 Receives referrals from the United Way Racist Incidents Helpline Provide a culturally safe and trauma-informed space to engage in meaningful conversations to unpack the impact of the racist experience (can be on the phone, online, or in-person)  Coordinate and gathers communities for resilience workshops and healing circles

 Assist teachers in the Language Instruction to Newcomers to Canada (LINC) program Lead small group activities in reading, writing, listening, and speaking skills Assists in maintaining program records and other administrative duties as directed through Microsoft Office 365 Provide assistance to newcomer adult students based on values of inclusivity, respect, and empowerment

Collaboratively planned and facilitated an after-school program for refugee, immigrant, and immigrant elementary school children in two local elementary schools in Abbotsford. The focus of the after-school program was about building social emotional skills, sharing and celebrating different cultures, and providing a safe place for physical recreation participation.

Collaboratively planned literacy lessons, recreational activities, and local excursions for refugee, immigrant, and newcomer youth through the Archway Summer Literacy Program.

• Teach English lessons to classes of up to fifteen students ages 9 to 17 who are visiting from Japan• Organize the help of Canadian buddies in the classroom by using skills of time management, delegation of tasks, and planning games and activities for the program• Manage groups of up to 60 people during excursions experiencing Canadian sites and culture• Communicate cooperatively and effectively in verbal and in written form with Japanese students, Japanese teachers and escorts, Canadian buddies, English teachers, and supervisors

• Teach a full time kindergarten class to students aged 6• Teach English in afterschool classes for kindergarten and elementary school children• Take provided curriculum and implement it in creative and engaging ways for the students• Write student comments and student report cards

• Teach a full time class to students aged 6• Teach English in afterschool classes for kindergarten and elementary school children• Implement a discipline system to reinforce structure and good behaviours• Create lesson plans using themes and creative ideas• Write student comments and student report cards

• Teach English to students ages 7-16 in an English immersed classroom• Manage student behaviours• Prepare lessons• Grade and assess student language skills

• Planned and developed recreational and literacy program lesson plans• Instructed and lead various inclusive recreational and educational programs for groups of elementary and middle school aged children in an after school setting enriching their social experiences• Used a strengths-based approach, encouragement, and guidance in order to create a safe environment and mentor-ship relationships• Maintained adaptability during any unexpected situations would occur, and used conflict resolution to address any interpersonal conflicts between group members

• Co-facilitated Abby Talks which is an empowerment and recreational program for youth ages 13 to 17• Used a strengths-based approach, encouragement, and guidance in order to create a safe environment and mentor-ship relationships• Maintained adaptability during any unexpected situations would occur, and used conflict resolution to address any interpersonal conflicts between group members• Communicated with co-facilitators, the program coordinator, the youth, and parents

• Invigilate, read or scribed, and provided any additional support needed on an individual to individual basis to assist students in meaningful access to educational opportunity and equity• Used social work principles, values, and ethics during interactions, such as inclusion, mediation, and confidentiality, to promote professional practice and respectful relationships• Efficiently utilized Microsoft Word to scribe student exam answers in a timely matter

• Built egalitarian helping relationships with parents and students based on respect, empathy, humility, and genuineness• Assessed the goals, needs, and strengths of students and families through a strengths-based, biopsychosocial-spiritual perspective• Refer parents to medical, social, or community resources based on self-determined goals• Communicated cooperatively and effectively in verbal and in written form with fellow practicum students, community resources, interdisciplinary staff at the school, and with supervisors • Organized practicum students, volunteers, and funds in order to host a “Family Connections Night” which was aimed to allow families the opportunity for a night of fun and community building• Utilized my research and writing abilities to create an informational pamphlet titled "Guide for Parents: A FAQ about Anxiety and Children" to provide accessible information to parents about anxiety

For the summer of 2014 and 2015 I was a camp counsellor at Tamwood International in which I had the opportunity to work with campers from 7 to 18 years old who came from all corners of the world. Counselors attend, participate and deliver camp programming and ensure campers are engaged and happy. In this capacity I developed all the needed skills that makes a person great at working with children and youth in a summer camp or program. Some of the skills include leadership, empathy, and adaptability.