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PSYCHOLOGY

CURRICULUM VITAE
Jane Doe

Comment [AL1]: Look over here for helpful tips!

1122 Normal Street No. 302
Lincoln, NE 68503
Phone (402) 555-1212
E-mail jdoe8@bigred.unl.edu

EDUCATION
2006

B.A. Psychology
University of Nebraska – Lincoln (UNL)
Major:
Minor:

If you completed a thesis, be
sure to include it on your CV.

Choose a readable font (e.g.,
Times, Arial, Calibri) and
reasonable size (11 to 12 point).

Honors Thesis: (Title of your thesis)
Supervisors: (Name of professors who supervised your thesis)
GPA:
Major GPA:
Include
the date
you
received
the
award,
listing
the
most
recent
first

GRANTS, HONORS, & SCHOLARSHIPS
2006
2005-2006
2005
2005
2004-Present
2003
2003
2003-Present
2002
2002-2006

Undergraduate Creative Activities and Research Experiences (UCARE) Recipient
McNair Scholar
Student Spotlight: UNL Department of Psychology
A & M Waters Scholarship
Charles & Emma Novotny Scholarship
William Randolph Hearst Foundation Scholarship
Ruth & Carl Olenberger Scholarship
G. Bremer Memorial Scholarship
Elmer Rhoden Merit Scholarship
Dean’s List, College of Arts & Sciences

In this section, you can include
any scholarships, awards, or
grants (e.g., UCARE) you have
received, as well as any honor
society involvement (like Psi
Chi!).
Be sure to spell out acronyms
that are common knowledge
around the UNL campus (such
as UCARE) but are a foreign
language to other schools. You
may also want to provide a
brief description of UCARE.

RESEARCH EXPERIENCE
Summer Research Assistant
Department of Psychology
University of Nebraska-Lincoln,
2005-Present

Again, list your activities with
the most recent first

Responsibilities:
I assisted Dr. Richard Servatti with an anxiety research project. My specific responsibilities
including serving as an actor-facilitator, creating anxiety-response behaviors in subjects during
videotaped session, coding the video-taped sessions, and assisting with the analysis and
dissemination of findings.
Research Assistant
Department of Psychology
University of Nebraska- Lincoln
2004 – Present

Include a brief summary of your
involvement in the lab and
highlight specific tasks that you
were responsible for. Be sure to
use action verbs!

This section includes your
involvement in research labs.
Here is where you could also
provide a description of
research oriented groups
and/or awards (e.g., McNair
Scholars or UCARE)

Research experience should be
the FIRST thing on your CV. This
is what graduate schools are
looking for!

Responsibilities:
I worked under supervision of Dr. Ann Miller and was the only undergraduate selected to
organize and teach an experimental class at a local high school to test a model of self-esteem
training. My specific responsibilities included organizing and teaching the class, conducting preand post- assessments of self-esteem, scoring psychological measuring, and entering the data into
a database.
Research Assistant
Department of Psychology
University of Nebraska-Lincoln
2004-Present
Responsibilities:
I assisted Dr. Jane Professor in a research project involving investigating implicit and explicit
false memory across a variety of tasks. Duties included programming, running subjects, statistical
analysis of the data, and supervision of other research assistants.

TEACHING EXPERIENCE
Teaching Assistant
PSYC 101
University of Nebraska-Lincoln
2005

Don’t tell people how good you
are, show them. For example,
instead of saying that you are
motivated and passionate
about the work you did in a lab,
demonstrate it by stating that
you volunteered to take the
lead role in a position that
would require you to put in at
least 20 hours a week. That’s
motivation without explicitly
stating it.

This section is for any teaching
experience you have had such
as being a T.A. or a tutor.

Responsibilities: (Brief description of your role)

PROFESSIONAL EXPERIENCE
Co-Therapist
Lincoln Center for Child Study
2006
Responsibilities:
I observed and assisted with individual child and adolescent therapy, including testing, diagnosis,
and care presentation.
Crisis Advocate
H.E.L.P. Hotline
2005-Present
Responsibilities:
I was a crisis counselor for a 24- hour child abuse hotline. Responsibilities included crisis
intervention, education, and counseling to parents. This position required the ability to assess the
nature and intensity of the client's problem quickly and to develop a therapeutic response in one
confidential telephone call.
Intern
Private Practice of Richard X. Lamping, Ph.D
2005
1’’ margins

This section is for any clinical
experiences you have been
involved in. There are many
opportunities in the Lincoln
community that can help you
“beef up” this section of your
CV. Examples include
Friendship Home, Voices of
Hope, Cedars, Madonna,
Community Action, Child
Guidance Center, Child
Advocacy Center, etc.

Responsibilities:
I obtained psycho-medical histories, observed therapy sessions, and discussed treatment plans and
therapeutic techniques with the doctor.

WORK EXPERIENCE
Position
Location
Date
Responsibilities: (Brief description of your role)

CAMPUS INVOLVEMENT
President
Student Council on the Chancellor’s Commission on the Status of Women
University of Nebraska-Lincoln
2004-Present
Responsibilities: (Brief description of your role)
President
Psi Chi Honor Society
University of Nebraska-Lincoln
2004-Present
Responsibilities: (Brief description of your role)

PUBLICATIONS
Doe, J., & Professor, J. (2006). Testing Models of Self-Esteem Training in a High School Class of Boys
and Girls: Toward Developing Applied Techniques for Teachers. Educational Psychology, 12,
514-520.

PRESENTATIONS
Doe, J., & Professor, J. (March, 2006). False memory effects on an implicit memory task. Poster presented
at the Undergraduate Research Symposium at the University of Nebraska-Lincoln, Lincoln, NE.
Doe, J., & Redbird, J., & Professor, J. (September, 2004). False memory effects on learning tasks in large
group settings. Paper presented at the annual meeting of the Midwestern Psychological
Association, Chicago, IL.

If you include work experience,
make sure that it is relevant to
the position that you are
applying to. You do not want
reviewers to think you are
simply adding “fluff” to your
CV.
This section is for any campus
involvement that you
participated in. Again, make
sure that your involvement is
relevant and that you played an
integral role in the position. If
you were simply part of the
group, but never went to
meetings and thus, have
nothing to write about, you
probably shouldn’t include it.

Sorority and fraternity
involvement is not particularly
looked upon favorably by
graduate schools, and thus,
does not need to be included
on a CV. (Not the case for job
hunts, business school, etc.)

Make sure that you use APA
formatting when listing any
publications or poster
presentations.

PROFESSIONAL AFFILIATIONS
2004-Present

Student member of the American Psychological Society

REFERENCES
Include the name, mail address, phone
number, and e-mail of 3-4 professors that you
have asked to write recommendations of you

In this section, list any
affiliations you are a part of,
such as APA or national honor
societies

Optional Categories (if applicable):











Certifications – must be relevant and up-to-date
Licensures
Community Service
Mentoring
Professional Development (workshops, seminars, in-service presentations)
Athletics
Computer Software or Technology – list the software that you are familiar with
Cooperative Education
Service Learning
Study Abroad and/or International Experiences
Fellowships
Any additional relevant categories

Other Helpful Hints





Start your CV today and always keep it up-to-date
Save multiple drafts (with the date you updated it)
Be consistent – either spell out the entire word or use abbreviations throughout the entire CV, do
not go back and forth
Use spell check
Have others in your discipline review it
Use high quality résumé paper if you need to send in a hard copy

Action Verbs
Use short sentences, phrases, and action words. The following are some examples of action
verbs that might be useful.
Communication
addressed
briefed
convinced
documented
formulated
interviewed
moderated
presented
reconciled
summarized

arbitrated
communicated
described
drafted
influenced
lectured
motivated
promoted
recruited
translated

arranged
composed
developed
edited
informed
marketed
negotiated
publicized
reported
wrote

authored
contacted
directed
enlisted
interpreted
mediated
persuaded
published
spoke

Creativity
acted
conducted
directed
illustrated
introduced
planned

composed
created
established
improvised
invented
revitalized

conceived
designed
fashioned
instituted
originated
shaped

conceptualized
developed
founded
integrated
performed

analyzed
assumed
consolidated
determined
executed
oversaw
recommended
supervised

appointed
attained
consulted
developed
formulated
planned
recruited

approved
chaired
delegated
directed
managed
prioritized
reviewed

arranged
compiled
enlisted
implemented
organized
recorded
scheduled
tabulated

catalogued
consolidated
executed
inspected
prepared
revamped
screened
updated

classified
dispatched
expedited
monitored
processed
revised
specified
validated

analyzed
compared
designed
extracted
interpreted
modified
researched

calculated
conducted
determined
formulated
interviewed
organized
summarized

clarified
critiqued
evaluated
identified
investigated
processed
surveyed

adapted

advised

analyzed

Management
administered
assigned
contracted
designated
evaluated
organized
produced
scheduled
Organizational
approved
collected
distributed
generated
operated
purchased
retrieved
systematized

Research
aquired
collected
diagnosed
examined
inspected
located
reviewed
systematized
Teaching
accepted

applied
assessed
categorized
coached
considered
defines
directed
elicited
evaluated
facilitated
hypothesized
indicated
inquired
investigated
mentored
observed
postulated
reinforce
simplified
stimulated
taught
trained

appraised
assigned
challenged
commanded
cooperated
demonstrates
disciplined
emphasized
excited
focused
identified
inferred
instructed
judged
modeled
organized
praised
rephrased
solicited
structured
told
tutored

aroused
attended
chose
communicated
coordinated
designated
doubted
enabled
explained
generated
implemented
informed
interested
linked
modified
persuaded
provoked
rewarded
speculated
synthesized
thanked

assembled
calculated
devised
fabricated
maintained
remodeled
standardized

audited
computed
documented
identified
operated
repaired
tested

asked
calmed
clarified
complimented
corrects
developed
elaborated
encouraged
explored
guided
incorporated
initiated
integrated
listened
motivated
pondered
questioned
set
stated
systematized
theorized

Technical
analyzed
built
designed
enhanced
installed
programmed
solved
upgraded

automated
converted
engineered
implemented
overhauled
researched
trained

SMITH COLLEGE LAZARUS CENTER FOR CAREER DEVELOPMENT

RESUMES AND COVER LETTERS
FOR SOCIAL WORKERS

For more information, consult our guide,
Job Search, Networking, and Interviewing Tips
for Social Workers.

D R E W

H A L L ,

N O R T H A M P T O N ,

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W W W . S M I T H . E D U / L A Z A R U S C E N T E R
rev 06/14

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L A Z A R U S @ S M I T H . E D U

A resume and cover letter work together to interest an employer in interviewing you. This important
marketing team should always be geared to your specific audience and describe the relevant skills,
experience, and accomplishments that qualify you for the position for which you’re applying.

Getting Started on Your Resume
Ask yourself what populations and settings interest you. This will help you decide what to include
in your resume, what to emphasize, and the appropriate terminology to use.
Research the organizations where you’ll be sending your resume. Browse their websites, check out
their social media presence, and connect with Smith alums and others who work there. Learn about an
organization’s mission, programs, population served, and theory base.
Make a master list of all your experiences and skills. Include education, certifications, and
licensing; field placements; projects (community, anti-racism); jobs, internships, and volunteer positions;
trainings attended and presentations given; research (thesis); and professional activities (memberships,
committee work, conferences); language and computer skills; interests, activities, and travel. Your finished
resume may not include all this information, but it’s useful to have it written down.

Choosing a Format and Headings
List information in reverse chronological order, from present to past. This format easily identifies
recent experiences for employers, and they are most familiar with it.
Choose headings to emphasize relevant skills and experience. Those seeking clinical positions
typically begin with Education followed by Social Work Experience or Clinical Experience. Other
background might simply be called Additional Experience or something more specific such as Teaching
Experience, Research Experience, or International Experience. Other sections are summarized on page 3.
For macro-level positions other headings may be appropriate such as Human Services Experience,
Community Outreach Experience, Administrative Experience, and so forth. To further emphasize the
breadth of your skills and experience, you might begin your resume with a profile or skills summary.
Avoid using a template. Template resumes often look alike and are hard for most users to modify.

Describing Your Experience
Use action verb phrases, not sentences (see the action verb list on page 9). Omit personal pronouns
and “a,” “an,” and “the” to achieve a concise style that will be easier—and faster—for employers to read.
Use keywords and details appropriate to your audience. For clinical positions emphasize your
clinical skills. Include details about your client population such as diagnoses or presenting issues,
age, ethnicity, and socio-economic status unless certain your reader will know this. Other details may
include the number of clients seen individually or in groups, and the length and type of treatment.
For macro-level positions stress skills such as supervising others, program development,
community organizing, fundraising, teamwork, and budget management. Include the number of people
you’ve supervised or amount of money raised. Use more familiar language for non-clinical positions.
Stress accomplishments and sequence phrases according to the skills most relevant to your reader.
List less relevant information later in your descriptions, condense it, or omit it.
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Sections of the Resume
Your contact information. Put your name at the top with your address, phone number, and email
address below. Include a permanent addresses if relevant to your search.
A job objective is an optional, brief statement stating the type of position you’re seeking. An
objective can limit the use of the resume, so we suggest specifying it in the cover letter.
A skills summary or profile may be used at the opening of the resume, but is also optional.
Education comes first for most students and recent graduates. Start with your School for Social
Work degree, followed by your previous degree(s). You may include relevant courses, your thesis,
community and anti-racism projects (these may be presented elsewhere), and committee work.
Foreign language proficiency, computer skills, and licensure may be included under Education.
Experience categories should be chosen according to the type of position for which you’re
applying. State that your field placements have been full-time, especially for clinical resumes. You may
include volunteer work or internships.
Personal information such as age, family status, religion, disability, political affiliation, ethnicity,
sexual orientation, or gender identity is not typically on a resume. Include personal information only if it
makes you a stronger candidate for a particular job.
Interests are optional unless they’re relevant. For example, if you hope to combine your clinical
skills with outdoor education, your outdoor skills and certifications are important.
Professional activities such as relevant memberships, awards, trainings and conferences
attended, and presentations given should be included.
References typically appear on a separate page, “ References for Your Name.” Include the name,
title, address, phone, and email for each reference, and their relation to you. Get permission from your
references to list them, and tell them they may be contacted—by whom, and for what position.

Your Resume’s Presentation
The length of your resume depends on your audience and level of experience. If you can fit your
resume onto one page without crowding, do so. Resumes for clinical positions may be two pages long if
you have significant previous experience, but make sure it is at least one-and-a-half pages in length. A
C.V. (Curriculum Vitae), required for academic, research, and post-doc positions, may be several pages
long. Note: Some employers who ask for a C.V. may simply mean a resume.
Your resume must be easy to read and visually attractive. Use margins, headings, caps, bullets,
italics, bold, and underlining to direct your reader’s attention to important content. Good font choices
include Arial, Times Roman, Helvetica, and Garamond (11 point preferred). Use resume paper with
matching envelopes for your cover letter, and be sure your print quality is crisp.
Your resume is a reflection of you! Proofread it with care, and make sure information is presented
consistently and accurately. If emailing your resume and letter, send them as PDFs labeled with your first
and last name (ex: Jane Doe resume.PDF); send them to yourself first to double-check the format.
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The Cover Letter
A cover letter introduces your resume to an employer. It says why you’re writing, where you
learned of the position, and how you’re qualified. It highlights your relevant skills and experience and
shows where the match is between you, the position, and the organization. Send a cover letter with your
resume, even if not required.
Research the organization and position before writing your letter. Read its materials and
website, and speak with Smith alums and others familiar with it. If you’ve been referred by a contact,
mention her/his name (with permission) in the first paragraph.
When responding to a position with little description, you may email or phone for more
information. Be prepared—you could end up speaking with the person doing the hiring.
Address your letter to a person by name, preferably the person with hiring authority. Phone for
this information if necessary. If you can’t get a name and title, address the letter as indicated in the ad or
something like: “Dear Director,” “To the Search Committee,” or “To Whom it May Concern.”
Use business letter format with your name, address, phone number, and email blocked left, right,
or as a header. Use the same paper as for your resume, and a matching business-size envelope.
Write in an active, conversational style. Instead of saying, “ My placement at xxx agency afforded
me the opportunity to xxx,” or “I would be honored to work at your agency,” say, “During my placement at
xxx agency I provided individual psychotherapy to adolescent substance abuse patients,” or, “I would
bring strong clinical and administrative skills to your agency.” Be specific.
Keep your letter to one page unless applying for academic, research, or fellowship positions.
There’s no set number of paragraphs for a cover letter, but make each one concise. Avoid long, dense
blocks of text.
Pave the way for an interview by ending your letter with a next step. You might say, “ I’ll
telephone you next week to see if we can find a convenient time to meet,” If you prefer, offer the best
way of contacting you, and say that you look forward to hearing from the employer.
When emailing your resume as an attachment, include your letter as a second attachment. In the
body of the email be brief: “Dear Ms. Alon: I am writing to apply for the clinician position advertised on
your website. I will be receiving my MSW from the Smith College School for Social Work this August and
would bring strong clinical skills and experience with at-risk youth to the position. My cover letter and
resume are attached; please contact me if you have difficulty opening the attachments. I look forward to
meeting you. Sincerely, Philip Lakey.” In the subject line, put “Resume and cover letter for clinician
position. ” Label your PDFs with your name, and whether using a Word doc or PDF, send it to yourself
first and to friends with different computers to double-check its format.
Follow up after sending your letter and resume, unless an ad says, “ No calls, please.” Ask if your
application has been received, if you can provide further information, or arrange an interview.
Keep track of your applications and contacts with a spreadsheet or card file so that you can take
timely and appropriate follow-up steps. Your goal is to keep your application in the employer’s mind.
Consult us for help any time. We’re happy to assist you in person, by phone, or via email!
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PHILIP LAKEY
35 Elmwood Drive, Stoughton, MA 02130

(617) 555-0000

philip.lakey@gmail.com

EDUCATION
Smith College School for Social Work, Northampton, MA
MSW, expected August 2014
Thesis: Father-Daughter Relationships: The Impact of Divorce on Adolescent Girls
Courses include: The Adolescent in Context: Dynamics and Treatment Issues; Group Treatment for
Children and Young Adolescents; Gay, Lesbian, and Bisexual Identities: Developmental and Treatment
Considerations; Clinical Practice With Traumatized Children and Families
University of Massachusetts, Amherst, MA
BA, Psychology and Biology, May 2007
Licensure: LCSW Certification expected Fall 2014
Language Proficiency: Fluent Spanish
Computer Skills: Microsoft Office, Final Cut Pro, iMovie
Other: White Water Instructor Certification, CPR, First Aid
SOCIAL WORK EXPERIENCE
Social Work Intern, Cambridge City Hospital, Cambridge, MA
Full-time field placement, September 2013 - April 2014
Outpatient Psychiatry Department
 Provided individual assessment, treatment planning, and psychotherapy services to socioculturally diverse adult population diagnosed with depression, PTSD, and other affective disorders
 Provided crisis intervention and emergency services; co-led bereavement group
 Participated in family therapy seminar, grand rounds, and hospital-wide in-service training
 Served as department representative to Hospital Diversity Committee
Social Work Intern, San Mateo Mental Health, Serramonte Therapeutic Day School, Daly City, CA
Full-time field placement, September 2012 - April 2013
Adolescent Partial Hospitalization Program
 Provided individual and group psychotherapy services to culturally-diverse adolescents ages 12-18
diagnosed with major psychiatric disorders, attention disturbances, anxiety, depression, and
substance abuse; services provided in Spanish and English
 Collaborated with treatment team of clinical social workers, psychiatrists, psychologists, and
rehabilitation counselors to develop individualized treatment plans
 Led daily psychotherapy groups using multi-modal approaches: cognitive therapy, dialectical
behavioral therapy, psycho-educational, and expressive arts
Community Project, San Mateo High School, San Mateo, CA, 2010 - 2011
 Initiated and facilitated weekly after-school group for GLBTQ youth, grades 9-12
 Helped students explore issues of gender identity through writing and video projects
ADDITIONAL EXPERIENCE
Program and Dorm Supervisor, Academy at Swift River, Charlemont, MA, 2009 - 2010
 Supervised five resident counselors in private college preparatory therapeutic boarding school;
oversaw training, counseling, treatment, and parent relations
 Initiated outdoor leadership program; implemented individualized student development plans
emphasizing outdoor activities and resulting in improved self-esteem, behavior, and academics
 Supervised dorm floor of 15 boys ages 14 -18; led evening study halls and social activities
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(continued)

P. Lakey, p. 2
Mental Health Worker, Brattleboro Retreat, Brattleboro, VT, 2008 - 2009
 Performed nursing care responsibilities with supervision on adult, co-ed residential substance
abuse unit; ensured safe and consistent quality care
 Documented patients’ behavior and treatment; initiated supportive interactions around treatment
issues; intervened in crisis situations
 Co-led psycho-educational group for adult substance abusers in collaboration with social worker
 Provided patient transportation to medical appointments
Assistant Director, Horizons for Youth, Denver, CO, 2007 - 2008
 Co-led after-school program for low-income, at-risk youth; developed and implemented
recreational and career-related programs including legal field shadowing program
 Advocated for, received, and administered $3000 activities and field trip budget
 Met with youths’ family members to discuss behavioral goals and objectives
Group Leader, Grant's White River Rafting Company, Boulder, CO, Summer 2007
 Led rafting tours in adventure program for inner city adolescents to help participants build
self-esteem and self-reliance
 Trained three junior co-leaders: developed team-building and leadership activities included in
program’s first staff training manual
TRAININGS AND CONFERENCES
Sand Tray Therapy for Teens, Center for Psychological Services, Boston, MA, 2013
The Boston TEE (Total Environmental Education) Party Conference, Boston, MA, 2010
EnvironMentors Training, National Environmental Education and Training Foundation, 2009
AFFILIATIONS
National Association of Social Workers
North American Association for Environmental Educators
National Environmental Education and Training Foundation
INTERESTS
Hiking, white water kayaking, and rock climbing. Have climbed five of the highest peaks in the U.S.

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PHILIP LAKEY
35 Elmwood Drive, Stoughton, MA 02130

(617) 555-0000

philip.lakey@gmail.com

July 2, 2014
Ms. Josephine Alon, Director
White Mountain Academy
162 Mountain Street
White Brook, NH 03577
Dear Ms. Alon:
I am writing to apply for the clinician position posted on the White Mountain Academy website. I
will be earning my MSW this August from the Smith College School for Social Work, and I have
extensive experience working with adolescents in a variety of settings. With my clinical skills,
demonstrated commitment to serving at-risk youth in therapeutic school settings, and outdoor
leadership training, I believe I would be a strong addition to White Mountain’s clinical team.
During my clinical field placement at the Serramonte Therapeutic Day School, I worked with a
culturally diverse adolescent population providing individual and group therapy and developing
and implementing individual treatment plans. This experience built on my prior background as a
program and dorm supervisor at the Academy at Swift River, where I initiated an outdoor
leadership program which helped at-risk teen boys improve their self-esteem and academic
performance.
Having worked effectively with students in both day and boarding therapeutic school settings, I’m
particularly attracted to White Mountain’s structured, safe, and nurturing residential environment
and comprehensive approach to the therapeutic, academic, social, and physical needs of each
student and family. Along with my clinical skills, I believe my training and experience as an
environmental educator make me well-qualified to develop White Mountain’s new outdoor
leadership program.
I look forward to discussing my interest in this position, and I will call shortly to see about
arranging a meeting. Thank you for your consideration.
Sincerely,
If postal mailing, sign in black ink; if emailing, double-space after closing before name.
Philip Lakey

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SUSAN GILMORE-EVANS
5 Woodstone Avenue, Amherst, MA 01002 413-000-1234 susan.gilmore-evans@gmail.com
EDUCATION
Smith College School for Social Work, Nor thampton, MA M.S.W. (expected 8/2014)
Relevant Coursework: Beginning Treatment of Children, Clinical Practice with Traumatized Children and Families,
Family Therapy, Child Development from Infancy to Adolescence
Licensure: LCSW Certification expected Fall 2014
George Jones University, Newton, OR B.S. in Social Work and B.A. in Writing/Literature (5/2011)
Study Abroad: Oxford University Honors Program
Honors and Awards: Social Work Major of the Year, Steinfeld Peace Scholar, Quaker Leadership Program
SOCIAL WORK EXPERIENCE
Social Work Intern, Aurora Mental Health Clinic, Aurora, CO (full-time field placement, 9/2013-4/2014)
▪ Provided individual, home-based, group, case management, and crisis intervention services to diverse population of
children and their families in Early Childhood and Family Center; clinical issues included trauma and loss and wide
range of mental health issues often compounded by developmental disorders
▪ Provided consultation services to teachers, foster care families, and other community service providers
▪ Participated in multi-disciplinary team of psychiatrists, psychologists, social workers, and case managers
▪ Completed 10-week training on attachment theory and 2-day training on developmental disorders of infancy and
early childhood
Social Work Intern, Asian Counseling and Referral Services, Seattle, WA (full-time field placement, 9/2012-4/2013)
▪ Provided clinical assessment and long- and short-term treatment to primarily Asian Pacific adult population
including immigrants, refugees, and American-born clients
▪ Co-facilitated weekly art therapy groups in day treatment program for severely and persistently mentally ill clients;
led psycho-educational group for clients recovering from substance abuse
▪ Provided outreach services to local community center
School Liaison and Residential Counselor, Youth Guidance Association, Por tland, OR (6/2010-5/2011)
▪ Supervised at-risk youth in residential treatment home and public school settings
▪ Provided basic case management; maintained relationships between faculty and treatment home staff
▪ Organized and led after-school study groups and weekly therapy groups
▪ Responded to residents’ educational and vocational needs: attended IEP meetings, helped clients find and apply for
summer jobs, and assisted clients with college searches
Research Assistant, George Jones University, Department of Social Sciences, Newton, OR (6/2009-5/2010)
▪ Assisted PhD candidate with research on adolescent substance abusers
▪ Transcribed interviews and entered data using Excel
ADDITIONAL EXPERIENCE
Preschool Teacher, Salvation Army Little People Daycare, Seattle, WA (12/2011-5/2012)
▪ Created and taught curriculum one day per week to 18 low-income children ages 3-5
▪ Supervised class during play and recess activities; led music and art projects
Summer Job Coach, Idaho Independent Living Services, Boise, ID (6-8/2007 and 2008)
▪ Assisted two young adults with developmental disabilities in their summer jobs
▪ Supervised activities and outings with clients
Outreach Volunteer, Youth with a Mission Summer of Service Program, Amsterdam, Netherlands (6-8/2006)
▪ Worked with street youth, served food to homeless, and assisted with needle exchange program
Summer Staff/Camp Counselor, Quaker Hill Summer Camp, McCall, ID (6-8/2005)
▪ Led camps, ropes courses, crafts, and music for campers ages 10-17
8

Action Verb List
The verbs listed below are only a few of the many you can use in describing your experience
and accomplishments. Make sure you have an action verb for each entry in your resume's
“Experience” section.

accelerated
accomplished
achieved
adapted
adjusted
aided
allocated
amplified
analyzed
answered
applied
appointed
approved
arbitrated
arranged
assisted
assumed
attained
augmented
awarded
began
brought
built
catalogued
chaired
co-led
compared
compiled
completed
conceived
conducted
constructed
consulted
contracted
contrived
controlled
cooperated
coordinated
counseled
created
dealt
defined

instituted
instructed
interpreted
introduced
launched
led
lectured
listed
maintained
managed
modified
molded
monitored
motivated
negotiated
observed
operated
orchestrated
organized
oriented
originated
oversaw
overhauled
participated
performed
persuaded
planned
pinpointed
prepared
presented
preserved
produced
programmed
promoted
proposed
proved
provided
ran
received
recommended
reconciled
recorded
recruited

delegated
demonstrated
designed
determined
developed
devised
devoted
diagnosed
diagrammed
directed
displayed
distributed
edited
effected
eliminated
employed
encouraged
enlisted
established
estimated
evaluated
examined
expanded
expedited
extended
facilitated
focused
forecast
fortified
founded
generated
guided
handled
harmonized
headed
implemented
improved
incorporated
increased
influenced
initiated
inspected
installed
9

reduced
re-established
regulated
rehearsed
reinforced
renegotiated
reorganized
reported
researched
reshaped
restored
revamped
reviewed
revised
scheduled
selected
set up
simplified
solved
specialized
stimulated
streamlined
structured
substituted
suggested
summarized
supervised
supported
systematized
teamed
trained
treated
tutored
unified
updated
used
utilized
volunteered
widened
worked
wrote