Manouela Dimova

• Facilitated tours, and traveled with a mixed-group of 8 European nationals for a 10-day program that covered multiple locations, and focused on exploring not only the country’s important touristic destinations, history, culture and beauty, but also incorporated tours and talks at the 3 important international ESO astronomic observatories located in the northern region of the country and a grand experience of the total solar eclipse on July 2nd, which we observed at the top of the ESO astronomic observatory “La Silla" by La Serena, Chile.
• The tour was completely bilingual (English and Bulgarian) and the passengers’ age ranged from 22 to 70, which brought on an interesting diversity in topics of interest and conversation.
• Displayed strong public speaking and communication skills, as well as maintaining friendly, empathetic and open communication with the passengers to facilitate high quality tours and achieve high level of satisfaction with the overall travel experience.
• Assisted in the preparation of tour materials including informational handouts, maps and other documents.
• Educated and shared natural, geological and cultural history through story-telling.
• Followed safety protocols at all times while guiding guests through the tour areas.
• Worked closely with colleagues in order to provide a high level of service throughout the duration of the tour.
• I was thoroughly trained months in advance, and even managed to assist in the preparation of the tour program to enhance the passengers' experience.
• I really enjoyed the experience and am very grateful for the opportunity I was given to take the challenge on, as it was an entirely new experience for me.
• Challenges: The main challenges I faced were mainly overcoming last-minute, unforeseen difficulties due to external factors and making quick-paced decisions to solve them, without sacrificing any part of the program or alarming the passengers so that they could continue to enjoy memorable experiences.

• Evaluated candidates from the city of Concepcion and surrounding areas, that had applied to a work post, usually for the city of Puerto Montt.
• The evaluation process would generally consist of an interview, followed by a battery of psychological tests, which would be specifically defined by the job requirements and the depth of the information required to describe the candidate’s personality and behavioral tendencies, followed by a full assessment report, along with the attached test results of each candidate.
• Developed and implemented strategies for screening and interviewing potential candidates.
• Reviewed resumes and applications to evaluate qualifications of applicants.
• Interviewed job applicants to obtain information on work history, education or job skills.
• Compiled data from personnel records and prepared reports on candidate performance and qualifications.
• Applied psychological test batteries, and elaborated detailed reports describing the candidates' psychosocial and emotional ability to fulfill the requirements of the prospective position.

• Provided private English language instruction to students of all ages and levels, tailoring lessons to meet individual needs.
• Created personalized study plans based on each student's strengths and weaknesses.
• Conducted assessments to determine student progress and adjust teaching style accordingly.
• Encouraged critical thinking skills through interactive activities such as debates and role plays.

• Worked as an English teacher at the Language institute, for small groups of students, from May to December of 2009.
• Conducted classroom activities to encourage student engagement in language learning.
• Provided individualized instruction for struggling students.
• I was then offered the full-time position as an English teacher for the academic year of 2010 at the “Alejandro Navarrete Cisternas” Seamen Apprentice School, located on the Quiriquina Island. This was possible because the Chilean Navy outsourced their English Department to the International Center Language Institute.
• I had 8 classes, composed of 35 students each, with different specialties.
• Prepared classroom lectures and practice exercises on basic English grammar, phonetics and reading comprehension in a fun and engaging manner to educate students.
• Integrated technology into classroom settings to engage students and diversify instruction.
• Planned and updated curricula and lesson plans to continuously improve subject coverage.
• Talked with students needing extra attention and made plans to assist with problems.
• Formulated, designed and developed an exercise manual that covered the whole academic curriculum for the students at the Seaman Apprentice School in an organized and engaging manner, which was later implemented as the main workbook used by the English Department from 2012.
• After the end of the 2010 academic year (March - December) I took on a more administrative role at the Language Institute in Concepcion.
• Handled new enrollments, received payments and such, kept organized records of all the receipts and disbursements by date, amounts and purpose.
• I enjoyed the challenge that this job post brought on as I was able to broaden my perspective and acquire new skills, as well as apply my customer service and organizational skills.

• Participated in continuing education courses related to brief psychodynamic therapy strategies in children and adolescents, child development theories and best practices in counseling methods when working with trauma.
• Participated in courses on projective psychodiagnostics such as the “Draw a person under the rain” test, the “draw a human figure" test and the “Rorschach (ink blob) test."
• Volunteered for 4 months at the “Clinical Psychodiagnostics with Rorschach Association of the South of Chile, in Concepcion (APCRO-Sur, as it’s known in Spanish), working alongside Soledad Barrios and the team, in organizing continuing education courses and talks related with psychodynamic psychodiagnostics and therapeutic strategies.
• Assisted in Developing treatment plans and interventions based on assessments of clients' needs.

Graduate certificate equivalent to one semester of a US graduate program as determined by the Western Educational Services (WES).

The program covered current Public Health Management of Child and Youth Mental Health and Psychopathology, using the diagnostic criteria presented in the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders – 5th Edition) as a baseline. By the end of the program, students were required to present an (Individual) Integrative Project, focusing on a problem in depth and offering intervention strategies, I explored the significant increase of Autism Spectrum Disorder (ASD) prevalence, offering management strategies for schools and public institutions to employ, allowing for better integration into the mainstream educational system, and later workforce.

Determined by the Western Education Services (WES- Organization that provides credential evaluations for international students and immigrants in the US and Canada) as equivalent to a bachelor’s and master’s degree in a regionally accredited institution.

Graduated as a Licensed Psychologist in Chile, from the prestigious and regionally accredited University that belongs to the International Council of Universities of Saint Thomas Aquinas (ICUSTA) after undergoing a 5-year program entirely tailored to develop the in-depth knowledge and skills needed to work as a psychologist.