• Meet with students individually and in groups to assess emotional and mental wellness.• Work in conjunction with school staff to plan and deliver early prevention activities using a trauma informed lens that will aid the student’s, social, emotional and mental well-being.• Develop effective liaisons with local community organizations.

• Co-created the largest event and service platform in South China, with over 20,000 followers, and100 nationalities represented for the purpose of building meaningful connections and helping individuals thrive while in China. • Consolidated and circulated English daily COVID-19 updates during the initial week, with an average of 900 daily views over 10 days. • Established a mental health directory with over 35 listed resources to support the need for English and affordable mental health support. The link is in its third edition and has over 4,700 views. • Since 2017, planned and organized over 300 offline events, from women leadership, entrepreneurial workshops, personal/professional development, day trips, social and cultural activities, and environmental events. • Recruited over 200 businesses, in the fields of food and beverage, medical, travel, fitness, hospitality and business consultancy to become affiliates with the Global Friendship (GF) brand and offer benefits to GF members.

• Formed the student affairs department to advocate on behalf of pupils' social, emotional and academic needs, supporting over 200 students in the first year, including 55 one-on-one sessions. • Collaborated with the Information Communication and Technology (ICT) teacher to create an online safety awareness course for over 70 pupils, this lead to a parent-geared information session, and a school wide awareness campaign. • Improved pupils' engagement in school by facilitating student council, coordinating the various student associations, working alongside the Parent Link Group, and incorporating the China wide 'Mental Health Clothesline Project' within the school setting.

• Supported over 320 undergraduate and 80 graduate students to recognize the significance of being a global citizen, in addition to developing reflective skills for ongoing personal and professional development through the following courses: Business English and Cross Cultural Communication. • Used the 4 C's critical thinking, communication, creativity and collaboration, to create interactive activities, evaluation and assessments to develop student’s academic and personal skills.

• Conducted a survey that 153 students completed and identified their needs around mental health support, through my research and advocacy the school hired a mental health professional. • Guided 120 pupils on effective academic skills to improve their reading, writing, listening and speaking abilities for the purpose of studying abroad.

• Worked with perpetrators and victims (aged 18 or younger) to address sexualized behavioural problems.• Using two models Motivational Interviewing and the Needs Acquisition and Behaviour Change Model as key frameworks for assessment and treatment.

• Provided social supports to at-risk and homeless youth in a group and on an individual basis utilizing a strength-based approach to empower clients. • Worked in collaboration with the Ottawa Catholic School Teacher and literacy support worker to increase student retention by developing and maintaining lines of communication and social supports with students. • Increased community awareness on youth homelessness by presenting to various community groups/events and local high schools

• As the Reunite Coordinator, mediated difficult discussions between runaway youth and their parents to help the youth return home or a safe alternative.• Liaised with other youth agencies across Canada to partner with the Reunite program, successfully systematized the partnership program and 3 agencies across Canada became an affiliate. • Maintained statistics by inputting and recording it on Measured Outcomes and other computer software.

• Provided strength based and crisis intervention for over 30 at-risk or homeless youth on a daily basis, in a group and one-on-one setting. • Support youth in crisis, and utilize suicide intervention skills and harm reduction approaches when needed, focusing on short term or long term client-centred intervention.• Experience working one-on-one with youth informally and formally to build a rapport professionally, while respecting boundaries, confidentiality and work policies.• Supervised and trained volunteers and over 7 college and university students during their practicum work.

• Organized recreational activities and meals for homeless and at-risk youth every week, during the evenings as a means to get them active and off the streets during critical hours. • When working with youth, actively listening, while providing a non-judgmental attitude to create an open line of communication and adopt different communication styles based on each client’s unique needs.• Created program evaluation tools and utilized the feedback received by participants to improve programming based on their desires and needs.