I provide short-term therapy and crisis interventions to a student outpatient population that includes a variety of mental health diagnoses, including personality disorders, anxiety disorders, depressive disorders, and adjustment disorders. I am extensively trained in Acceptance and Commitment Therapy, Dialectical Behavioral Therapy, and interpersonal process therapy. I use feminist theory in my work and conceptualize cases using contextual behavioral and social learning theories.

USC Telehealth provides therapy in an online setting through secure, HIPAA-compliant video conferencing. I conducted intake sessions, completed biopsychosocial assessment, and administered mental health measures to clients. I built rapport and created a therapeutic alliance with diverse population including adolescent and adult clients (ages 15-64) with anxiety, depression, PTSD, panic disorder, phobias, and adjustment disorders. I used the DSM IV-TR and DSM 5 to diagnose clients and collaborated with clients to create care plans using SMART (specific, measurable, achievable, relevant, and time bound) goals. I utilized evidenced-based interventions such as acceptance and commitment therapy, cognitive behavioral therapy, motivational interviewing, and problem solving therapy. I also provided couples counseling by utilizing psychoeducation and role-playing appropriate communication to improve couples’ marriage. Through this all, I maintained accurate and HIPAA-compliant case files online. I used supervision to deepen my clinical skills and to work through ethical dilemmas.

I worked with clients to improve their psychological and social functioning. Specifically, I worked with a cognitively disabled client to improve aggression, emotional expression, and empathy. I am also trained to use Basic Skills Training to help clients with hygiene, money management, and communication.

I displayed the product, ordered new product, and took down old product on a weekly basis. During holidays, I kept the displays full and clean. After a holiday, I credited out old product. Because I worked alone, I had to be disciplined. This was also a customer service role; I showed customers where to find product and helped them decide what to purchase.

I supervised children in multiple capacities. I attended fieldtrips with school-aged children. Safety was the most important factor. With my coworkers, I made sure attendance was taken regularly and all the children were visible. I also helped my coworkers with meals and transition times. Other times, I taught toddlers and cared for infants.

While studying at the University of Nevada, I worked for three years for the College of Education’s Reading Buddies Program. This program collaborates with Washoe County School District to help struggling elementary students improve their literacy skills. As a tutor, I made lesson plans for my sessions which were twice a week for 30 minutes. After each session, I also detailed my observations and reflections. During my second year of employment, I was promoted to supervisor. I received other tutor’s lesson plans and reflections for approval, communicated extensively with both the teachers and tutors to create the tutors’ work schedule for each semester, and communicated the programs changes and needs. To do all of this efficiently, I had to communicate with others clearly and often, be organized, and be timely for meetings. The program recently restructured and my supervisors opted to hire a doctoral student to fill my position. My time there was very rewarding and educational.