• Oversee the creation of an online educational platform to maximize the efficiency of registration, tutor monitoring, and tutor-child communication• Supervise the Education, Tutoring, and Human Resources departments• Develop and implement security protocols• Manage finances• Implement legal requirements for the development of the institution• Manage student registration and strategize expansion of the NGO• Partner with several organizations for funding, equipment donations, and student benefits

• Co-founded an NGO that provides free virtual tutoring to underprivileged public school children across Brazil• Optimized logistics for 60+ matches of volunteer tutors and students• Developed syllabus for tutor training, with the assistance of an educational consultant• Developed system to supervise and assist tutors by offering teaching materials and individual meetings with educators• Developed a recruitment and selection process (i.e., preliminary screening, culture-fit situational test, interviewing protocol)• Supervised the creation of the institution’s branding and visual identity

• Coordinated the Tanzania Mentorship Program, a unique international mentorship program developed between US graduate students and Tanzanian psychologists• Collected and coded mentors' and mentees' data (CBT Checklist; CBMCS, California Brief Multicultural Competence Scale; EBPAS, Evidence-Based Practice Attitude Scale)• Promoted a digital environment for Tanzanian Psychologists to communicate and share ideas and opportunities• Facilitated monthly classes from Psychology experts to Tanzanian Psychologists, coordinated follow-up questions with the experts, and sent additional learning materials• Organized files and data from Spring 2019 to Fall 2020

• Assisted teachers in classroom management and instruction for a first grade (English/Spanish-speaking) and second grade (English-speaking) classroom in a school of predominantly Latino and African heritage students• Engaged in biweekly supervision meetings that discuss strategies to effectively support early childhood school teachers, in the context of NYC’s education system • Assessed children on self-regulatory skills (Head-Toes-Knees-Shoulders, HTKS; Preschool Self-Regulation Assessment – Assessor Report, PSRA-AR) and language abilities (Woodcock-Muñoz; CELF; Oral Story Assessments)• Managed data and transcribed 50+ audio recordings of preschoolers’ and kindergarteners’ language assessments• Assisted the project investigator with literature searches important for future program directions

• Conducted intake assessment interviews in English and Spanish with new members (12-24 years old) in order to understand their background experiences and current needs, and to connect them to relevant programming activities• Engaged in conversations about intimate aspects of young people’s life, including their home environment, education/employment experiences, involvement with the law, use of drugs, sexual life, and physical and emotional health• Interviewed young adults about challenging experiences in their lives, including maltreatment, sexual or physical abuse, immigration or asylum status, homelessness, and mental illness• Engaged in biweekly supervision meetings to discuss social systems that impact The Door’s population (e.g., housing and shelters, ACS/foster care, immigration status) and to share strategies for dealing with challenging intakes• Participated in training to appropriately apply the HIPAA standards, to explain confidentiality to intake participants, and to conduct suicide and risk assessments

• Conducted a meta-analysis to establish parameters for behavioral parenting intervention, reviewing 12,000+ articles and coding 60+ of them• Evaluated the methodological quality of the studies included in a systematic review, by measuring risk of bias through the Cochrane and ROBINS-I checklist• Collaborated on the writing of two systematic literature reviews• Administered the TEC test in 10-year old girls diagnosed with ADHD

• Implemented an evidence-based clinical intervention program for children with AD(H)D, ODD, LD, Anxiety, ASD, and Selective Mutism• Applied behavioral management strategies, such as PRIDE skills, point system, time-out, and de-escalation• Managed children’s behavior and de-escalated physical conflicts during bus transportation• Implemented individualized treatment programs for 8-10 years old, writing daily report cards and providing hourly feedback on children’s weekly goals• Supported children’s development in diverse contexts, such as learning centers, swimming, team sports, art classes, and recess• Attended daily meetings to discuss treatment effectiveness and necessary program adaptations• Trained to navigate and restrain children’s physically aggressive behavior