My work in social services, education, and mental health has taught me that applying knowledge is not just about knowing what to do. It is about responding under pressure, adapting to the needs of the moment, and grounding every decision in ethics and dignity. Across my roles, I learned to assess a situation first, stabilize immediate needs, choose an approach that aligns with policy and with the person’s emotional state, and then reflect afterwards on what worked and what should change. This cycle of action and reflection shaped my professional judgment and helped me understand that skill application strengthens over time.
In 2025, I completed certification in Psychological First Aid through the National Child Traumatic Stress Network (evidence 3.1). This training reshaped how I approach emotional crises by teaching me to treat emotional distress with the same clarity and structure as physical emergencies. I learned to focus first on stabilizing the person’s nervous system before addressing problem solving. Through this I became more intentional with my tone, presence, and use of space. I learned that comfort strategies vary widely from person to person. Some seek proximity while others regulate better through quiet distance. I applied this learning by creating a rest space in my Nurturing Support Centre and by discreetly offering snacks early in the day so that unmet physical needs did not escalate into emotional crises later. This taught me that simple preventative supports often reduce the number of behavioural incidents, because the underlying needs are addressed before they intensify.
As professional development, I completed the Nonviolent Crisis Intervention training in 2019, followed by a refresher course in 2025 (evidence 3.2). My CPI training strengthened my crisis prevention abilities and taught me to be more mindful of the nonverbal signals I send through body positioning, pace, and proximity. As I practiced the skills daily, I learned how to intervene in a way that preserves student dignity and maintains safety. Over time, I began supporting colleagues during incidents by quietly explaining why a certain stance or distance was helpful. Teaching others reinforced my own learning because it required me to articulate the reasoning behind my choices and reflect on what I may have internalized.
Professional development also shaped how I design and facilitate group programs. Through trainings such as High Five, I learned to plan activities that begin with engagement and end with emotional regulation, paying attention to pacing, structure, and transitions. I carried these principles into school based social skills groups, anxiety groups, anger management supports, and academic interventions in WIN (“What I Need”) programs. I learned to group students by readiness instead of age, set achievable goals, and record what strategies were effective or ineffective so that sessions improved over time. This process showed me that program design is an ongoing cycle of testing, adjusting, and reflecting to ensure that learning is meaningful for students.
Completing the Therapeutic Play Certificate further strengthened my ability to apply developmentally appropriate strategies. This training gave me the language and theory behind what I was already noticing in practice, which is that children often communicate through play long before they communicate verbally. By practicing child led play with my own children and with students, I learned that brief, consistent connection often reduces resistance and increases openness to learning. I carried this into my sessions by beginning with imaginative play and introducing regulation strategies only after a sense of safety and connection had been established. This taught me that the effectiveness of an intervention is directly shaped by how well the relationship has been tended beforehand.
Across these experiences, I learned that applying knowledge requires more than technical skill. It requires awareness of safety thresholds, ethical reasoning, collaboration, and knowing when to involve another level of care. I learned to document clearly, consult quickly when concerns exceed my scope, and make warm transfers so the student is never left alone in the process. These lessons shaped my confidence and strengthened my ability to respond with both professionalism and compassion, even in the most challenging situations.
Evidence Relevant to Applied Knowledge and Skills
evidence 3.1 – Psychological First Aid Certificate
evidence 3.2 – Nonviolent Crisis Intervention Certification Card