Mimi Wang Email & Phone Number

Vaughan, Ontario, Canada

• Intake with Assessment Tools such as PHQ-9, GAD-7, WHODAS, PCL-5 and more, and triage clients to appropriate services or support service navigation• Provide brief CBT-based psychotherapy remotely to clients, with focus on depression and anxiety• Conduct suicide risk assessments and collaborate on safety plan • Maintained appropriate confidentiality safety measures, and timely documentation. Report to theclinical psychologist and consultant.• Create, update, and coordinate trainings and communications to manage post-graduate clinicians continuously to maintain quality assurance• Utilize Quality Improvement tools to study and implement innovative improvements to program efficiency and effectiveness• Demonstrated cultural competency, contributed to procedural improvement and committee participation, and advocated for clients' diverse needs.• Lead Quality Improvement committee, and contributed to improvement of program procedures and improving nearly 50% of client retainment rate.• Designed and lead creative promotion efforts and created new connections with ethnic communities• Demonstrated working knowledge of applicable occupational health and safety legislation.

Richmond Hill, Ontario

• Administered appropriate patient assessments using tools such as Burns Anxiety and Depression Inventories,ASSIST suicidal risk assessment, Enrich couple communications and interaction styles assessments.• Utilized trained skills from Emotion Focused Therapy, Cognitive Behavioural Therapy, Family Therapy,Mindfulness, and Acceptance and Commitment Therapy, as well as exercises such as role-playing, familyreconstruction, and art therapy exercises in group facilitation and individual therapy.• Facilitated workshops for mental health focuses, such as parenting of teenagers, healthy self-esteem growth,and communication skills with focus on immigrants and generational gaps, through psychoeducation, groupdiscussions, and group exercises.• Demonstrated sensitivity to group participants' cultural and socio-economical background differences, groupdynamics and individual needs and learning styles.• Designed and executed creative promotional efforts, created new connections between centre and healthpractitioners, related associations, school, and community facilities.• Demonstrated teamwork with other facilitators for multiple workshops through effective communication,collaborative planning, peer support, and regular debriefing.• Demonstrated leadership skills in supporting team of summer students on collaborative projects.• Maintained appropriate and timely documentation, organizational skills, and organized Case Conferencesmonthly to support coworkers in professional skills development.

• Utilized Assessment Tools such as PHQ-9, GAD-7, QLES, and ACT-123 to evaluate eligibility for theprogram. Utilized detailed Risk Assessment procedures to evaluate any suicidal ideation risk level as well ascoached clients through customized safety plans.• Evaluate Risk Reports of 30 Bounce Back Coaches' collected information on clients’ Suicidal Ideation.• Coached 7~16 clients per day, through 4~6 sessions of structured Cognitive Behavioural Therapy skillsbuildingphone coaching to equip and empower clients' self-paced mood management plan.• Designed and conducted mental health coach trainings to 15-20 mental health coaches.• Demonstrated cultural competency, contributed to procedural improvement and committee participation, andadvocated for clients' diverse needs.• Lead program’s first Quality Improvement committee, and contributed to improvement of program modelwith successful results improving nearly 50% of client retainment rate.• Maintained appropriate confidentiality safety measures, and timely documentation. Reported to thepsychologist consultant and supervisor.• Designed and lead creative promotion efforts and created new connections with ethnic communities• Demonstrated working knowledge of applicable occupational health and safety legislation.

• Practiced psychotherapy under supervision, counselling 5~6 patients a day, 1~2 hours each session. Patientsincluded individual clients, couple counselling, as well as family counselling; worked with a range of mentalillnesses including various levels of major depression, bipolar spectrum disorders, and anxiety disorders, PTSD,OCD, ASD, and ADHD.• Practiced utilizing evidence-based models Cognitive Behavioural Therapy, Emotion Focused Therapy, andfamily therapy. Utilized tools such as Mindfulness, Acceptance and Commitment Therapy, MotivationalInterview skills, visualization, externalization, reframing, role-playing, as well as exercises of creative artswhere talk therapy meets limitations.• Assessed patients in intake sessions, utilizing tools such as the Burns Depression Inventory, Burns AnxietyInventory, Index of Self Esteem and Suicide Risk Assessment.• Practiced strength-based, client-centered philosophy of care in building a recovery plan and story bycollaborating with client. Provided service with empathy and respect.• Practiced with sensitivity to cultural competency and diverse needs.• All cases handled with appropriate confidentiality safety measures, and all incidents documented and reportedto the supervisor in a timely manner.• Demonstrated working knowledge of applicable occupational health and safety legislation.

World Vision, Taipei, Taiwan (2006-2009)Grace Health Centre, Toronto, Canada (2011-2013) • Translated English-to-Mandarin psychotherapy educational materials such as questionnaires and psychoeducational flowcharts, psychoeducational video transcripts, and clinical assessment forms for clinic; translated Mandarin-to-English correspondence letters for World Vision sponsors.• Ensured the quality of translation, matching the intentions and contexts of each text.• Proofread translated documents and edited for reader-friendly translations.• Completed in an accurate and timely manner.• Dubbed voice-over English-to-Mandarin translation for psychoeducational videos.

Taipei, Taiwan

• Directly taught groups of 10 to 15 first year university students, four groups per day, two days in total for a special Summer Story House English Program.• Designed interactive English story-telling material along with visual aids and question sets to keep students engaged.• Implemented teaching material over the course of the summer event under recorded supervision• Directed two to three group leaders per class, managed group dynamic with behavioural management and sensitivity to cultural context.

Highgate Public School

• Directly taught 25~30 children per class, aged between grade 1 to grade 6 for 2 hours each class. Individual teacher under supervision.• Designed complete sets of class materials that guide students through various artistic explorations including shapes, shades, patterns, colors, and contrasts on paper.• Implemented designed teaching material through teaching classes as well as individual guidance during class time.• Employed behavioural management techniques to handle classroom dynamics, in accordance with the essential focuses and rules of the program, including effective learning of art techniques as well as maintaining orderly classroom behaviours.

Honours Bachelor Of Science And Arts, Double Major Psychology And Studio Art

- Graduated with a double major of Life Science Psychology stream and Fine and Studio Arts - Psychology: introducing, integrating.

Master Of Arts - Ma, Marriage And Family Therapy/Counseling

- Graduated with MA: Marriage and Family Therapy Counseling and Spiritual Care, completing 8 theological courses and 12 counseling.