Allison Tenorio

• Runs daily operations, such as shift leading, break management, ensuring high-quality customer service, and maintaining efficient workflow.
• Trained and mentored staff on food safety standards and operational procedures in an individualized manner.
• Implemented inventory management system to streamline stock control and reduce waste.
• Developed staff schedules to optimize labor costs while maintaining service levels.
• Conducted regular performance evaluations to enhance team productivity and morale.
• Analyzed sales data to identify trends and adjust menu offerings accordingly.
• Engage with customers to cultivate a community environment that is accepting of all individuals.

• Attended trainings to participate in regular supervision and continued education to maintain professional competence and ethical standards.
• Conducted crisis interventions to respond to clients in crisis, assess immediate needs and provide support and resources.
• Assisted in the delivery of therapeutic sessions utilizing various expressive arts modalities, including visual arts, music, and drama, to support diverse client needs.
• Collaborated with a multidisciplinary team to develop individualized treatment plans based on client assessments and progress.
• Facilitated group therapy sessions, promoting a safe environment for clients to explore emotions and enhance self-expression through creative processes.
• Conducted intake assessments and provided support in crisis intervention under the supervision of licensed clinicians.
• Engaged in reflective practice and supervision, contributing to the evaluation of therapeutic techniques and client outcomes.
• Participated in community outreach programs, raising awareness about mental health and the benefits of expressive arts therapy.

• Supervise daily operations of a busy coffee shop, ensuring exceptional customer service and maintaining a positive atmosphere during peak hours.
• Train and mentor new baristas, equipping them with skills to effectively handle customer interactions, address inquiries, and resolve issues.
• Proactively manage customer-facing challenges, including handling difficult situations, such as complaints or special requests, to ensure a satisfactory experience for all patrons.
• Develop strategies to enhance service efficiency, enabling the team to manage high volumes of customers without compromising quality.
• Foster a collaborative team environment by encouraging open communication, facilitating team meetings to share feedback, and promoting a culture of customer-centric service.

• Taught adults and children with varying skill levels and adjusted teaching style based upon the abilities of the individuals
• Received high scores and excellent reviews from students and was able to create a client base for the business due to my reputation and repeat clients
• Led offsite painting events and managed difficult situations with professionalism and kindness
• Helped to manage storefront by answering customer questions and balancing the responsibilities of multitasking when running the studio

• Prepared enriching and entertaining activities for children to take part in that allow them to learn while also practicing patience and key skills such as mindfulness and respect of their peers
• Helped to skillfully resolve conflict between children and to aid in their ability to independently resolve disputes with kindness and understanding
• Guided children through their emotions when in distress and patiently listened to understand their emotions and work through them
• Utilized training for de-escalation techniques when children displayed heightened arousal and stress

• Undergraduate research assistant under Dr. Daniela Corbetta for the Infant Perception-Action Laboratory
• Expertly coded infant movements and grasping
• Understanding of ethical principles of research and Institutional Review Board requirements
• Ability to read, understand, and write academic literature
• Literacy in research methods
• Development of research poster on changes in infant's arm activity occurring before and after the emergence of goal-directed reaching

Poster presented in multiple educational conferences