Annie Okada

• Provides short term psychotherpay for youth ages 12-25 and their families through individual, family and group therapy to address clients' mental health concerns within San Francisco Department of Public Health (DPH) Balboa Teen Health Clinic.
• Conducts patient intake assessments, interviews families, develops treatment plans, provides case management services and triages clients with severe or high risk behavioral concerns
• Works collaboratively with comprehensive team of mental health professionals, Primary Care Providers (PCP) , Medical Examination Assistants (MEA) and works in partnership with Balboa High School School Wellness Center and Staff and provides same day clinical consultation and recommendations.
• Maintains appropriate documentation, progress notes and medical charts in compliance with HIPPA, MediCal, and the Department of Public Health within a timely manner

• Provided culturally competent psychotherapy services to adolescents at Lowell High School Wellness Center, coping with depression, anxiety, adjustment disorder, ADHD, academic issues, feelings of isolation and lack of motivation during the COVID-19 Pandemic through teletherapy
• Facilitated intakes for new referrals, completed assessments, provided case management and collateral services with parents and teachers
• Created treatment plans collaboratively with clients that were trauma-informed and culturally attuned
• Created curriculum, promoted, organized, and facilitated Wellness Center's Freshman Social Skills Group, Project Arrive and co-facilitated Mindfulness Therapy Group to manage mental health concerns
• Participate and facilitate weekly Lowell Wellness Team meetings and collaborate with peers, staff members, and school personnel to help better support clients

• Administered intake assessments for children, adolescents and adults seeking therapy in the Bay Area with a focus on San Francisco State undergraduate and graduate students
• Attended weekly intake meetings to present case formulations with a psychodynamic theoretical orientation and match them to an appropriate therapist

• Created and facilitated therapy groups in level 14 nonprofit day and residential treatment center for children and adolescents (ages 6-17) with mental illness and behavioral health issues using a full spectrum of therapeutic and behavioral interventions with clients; Cognitive Behavioral Therapy (CBT), Dialectical Behavioral Therapy (DBT), Art Therapy and process-oriented groups
• Engaged clients in social skills activities, therapeutic physical recreational activities, expressive arts activities, life skills and mindfulness groups to increase and promote clients’ development of resilience, problem solving skills, coping and stress management techniques
• Attended Handled with Care training- a crisis intervention, physical restraint and behavior management training service

• Provided, administered and completed intake assessments and psychotherapy for children and adolescents (ages 6-18) with severe mental illness and behavioral concerns.
• Conducted risk assessments, formed diagnoses, created individualized treatment plans, provided case management and collateral therapy and documented the information onto San Mateo’s electronic medical record/information system, Avatar
• Collaborated with multidisciplinary team including Psychiatrists and other mental health professionals and made appropriate referrals to meet patient care needs

• Provided weekly individual therapy to adult clients from San Francisco State University and the nearby Bay Area community who are struggling with anxiety, depression, trauma, and other psychological disorders as well as daily life stressors
• Implemented primarily psychodynamic psychotherapy and developed integrative case formulations and treatment plans to present at case conference meetings
• Documented and maintained progress and process notes along with financial records of each client

• Taught and managed a therapeutic classroom for children ages 0-6 who exhibited behavioral and mental health concerns within Therapeutic Early Childhood Program at a child abuse and neglect prevention agency
• Developed individualized goals for each child’s specific social, emotional and behavioral needs and documented and monitored their progress
• Conducted assessments and screenings to track child’s development and provide appropriate treatment and resources
• Planned and facilitated curriculum that is developmentally appropriate and held curriculum meetings with comprehensive team including supervisor, special education specialist, and child therapist to better address children and family needs
• Facilitated home visits with each children's families once a month and provided psychoeducation on child development, mental health and provided parenting skills to increase healthy and positive parent-child interactions along with monitoring child's safety within the home
• Helped refer families to appropriate resources such as crisis support, alcohol and drug recovery support, mental health services, legal services, and food and clothing centers
• Trained to drive Therapeutic Classroom Program school bus and attended car seat training to drive children to school and their after school programs while maintaining child safety with themself and peers

• Coded social behavior from a dataset of ecological recordings to determine how societal competitions

changed social behaviors within a laboratory that examines interactions between hormones, the environment, and human social behavior with an emphasis on status hierarchies, stress, and decision

• Transcribed and documented participants data using Excel, Word, Audacity, and other lab specific

• Facilitated and observed children on bus rides to ensure safety and therapeutic interactions
• Practiced conflict resolution to maintain a safe environment and ensured appropriate interactions between the students
• Researched, created, and applied for the Oregon Foundation grant to fund a new program/class for parents to find a job that meets their needs
• Assisted with case management; observed and monitored children's goals and progress, observed parent teacher conferences and assisted home visitations
• Created a therapeutic curriculum guide and kit for teachers to implement in classrooms and home visits