• Lead six-week, school-based bereavement support groups for primary, elementary, middle, and high school students who have lost a parent, sibling, or a close loved one. Groups provided developmentally appropriate psychoeducation on processing grief and coping skills.

Provide outpatient services including individual, family and group counseling and/or educational, and skill development sessions in the Clubhouse Building and school-based setting in Clarke County.

• Lead inpatient process, skills, and expressive therapy groups with patients in crisis.• Conducted individual intakes and individual and family sessions as needed. • Created Stanley Brown crisis safety plans and assessed risk using CSSR and CSSR-S.• Collaborated with multiple discipline team to plan and coordinate patient care. • Utilized EPIC electronic health records system to document each patient encounter.• Completed family contacts to obtain collateral information for patient care. • Developed clinical competency with crisis, psychosis, suicidal ideations, homicidal ideations, self-harm, and dual diagnosis. Frequently worked with multiple populations including: adolescents (aged 10-17), aging, disabled, veterans, and homeless/unhoused.

Lead performance audit teams through:• Project management tasks include identifying, with input, major areas for review, appropriate methodologies, and timeframes for completion; and• Personnel management tasks include overseeing team member work, providing guidance and feedback, and ensuring completeness and accuracy of the work produced.

As a member of a team, I conducted state program performance audits, or program evaluation adherent to the U.S. Government Accountability Office’s GAGAS--Generally Accepted Government Auditing Standards. Audit teams analyze management data to make evaluative statements and recommendations regarding efficacy and efficiency of programs, identify cost savings and operational improvements, and report relevant findings to key stakeholders in government agencies and the Georgia General Assembly. During my time as a performance auditor, I honed abilities in both operational analysis and communication with various audiences. This type of analysis is conducted both through the quantitative evaluation of program data using tools such as Excel and qualitative inquiry into agency processes and resource prioritization through agency staff and stakeholder interviews and surveys, internal document review, and relevant laws, rules, and regulations. GAGAS requirements also dictate a thorough documentation for each analysis used when developing findings. GAGAS requirements dictate that auditors receive 80 hours of professional education in a two year cycle. This training ranged from management analysis models such as GAO’s Greenbook to advanced data analysis using the Microsoft Suite, particularly Excel.

Research professional literature, interview program staff, review records, and analyze data on program operations.

Instructed material to students in two breakout sections.Communicated assignment expectations, evaluated student assignments and progress, and managed the input of student grades.

Instructed class material to students in one Political Science 1101 (Introductions to American Government) breakout section.Evaluated student assignments and progress and manage input and reporting of student grades.Lectured in front of class of 300 students in the event of the professor's absence. Lead communication among a team of six teaching assistants.Collected and analyzed data of grade distributions among breakout sections.

Wrote Public Health Law News and Announcements: June, July, August installments.Wrote listening session outreach plan to increase agency awareness of legal research best practices.Assisted in facilitating the State Tribal Local Territorial (STLT) Attorney Institute.Conducted a literature review on state open access laws.Completed a legal epidemiology research coding training on state vaccination laws.Presented a tabletop training exercise to two sets of CDC Disease Detective Camp high school students.Researched and presented on a public health topic for the LawSAG club meeting.

Wrote 13 funding proposals including: work plan, logic model, epidemic problem statement, SMART goals and objectives, project budget, SWOT analysis, etc. Utilized research design methodologies to create evaluation plans for funding requests.Researched and utilized evidence-based interventions and best practices for program development.Established, organized, and maintained agency partnerships through formalized MOAs/MOUs.Managed current and future grants and contracts via: System of Awards Management, Grants.gov, etc. Supervised an MPH candidate grants intern to broaden funding opportunity search.Strategized with management in modernizing data collection for evaluation processes. Presented on agency development efforts at monthly staff meetings.

Completed preservice training through U.S. State Department institution Colombo Americano.Instructed grades 7-11 English foreign language in Colombian public education institution.Practiced English with Colombian English teachers in order to promote greater English fluency. Implemented an after-school English club through innovative English learning activities.

Tutored all subjects and mentored 1st grade students with “at-risk” status due to: low academic achievement, major behavior disorders, and/or developmental delays. Identified areas in which the students were falling behind while coordinating with students’ teachers.Created individualized lesson plans to supplement school time instruction.

Tutored and mentored students in grades 1-8 in all subjects (630 hours) Worked on community service hours projects to benefit tutees (90 hours) Trained on all subjects tutoring and teaching philanthropy: i.e. the 2012 National Service Learning Conference (180 hours)