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Level I/II Fieldwork Student Resume Example

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Education and Certification
08/2013Bachelor of Science: Human Development And Family Studies Colorado State UniversityCity
12/2020Master of Science: Occupational TherapyColorado State University City
CO Licensed OTR | #OT.0006791
NBCOT OTR | Cert # 450513
Skills
  • Improvement plan knowledge
  • Content management expertise
  • Experience in leadership
  • Quantitative skills
  • Reliable and trustworthy
  • Working collaboratively
  • Communication
  • Organizational skills
  • People skills
  • Microsoft Office
  • Time management
  • Program evaluation
  • Ability to administer and analyze assessment results
  • Outcome planning
  • Initial patient assessments
  • Goal setting proficiency
  • Patient positioning understanding
  • Progress evaluations
  • Documentation abilities
  • Flexible
  • Conflict resolution
  • Team management
  • Creative
  • Leadership
LEVEL I/II FIELDWORK STUDENT
Summary

Talented Occupational Therapist bringing a clear understanding of pediatric development, best practices in assessment and intervention, and a focus on promoting meaningful participation in daily activities and increased self-efficacy of clients. Familiar with sensory processing disorder and intervention, program development, team leadership, and OT advocacy. Background includes working with patients with ASD, ADHD, SPD, and Learning Disabilities to improve quality of life and skills for participation in school, home, and social activities. Knowledgeable occupational therapy professional dedicated to improving patient outcomes. Looking to leverage 7 years of pediatric experience to take on a challenging new position as a pediatric Occupational Therapist.

Experience
STAR Institute For Sensory Processing - Level II Fieldwork StudentCity , STATE08/2020 - 11/2020
  • Co-facilitated School Readiness group program in which sensory integration theory was utilized to facilitate emotional regulation, sensory regulation, and social skills development through play-based learning.
  • Assumed full responsibility of an intensive sensory integration OT treatment program, including evaluation, treatment planning, parent education, and teacher collaboration meetings guided by the STAR Frame of Reference.
  • Co-faciliated telehealth Rebounders group aimed at promoting sensory regulation and development of social engagement skills for children ages 4-10 years.
  • Independently facilitated telehealth group Imagine Adventures using skilled occupational therapy techniques to support social skill development and connection, regulation, confidence, and theory of mind for children ages 9-11 years.
  • Efficient and competent administration of the M-FUN, DAP, and clinical observations; effective integration of Sensory Profile, SPM-P, ABAS, and BASC-3 into treatment planning.
  • Shadowed fully qualified professionals to gain deep understanding of assessment and intervention processes following the SOS feeding approach.
  • Observed SOS feeding evaluation and administration of the GOAL and Bayley Scales of Infant and Toddler Development.
  • Collaborated closely with clients and family members to build effective treatment strategies.
  • Participated in STAR's Level I Intensive Mentorship program.
St. Vrain Valley School System - Level I Fieldwork Student City , STATE09/2019 - 11/2019
  • Completed 40-hours of observation and participation in push-in Occupational Therapy services for preschool children in both typically developing and special education classrooms
  • Engaged with children in the classroom following CI model for intervention
  • Attended interdisciplinary IEP meetings and learned documentation strategies appropriate for school-based OT
  • Observed administration of BOT-2 and Handwriting Without Tears screener.
  • Participated in Handwriting without Tears training
Swedish Medical Center- Inpatient Rehab - Level I/II Fieldwork StudentCity , STATE02/2019 - 08/2019
  • Supported adults who have experienced a variety of health conditions and diagnoses (e.g. stroke, SCI, cardiac illness/surgery, orthopedic injuries, TBI, Parkinson's, anxiety, etc.) promote motor, process, and social skills necessary to meaningfully participate in needed and desired occupations.
  • Managed a full and independent case load with opportunities for ongoing collaboration with fieldwork educator by week 6 of 12-week rotation
  • Client-centered and occupation-based interventions to address occupational goals and promote independence for safe discharge
  • Developed resource database of assessments, current research, and evidence-based practice and provided in-service training re: occupation-based cognitive assessments to be conducted by occupational therapist working with patients who demonstrate possible high-functioning TBI
  • Completed professional documentation using Meditech system to address goals and client progress
  • Conducted family training sessions to address safety concerns and educate re: client's diagnosis and behaviors to provide continuation of interventions
  • Advocated for OT services and patient needs to promote client-centered care
  • Collaborated closely with clients and family members to build effective treatment strategies.
  • Shadowed fully qualified professionals to gain deep understanding of assessment, intervention and consultation processes.
  • Implemented activities to help clients build important skills for work and personal needs.
  • Used failed treatment sessions to regroup and identify areas in need of improvement.
  • Studied regularly to stay current on terminology and treatment strategies.
  • Applied occupational therapy training to real-world practice situations with clients of diverse ages, backgrounds and injury types.
  • Completed documentation using MediTech electronic records.
Colorado State University Early Childhood Center - Early Childhood Educator- Classroom TeacherCity , STATE08/2013 - 06/2018
  • Partnered with co-teacher in planning and implementing a developmentally-appropriate, contextual curriculum based on pre-literacy, early math, and social and emotional skills for children ages 3-6 years.
  • Supported children experiencing sensory processing disorder, autism, ADHD, and behavioral challenges in acquiring self-regulation skills and coping techniques to increase their participation in the classroom while promoting self-esteem and self-efficacy
  • Programed classroom management tools, interventions, and behavior plans as needed for support during transitions, in regulation, social interactions, and to support development of the whole child in collaboration with the child's family and the ECC staff to provide developmentally appropriate and individualized care
  • Presented opportunities for learning for preschool students by promoting exploration, open-ended play, and following the interests of the children
  • Utilized techniques of early childhood education in accordance with National Association for the Education of Young Children, the Colorado Department of Human Services, and the Colorado Department of Education
  • Skilled at active listening, emotion coaching and supporting children through problem solving process
  • Documented development using a standardized assessment tool regulated by CO Department of Education
  • Facilitated parent teacher conferences, sharing observations of and plans for continued development
  • Conducted long-term research investigations focusing on the impact of positive sense of self, mindfulness, and community has on development and incorporated findings into classroom culture
  • Mentored CSU practicum students and Assistant teachers by facilitating meetings, providing resources, guidance for lesson planning and documentation, evaluating growth and areas for improvement, and supporting to gain independence and involvement in the classroom

___

  • Organized and led activities to promote physical, mental and social development.
  • Identified children in need of extra support for emotional, health-related or developmental concerns and conceived improvement strategies.
  • Collaborated with parents to develop and maintain strong support networks and build rapport to foster seamless communication.
  • Implemented hands-on, play-based strategies such as games and material exploration for experiential learning.
  • Managed classroom environments using clearly defined expectations for behavior, positive reinforcement techniques, and child-led social emotional education.
  • Created and implemented developmentally appropriate curriculum addressing all learning styles.
  • Led parent-teacher education forums regarding the transition to Kindergarten.
  • Observed children's play and learning and documented development quarterly using online documentation tool Teaching Strategies Gold.
  • Participated in continued
Children's Hospital Colorado - Child Life Practicum StudentCity , STATE05/2012 - 08/2012
  • Programmed and facilitated developmentally-appropriate opportunities for coping, social interaction, distraction, support, physical activity, and community development for children ages birth to 26 in group settings of “Teen Lounge” and one-on-one in hospital rooms
  • Promoted normalcy and distraction for patients in order to reduce fear and anxiety while in the hospital by interacting with them in a typical way, laughing, talking, and engaging in activities that they would do outside of the hospital
  • Learned from Certified Child Life Specialists to understand patient needs and provide quality support
  • Recognized the value of parent expertise (for younger patients) as well as individual preference and input by inviting them to be collaborative members of the care team
Trainings
  • Level 1 Intensive Mentorship Program (25.5 hrs) September 14-17, 2020
  • American Heart Association Basic Life Support August 6, 2020
  • Social Stories Training (3 hrs) February 10, 2020
  • Building Capacity for Trauma Informed Care (8 hrs) October 26, 2019
  • Communities of Practice Collaborative: The Image of the Child (3hrs) August 3, 2017
  • Early Brain Development and the Impact of Toxic Stress: Building the foundation for community resilience (2hrs) September 11, 2017
  • Love and Logic: Success with Strong-willed, Stubborn, or Downright Defiant Kids (5hrs) November 2016
  • Touchpoints Training (16.5 hrs) April 2015
  • Trauma and Young Children: How to Help (2 hrs) February 2015
Professionalism / Volunteer Projects
  • Volunteer to Occupational Therapy Team (CSU ECC)January 2017- June 2018 Early Childhood Center at CSU, Fort Collins, CO

· Collaborated with OT supervisor Lisa Fyffe to make the OT department more visible to the parents and students at the ECC

· Provided education for the OT team on Reggio language, principles, and documentation

· Participated with OTs to analyze observations of children's needs and behaviors to program interventions supporting individual children and the whole group

· Partnered with Lisa Fyffe on her thesis looking at the importance of play in early childhood development

o Promoted OT survey to ECC teachers and parents to increase participation

o Analyzed qualitative data from survey

o Planned and facilitated focus groups for research

§ Share knowledge and expertise of ECC and populations to support research questions/mission

§ Co-facilitated focus group discussions with parents following research IRB guidelines

· Supported OT students and Lisa Fyffe in planning and implementing OT obstacle courses that supported children in developing a variety of skills- proprioception, fine and gross motor, sensory, coordination, regulation- and developed documentation of these to distribute to ECC community


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Resume Overview

School Attended

  • Colorado State University
  • CO Licensed OTR | #OT.0006791
  • NBCOT OTR | Cert # 450513

Job Titles Held:

  • Level II Fieldwork Student
  • Level I Fieldwork Student
  • Level I/II Fieldwork Student
  • Early Childhood Educator- Classroom Teacher
  • Child Life Practicum Student

Degrees

  • Bachelor of Science : Human Development And Family Studies
    Master of Science : Occupational Therapy

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