BRONWYNE CROATTO

• Completed Digital Crisis support 10 week training course and placement
• Provided crisis intervention support techniques to communicate and support help seekers online
• Maintained strict confidentiality standards while handling sensitive client information responsibly.
• Coordinated communication emergency services when help seeker presented as high risk of suicide
• Participated in debriefing and supervision during every shift from team leaders
• Established trust with clients by following the CARE protocols and using micro skills such as active listening, rephrasing and re-framing and tentative challenge.

• Conducted and reported on Pearson and NOVO psych. clinical assessment including WIAT-3, DASS-Y, ITQ, SCARED, VANDERBILT
• Counselling and therapeutic interventions for children with autism, ADHD, anxiety and depression. Conducted conferences with parents and schools to review client goals (NDIS), adjust behaviour and support plans, and improve school attendance
• Leveraged practice management software HALAXY to complete weekly progress notes for Medicare and NDIS, update treatment plans and maintain patient records.
• Educated clients and families on importance of mental health and self-care.
• Collaborated with referral sources and other treatment professionals such as psychologists, speech pathologists and occupational therapists, to meet patient care needs.
• Collaborated with other mental health professionals to create comprehensive treatment plans.
• Weekly supervision with Psychologist
• Conducted intake and needs assessments to set therapeutic goals and establish professional relationships with clients.

• Monitored student progress, ensuring ongoing student engagement and personalized learning programs
• Provided Student and staff counselling year 10-12
• Implemented comprehensive case management for students at risk
• Provided debriefing and support of students and families post SOCIT interviews
• Preparation of Positive Behaviour Support plans and Functional behaviour analysis for students at risk
• Confidently built rapport and fostered positive relationships with students, parents, and teachers
• Case management of students in Out Of Home Care and manage reintegration of students after prolonged absence
• Assisted with pastoral care, discipline, and well-being efforts and support Wellbeing Leaders with serious discipline issues
• Facilitated reintegration and restorative meetings between students and staff

• Led implementation of Active learning framework for Senior students and analyzed data to identify opportunities for improvement
• Maintained energy and enthusiasm in a dynamic and challenging educational environment
• Used critical thinking to break down problems, evaluate solutions and make decisions for Intensive support and behavioural plans, risk assessments, and return to school plans
• Case management and review with Speech pathologists and Psychologists to conduct assessment and intervention planning for at-risk students
• Conducted meetings with DFFH, Out of home care, Victoria Police SOCIT, providing written reports as required
• Provided counselling and debriefing of students after major incidents and Mental health first aid and intervention planning for return to school after Covid-19
• Facilitated restorative practice interviews and meetings and Interviewing of students for disclosures of abuse/trauma
• Provided wellbeing and mental health counselling for students
• Leadership of students and staff throughout remote learning periods during Covid-19
• Developed high-performing teams by providing mentorship, guidance, and opportunities for professional growth.

Trained as an Australian Academy of Dance teacher, provided employment and education to over 100 children and staff as a dance school principal and owner over 10 years.

• Conducted small group interventions for at-risk learners, providing targeted support that led to increased academic achievement.
• Helped students develop self-esteem and life skills by fostering healthy conflict-resolution, critical thinking, and communication.
• Implemented differentiated instruction strategies, ensuring all students were able to access the curriculum and make progress in their learning.