with academics as well as engaged in structured and unstructured play with students

-Worked with grade 5-6 boys who experience a variety of social, emotional and behavioural challenges -Implemented therapeutic interventions regularly to ensure safety, wellbeing and goal development -Created and facilitated weekly social skills classes to address the various social, emotional, and behavioural needs of the class -Maintained regular contact with the student’s parents/ guardians through written and phone communication -Presented a summary of student's successes, challenges and any relevant information from the previous day to the team each morning -Worked in partnership with supervisor on various documents and completed communication sheets and observation logs daily

-Worked collaboratively with teacher and ECC to ensure a positive, safe and caring classroom environment -Worked on behavioural regulation techniques with the class as well as with specific students requiring extra support -Created and facilitated fun and educational games -Utilized verbal de-escalation techniques with children experiencing intense emotions -Implemented specific learning plans for students experiencing social, behavioural, and emotional exceptionalities -Introduced “zones of regulation” into the classroom through therapeutic programming activities

-Supervised and engaged in structured and unstructured play with infants, toddlers and preschoolers -Created fun and educational weekly programming -Interacted with parents; communicating and documenting children’s daily progress -Demonstrated compassion and kindness to infants, toddlers and preschoolers to foster healthy development