Veronica S. Email & Phone Number

Portland, Oregon, United States

-Conduct intake, assessment, and treatment planning for children, adolescents, adults, couples, and families in an out-patient setting.-Provide evidence-based and culturally sensitive individual, couples, and family psychotherapy, psycho-education, and skills training via Telehealth.-Consult and coordinate with hospitals, in-patient treatment, residential programs, school personnel, or other community resources and providers as necessary to ensure continuation of care.

Portland, Oregon, United States

-(Sub-Acute) Provide assessment, diagnosis, and short term treatment planning for children, adolescents, and families in crisis with the goal of stabilization.-(Out-Patient) Deliver individual, family and group psychotherapy, psycho-education, and skills training in alignment with treatment goals and outcomes.-Collaborate closely with insurance carriers in treatment planning to ensure quality of care.-Support mental health professionals in implementation of strength-based, prosocial, wrap around service delivery for children, youth, and families.-Consult and coordinate with hospitals, residential treatment services, or outpatient community resources and providers in discharge planning to ensure continuation of care.

Waltham, Ma

-Provide assessment, intake, urgent care triage, treatment plan development, psycho-therapy, and coordination of care for undergraduate and graduate students.-Mitigate impact of critical incidents by assessing for level of care, delivering ad hoc, multi-modal support groups, and engaging with campus partners when appropriate.-Co-lead short term group treatment: basic cognitive behavioral therapy (CBT) skill development; social skills for students with autism; and promoting health and wellness for graduate students.-Participate in multicultural training and affinity groups.-Develop and implement a chronic health/pain management workshop/support group as an outcome of liberation health practice.-Administer Brief Alcohol Screening and Intervention for College Students (BASICS), a harm reduction approach to alcohol and drug use interventions for young adults.-Represent the BCC at campus Resiliency Fairs.-Develop trainee onboarding cheatsheet in response to program evaluation and improvement.-In compliance with billing practices, policies, and procedures, and in collaboration with the psychiatric team, refine diagnosis using DSM 5 and ICD crosswalk.-Maintain accurate and timely electronic health records.-Completed TeleMental Health: The New Standard - Ethical, Legal, Clinical, Technological, and Practice Considerations (April 2020).

Greater Boston Area

-Develop and conduct needs assessment surveys for low vision/blind elders, with a focus on improved documentation process, enhanced interpersonal experience for clients, and feasible and meaningful recommendations for programmatic changes.-Participate in Medical Escort, Friendly Visiting, Friendly Helping, and PetPal programs to bridge service gaps, assess elder experiences, and collaborate in programmatic reviews.-Facilitate “Relaxing through the Arts” groups at elder residences and nursing homes by engaging in reminescent therapy activities, multicultural story reading, and mindfulness movements.-Conduct feasibility study for expanding services to Asian elders via outreach to local Asian service providers, needs assessment, and review of agency priorities for the following fiscal year.

Watertown, Ma

-Deliver comprehensive developmental guidance program including family intake, classroom lessons, small groups, individual counseling, parent workshops, and consultation with families and teachers.-Provide leadership in maintenance of school culture and operational structure through multiple annual transitions of school leadership (2014-2018).-Supervise graduate student interns during students’ pre-practicum and/or practicum experiences.-Provide leadership in the implementation of school-wide violence prevention programs (Responsive Classroom, Olweus Bullying and Prevention ProgramTM, Caring School Community, SecondStepsⓇ).-Coordinate elementary Peer Mediation program (2003-2010).-Lead the General Education Team (Child Study Team) process with a focus on developing quantifiable goals, building collaboration in teaching teams, and standardizing use of instructional and assessment records.-In support of the Principal, design, implement, and monitor academic and social/emotional multi-tiered model of interventions and response to interventions (2008-2017).-Created and chair weekly Student Support Team wrap-around meeting to maximize coordination of student support by using data to inform decisions, increasing communication, supporting staff through clinical debriefing, and focusing on prevention via early identification of at-risk students.-Coordinate the Kindergarten information session, registration, screening and placement process.-Provide leadership and coordination for annual school wide placement process.-Oversee all aspects of planning, training, and administration of the mandated state assessments.Other:-Watertown Curriculum Accommodation Plan Task Force Chair-NorthWest Evaluation Association’s Measures of Academic Progress program District Coordinator-District Data Team Leader-Professional Development Council Member-District Critical Incident Team Co-chair/Chair-Student Services Leadership Council Member

-Please see below for publications in Counselor's Notebook

-Design course materials and serve as instructor for Educational Testing and Assessment (Spring 2011; Fall 2011; Summer 2012).-Update course syllabus to align with accreditation criteria.

Master Of Social Work - Msw, Clinical Social Work

Master Of Education - Med, Counselor Training