JAMIE S.

GIORDANO

QUALIFICATIONS SUMMARY

Supportive, patient, and compassionate professional with education and experienc

e working with and counseling troubled children and adolescents with behavioral
and mental health issues; well prepared to transition into mental health support
role.
* Training & Instruction: Practical experience working with elementary-aged chil
dren. Worked one-on-one with special needs child, ensuring IEP is followed. Prof
icient in identifying types and levels of learning and creating cooperative grou
p activities that focus on different ways to educate.
* Counseling: Skilled in conducting assessments, identifying needs, and supplyin
g support in management of mental health, behavioral, and crisis issues. Experie
nced in applying approved counseling approaches for children and adolescents. Us
e active listening to understand needs.
* Communication and Presentation: Outstanding communication, interpersonal, and
listening skills. Expertise in presenting technical information in clear and con
cise formats to individuals and small group. Interact well with people of varied
ages, ethnicities, professions and socioeconomic levels.
* Key Strengths: Intuitive understanding of children with proven ability in quic
kly establishing rapport and trusted relationships. Capable of remaining calm bu
t firm during dealing with behavioral problems in variety of settings.
EDUCATION & CERTIFICATIONS

Bachelor of Science in Psychology with Minor in Biology

ST. JOHN FISHER COLLEGE, Rochester, New York (5/2010)
CPR Certified
Fingerprint-supported Background Check Clearance through New York State Educatio
n Department
PROFESSIONAL EXPERIENCE

ROCHESTER CITY SCHOOL DISTRICT, Rochester, New York

Paraprofessional (5/2010 V Present)
Provide one-on-one classroom support to child with significant behavioral issues
. Collaborate with Occupational Therapist, Social Worker, and classroom teacher
on techniques and approaches for keeping child engaged in learning process. Reco
rd data into daily log to assist in development of Behavior Interaction Plan.
X Instrumental in improving students behavior within classroom by providing nece
ssary support and interactions.
Student Volunteer (2/2010 V 4/2010)
Assisted teacher in 12:1+1 classroom setting with small group social skill sessi
ons and speech and language activities. Supported teacher with delivery of daily
lesson plans and controlling student behavior. Maintained cooperative and posit
ive working relationships with colleagues, supervisors, students, and families.
KIDS ADJUSTING THROUGH SUPPORT, Rochester, New York
Program Volunteer (1/2010 V 4/2010)
Planned and executed therapeutic activities for children dealing with family mem
bers cancer illness and treatments. Served as co-facilitator in small group supp
ort discussions.
PRIVATE FAMILIES, Victor, New York / Mendon, New York
Nanny (6/2009 V 12/2009) and (2/2007 V 6/2007)
Supported families with care, guidance, and supervision of children, ages rangin
g from 2 to 11. Ensured children followed structured routine and provided daily
updates to parents. Worked closely with children on acceptable social and behavi
oral skills. Provided tutoring in academic subjects. Engaged older children in p
roblem-solving exercises when faced with stressful, anxiety-producing situations
.
X Gained valuable exposure to family dynamics and interaction.
X Learned and applied techniques for proper handling and stimulation of child wi
th ADHD.