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Emily Sanborn

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Objective: Professional School Counseling Position, K-12 Profile:


Over 16 years experience working with youth in education and non-profit community settings. Direct experience promoting social/emotional health and growth for families and individuals of all ages. Wide-ranging experience in program management from research to design, implementation & evaluation. Extensive leadership, advocacy, and community outreach experience. Demonstrated multicultural competence in work with diverse populations in the United States and abroad.

Education:
MS in Education, School Counseling Graduate Certificate in Couples, Marriage, and Family Counseling Portland State University, Portland, Oregon MDiv, Focus: Interreligious Engagement and Social Justice Union Theological Seminary, New York, New York BS in Psychology, with a minor in Russian Texas Christian University, Fort Worth, Texas

degree expected June 2014 June 2002 June 1997

Professional Awards & Leadership:


The Larry and Carol Burden Award 2012 This award is given annually to an outstanding student nominated by members of the Portland State University Counselor Education Faculty. Statewide Graduate Student Representative Oregon School Counselor Association June 2012 present

School Counseling Related Experience:


Gaffney Lane Elementary School Oregon City, OR School Counseling Intern September 2013 -- present Develop and deliver guidance curriculum and lessons in K-5 classrooms. Provide group and individual counseling and academic support services. Use data to assess school-wide needs, develop school counseling initiatives, and assess program effectiveness. Create behavior support plans (FBAs, BSPs) and student accommodation plans (504s). Participate in weekly education planning meetings and provide input on the social emotional needs of individual students in the referral/intervention process. Collaborate and consult with staff, parents, and community agencies through a variety of modalities. Gardiner Middle School Oregon City, OR School Counselor Intern September 2013 -- present Provide individual sessions for student goal planning, intervention, and progress monitoring. Participate in student achievement activities such as education planning meetings and iTeam. Collaborate in the creation of behavior support plans, safety plans, and accommodations. Provide group counseling services for identified students. Deliver guidance curriculum for 6th - 8th grade students identified as at-risk. Provide attendance monitoring and weekly individualized intervention meetings with identified students. Facilitate student-led peer-mediator and anti-bullying initiative. Participate in forecasting and transition activities open house and elementary/high school visits.

Emily Sanborn__

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Shining Star Waldorf School Portland, OR Parent-Child Educator September 2011 June 2013 Provided early childhood guidance and parenting education in weekly sessions. Created classroom environment and activities to support healthy imaginative play, sensory integration, language, sequencing, and personal/social skills for children birth through age 5. Portland State University Community Counseling Clinic Portland, OR Counseling Practicum Intern March 2012 -- August 2013 Provided counseling services to individuals (adults and adolescents), couples, & families seeking treatment at low cost public clinic based on university campus. Completed client care planning, diagnosis and record keeping. Portland State University Community Counseling Clinic Counselor Supervisor Supervised graduate-level practicum students. Portland, OR September 2013 December 2013

Oak Grove Elementary School Milwaukie, OR Group Counseling Facilitator November 2011 March 2012 Designed and facilitated conflict resolution group for identified students at Title I school. St. Clements Episcopal School El Paso, TX Sixth Grade Teacher August 2003 June 2005 Provided core instruction in language arts and mathematics full-time in National Blue Ribbon School. Implemented differentiated instruction using varied teaching methods to meet the needs of a diverse student population including international students from Juarez, Mexico. Instituted positive classroom management strategies and behavior interventions. Facilitated outdoor education trips, including backcountry camping with middle school students. Consulted regularly with parents, students, and staff, and established lasting rapport. Florence Nightingale Health Care Center New York, New York Interfaith Chaplain Intern September 2000 -- June 2002 Provided support services to residents and families in 600 bed long-term care facility. Participated in psycho-social assessment and care planning for residents. Designed and led services and events such as support groups, memorial services, and interfaith dialogue. Created pen-pal program with elementary school students in South Bronx Public School 198 special education behavior classroom. Community Mentoring Network Austin, TX Program Coordinator, AmeriCorps VISTA July 1997 July 1998 Facilitated partnership between Travis County Juvenile Court and Interfaith Action of Central Texas to pair volunteer mentors with adolescent youth convicted of misdemeanor offenses. Recruited, trained, and supervised volunteer mentors for over 50 youth referred by juvenile court. Provided public education on the prevention of youth violence and delinquent behavior. Created program management systems: database, policies, training manuals, evaluation methods. Facilitated outdoor education excursions and service-learning events for mentors and youth (ages 12-17). Obtained program funding: grants and in-kind contributions. Wesminster-Chelsea Hospital London, England Child Play Specialist Intern September 1996 December 1996 Provided play therapy interventions to help children and their families cope with illness and hospital treatment. Collaborated with community members to support charitable initiatives for hospitalized children and to promote public education for child health and safety.

Related Research
In 2014, I completed an action research project which considered the role of cooperative play in student acquisition of pro-social skills. This included the design, implementation, and assessment of a school recess intervention program.

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