Leading with Curiosity and Affect
My Background
Professional Summary
I do this work for children who are often unseen, unheard, and misunderstood, where mistaken behaviors are labeled as “bad” instead of recognized as the communication and cries for help they truly are. I aim to meet those needs with attunement, respect, and understanding of individual differences through relationship and connection. I want to help people better understand children.
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I am certified in DIRFloortime® 201: Promoting Basic Functional Emotional Development Capacities and have specialized training in supporting emotional, sensory, and relational development through the DIR model. My approach is grounded in trauma-informed care and neurodivergent-affirming values, emphasizing co-regulation, sensory kindness, and strength-based support.
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In addition, I bring over a decade of experience working with children and families in a leadership role. I led a program grounded in play-based, inclusive, and relationship-centered practices, with a deep belief that learning flourishes in safe, trusting relationships, where children can be fully themselves and families feel empowered and supported.
Skills
Whole Child Development Parent Coaching & Education Social & Emotional Learning Conflict Resolution & Collaborative Communication
Co-Regulation & Positive Guidance Neurodivergent-Affirming Practices Strength-Based, Relationship-Centered Approach
Work Experience
2019-2025
Director & Headteacher, Multnomah Playschool
Led a cooperative, play-based preschool grounded in anti-bias, neurodivergent-affirming practices, and a strength-based, relationship-centered approach. Utilized an emergent curriculum to support children’s regulation, communication, and social-emotional growth. Mentored parent volunteers in positive guidance, sensory strategies, and developmentally appropriate practices. Oversaw daily operations, including enrollment, family engagement, fundraising, and parent volunteer coordination—facilitated parent education workshops on child development, behavior support, and co-regulation.
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2015-2019
Assistant Teacher, Multnomah Playschool
Supported lead educator in implementing play-based, child-led learning while providing individualized support to children with diverse developmental profiles. Modeled co-regulation and conflict resolution strategies with parents and children, fostering a collaborative and emotionally responsive environment. Contributed to curriculum planning, classroom setup, and the smooth flow of daily routines.
1978-2025
Life, Lived Experience Specialist
As a neurodivergent individual with a history of early life trauma, I bring a deep, embodied understanding of regulation, resilience, and repair. My lived experience has shaped how I approach my work—with empathy, flexibility, and a commitment to honoring each person’s unique story. Decades of personal healing, study, and self-reflection have helped me build a powerful toolbox I now use to support others. This foundation allows me to meet children and families where they are, with attunement, insight, and care.
Education
Goddard College
B.A. in Education
Focus: Child development, bicultural education, and learner-centered pedagogy. Independent studies in psychology and neurodevelopment.
Portland Community College
Associate’s Degree in Early Childhood Education
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Completed coursework with a strong emphasis on psychology, including child development, behavior, and learning theory. Gained foundational knowledge in early learning environments, guidance strategies, and the social-emotional needs of young children.
Certifications
DIRFloortime® 101: Introduction to DIRFloortime – Interdisciplinary Council on Development and Learning
DIRFloortime® 201: Promoting Basic Functional Emotional Development Capacities – Interdisciplinary Council on Development and Learning