Developed skills at a residential level with adolescence population at crisis level.Conducted two individual sessions and one family session with patients throughout a 4-day work week.Learned to conduct PHQ-9, CSSRS (Columbian-Suicide Severity Rating Scale), DASS-21, and RAS-41 questionnaires.Improved on developing DBT, ACT, CBT, conflict resolution, motivational interviewing skills, and group facilitating skills.Skills with biopsychosocial intakes, treatment plans, and progress notes were further developed with more extensive context and comprehension.Received individual supervision weekly to improve clinical insight and develop further with clinical feedback.

Conducted individual (one-on-one sessions) and couples counseling with a Narrative therapeutical orientation approach.Developed and implemented other techniques from other modalities in session such as CBT interventions, ACT interventions, DBT interventions, child therapy interventions, and emotional based interventions.Also developed skills in conducting BPS (Biopsychosocial) assessments, treatment plan, and progress notes.In addition to charting for each client, skills in doing risk assessments and making mandated CPS (Child Protective Services) reports were developed.Competently held a 25 to 32 client case load per week.Learned additional information and other skills from weekly “development trainings” from colleagues in the office.Collaborated with colleagues and supervisors on cases in group consultation meetings and individually supervised meetings.

Conducted one-on-one consultations with students and one adult. All consultations were held as online services through zoom.Each meeting conducted was uniquely established and developed based on what the client wanted to talk about for the day.Resources were included and given to each client for further assistance or if extra help was needed.In addition, resources such as “the narrative tree” and “the wonderfulness conversation” were established activities that helped develop conversation with each individual client to discover unique ways in generating discussions.Consulting with field supervisor per week to discuss ways of generating more unique discussions and questions.Narrative therapy was used in all sessions in developing rich conversations and generating unique conversation that were based on what the client wanted to talk about.

Conducted and planned out live events as an event planner by online methods (i.e. Instagram live) for returning adult/transfer students.Used and discussed narrative counseling techniques through online platform by holding discussion topic(s).These open discussions were open group for a live community of students that attended and interacted through a live open platform.Topics that were discussed pertained to student life during the pandemic and mental awareness for students.OARC is a resource for students to have a better college experience and to give opportunities through scholarships like “Osher Re-entry Scholarship” and “Crankstart Re-entry Scholarship”.

Responsibilities of being a substitute consisted of helping other “teachers” by helping them complete daily goals with their clients or by taking over a teacher’s individual for the day if they were absent.Responsibilities of an extra consisted of assisting teachers with their guided learning activities with their “students”.Both positions pertained to helping teachers in completing activity goals with their students for the day such as communication skills, verbal skills, math skills, reading skills, and social skills with other students.Also helped students with developing skills for each unique goal that they had to work on for the week.Obtained 120 hours of interning with students with developmental disabilities.