My Bio: Annalise B. Shaffer
As a dedicated and hardworking graduate student, I excel in collaborative environments and thrive on making a positive impact. With experience working with both children and adults, I bring a unique perspective and a strong ability to connect with individuals of all ages. My commitment to fostering positive change and my passion for contributing to meaningful projects drive my professional and academic endeavors. I am eager to leverage my skills and experiences to make a difference in any role I undertake.

I received my BA in Criminology with minors in psychology and Applied Behavior Analysis (ABA) from the University of South Florida in Tampa, FL in 2022. I graduated with a 4.0 GPA and received the King O'Neal Scholar Award for my undergraduate academic performance. 

Now pursuing my M.Ed. in School Counseling at Liberty University, I am upholding the same academic standards throughout my graduate work. I am also engaging in additional coursework to satisfy the licensed professional counselor (LPC) education requirements. 

Resume & CV: Annalise B. Shaffer

PROFESSIONAL SKILLS PROFILE

• Organization, planning, and time management
• Interpersonal communication and active listening
• Compassion and emotional awareness
• Problem solving and finding effective solutions
• Individual and collaborative leadership
• Attention to detail and high-quality preparation
• BLS/First Aid/CPR/AED Certified
• Psychological First Aid Certified    

EDUCATION

M.Ed. In School Counseling (CACREP)
Liberty University, Lynchburg, VA
December 2025

School of Behavioral Sciences
Department of Counselor Education and Family Studies

• Honors: Cumulative 4.0 GPA
• Engaging in additional coursework in efforts to satisfy the education requirements for licensed professional counselor (LPC)

B.A. in Criminology
University of South Florida, Tampa, FL
May 2022

College of Behavioral and Community Sciences                           

• Minors: Psychology and Applied Behavior Analysis (ABA)
• Honors: Cumulative 4.0 GPA
• Research Experience: Crime Research Etiology and Treatment Evaluations Lab Undergraduate Coordinator

WORK EXPERIENCE

Assistant Planner
Chantilly Chic Celebrations, Tampa, FL
September 2023- Present

• Assist venue set ups, answer questions, help resolve any issues, and ensure set up is going according to plan
• Assist lead planners in all planning and execution of events (venue, caterer, musical entertainment, florist, photographer, etc.)
• Help direct pace of wedding/event through multitasking and contact with vendors with little to no schedule deviation

Nanny
Private In-Home, Tampa, FL
January 2023- Present

• Create a safe and encouraging environment for two elementary school-aged children
• Working with parents to ensure the children’s daily needs are met and completed with ease
• Assisting with completion of homework, school related activities, and extra-curriculars

Assistant Coach
USF Coed Cheerleading, Tampa, FL
May 2024- May 2025

• Assist in the orderly distribution and collection of uniforms and equipment
• Models and instills the values of sportsmanship to all participants, and enforces consequences for breach of such standards
• Attend student-athlete practices, games, and monitors proper supervision at all practices, games, and events
• Communicate and plan with the head coaches regarding practice sessions and competition strategies which ensure the health and physical well-being of the student participants

Child Protective Investigator Trainee
Hillsborough County Sheriff’s Office, Tampa, FL
August 2022- December 2022

• Investigate incoming cases of alleged abuse, neglect, and/or abandonment of children within mandated timeframes
• Interview children and adults concerning allegations to ascertain the validity of allegations, document living conditions, and determine the need to remove children from an unsafe environment
• Implement and inform clients and families of available social service programs to assist them with their personal needs

Assistant Teacher
Bunny Village Learning Center, Bethany, CT
2017-2021

• Effectively support preschool aged children through providing a stimulating and secure classroom environment
• Supervise 10+ children and monitor their learning milestones through relevant classroom data and activities
• Actively contribute to the learning experience through group facilitation, one-on-one activities, and lesson planning

INTERNSHIPS & REAL-WORLD EXPERIENCE

Practicum (100+ hours)
Turner-Bartels K-8 School, Tampa, FL
August – December 2024

Elementary school placement

• Assisted in providing individual and small-group counseling to support students’ academic, social, and emotional development
• Led an executive functioning/student success group for 3rd graders, focusing on executive function skills like goal setting, time management, and self-regulation
• Conducted needs assessments and collected data to measure student progress and the effectiveness of interventions
• Collaborated with teachers, administrators, and parents to develop and implement student support plans

Internship (300+ hours)
Turner-Bartels K-8 School, Tampa, FL
January – May 2025

Elementary school placement

• Assisted in providing individual and small-group counseling to support students’ academic, social, and emotional development
• Designed and facilitated classroom guidance lessons on topics such as emotional regulation, friendship skills, and teamwork for kindergarteners
• Conducted needs assessments and collected data to measure student progress and the effectiveness of interventions
• Maintained confidential student records and documented counseling sessions in accordance with school policies and ethical guidelines

COMMUNITY SERVICE

• Volunteer, Radiant Church, Tampa, FL 2021- Present
• Volunteer, Hope Pregnancy Center, Cheshire, CT 2020
• Volunteer, Purr Project, North Haven, CT 2017- 2019

ACHIEVEMENTS

• King O’Neal Scholar (USF) May 2022
• 3x UCA Collegiate Division IA National Champion 2021 & 2022 & 2025
• Women in Leadership & Philanthropy Scholar (USF) August 2019- May 2022
• Division IA Collegiate Student-Athlete: USF Coed Cheerleading May 2019- May 2022

Resume & CV: Annalise B. Shaffer
Resume (.pdf) 0.09mb

Reflective Journal: Annalise B. Shaffer
Worldview Essay (.docx) 0.02mb

Goals (Personal & Professional): Annalise B. Shaffer
Professional Growth Essay (.docx) 0.02mb

Competency Assessments: Annalise B. Shaffer
For this standard, I attached a brochure I created for a hypothetical high school counseling program. This brochure includes each of the school counseling domains (academic, career, and social/emotional services), and highlights a way to advocate for the school counseling program. The brochure also upholds an ethical obligation to inform parents/guardians of the mission of a comprehensive school counseling program as well as program standards that promote and enhance learning for students.  High School School Counseling Brochure (.pdf) 0.51mb

Competency Assessments: Annalise B. Shaffer
Attached are some of the tangible activities that I utilized (some are pictured as completed) when implementing individual counseling, group counseling, and classroom lessons in the elementary setting. By engaging in these activities, I am performing the heart of this competency. The attache file includes activities on friendship and communication, the decision making process, emotion identification, coping skills, and mindful breathing techniques. These activities can be used as an intervention for students struggling or as a preventative lesson/measure.  Counseling Artifacts (.pdf) 13.18mb

Competency Assessments: Annalise B. Shaffer
Attached is a letter that I sent home to the parents of my group members (which I conducted during practicum). This letter was sent home after the conclusion of the group. Data had been collected throughout the group, and I wanted to showcase the positive changes I observed. By sending home a letter that highlights what group members learned and the positive impact it had, I advocated for not only various learning experiences to promote academic success, but also for the importance of a school counseling program. By engaging parents in the process, I am able to promote the academic, career, and social-emotional development of students. Post-Group Parent Advocacy Letter (.pdf) 0.15mb

Competency Assessments: Annalise B. Shaffer
The attached document is a compilation of the various ways I exercised using different methods to assess student needs, strengths, and grasp on material (if applicable). The document includes pre- and post-psycho-educational group questions, the comparison of pre- and post- group data, as well as a few needs assessments given to students. None of this material counted towards student grades, but it highlights my grasp on the importance of data and how it leads to effective programs.  Examples of Various Assessment Methods (.pdf) 0.34mb

Competency Assessments: Annalise B. Shaffer
Thus far, I have had to complete multiple case conceptualization and treatment plans. These assignments require researching evidence-based practices and finding what approaches would benefit specific students in terms of culture, ability, etc. These assignments showcase my ability to apply relevant findings to inform my school counseling approach, as well as develop measurable outcomes - which is the core of this competency.  Case Conceptualizations (.pdf) 0.69mb

Competency Assessments: Annalise B. Shaffer
The attached file includes some of the artifacts I have used with students throughout my practicum and internship experiences. While the attached documents are not extensive to the interventions I have used to address/enhance student academic success and development, they showcase some of the main skills/ideas I have used with elementary-aged students. These include SMART goal setting, time management, organization, and staying focused on the present task. By working on enhancing these skills, students are able to improve their academic functioning. Academic Development Artifacts (.pdf) 22.81mb

Competency Assessments: Annalise B. Shaffer
During my elementary internship, I was required to complete a classroom guidance unit consisting of four lessons. Attached are the surveys I sent out pre- and post-classroom lessons. The first two attached surveys are pre-lesson surveys to gauge the need of kindergarten classrooms. One version was sent to relevant school personnel (classroom teachers, classroom para-professionals, school counseling team, administration, speech-language pathologists, etc.). The other was sent to the parents of one kindergarten homeroom. The last survey was sent to the teachers of the classrooms where I implemented my lessons. 

By gathering the input of various parties, I was able to act on behalf of the students to address identified problems that affect student success in schools. It was my goal to have parents and teachers feel as though they were involved in the process of creating each lesson and making the content applicable and meaningful.  Pre- and Post- Classroom Lesson Surveys (.pdf) 0.43mb

Competency Assessments: Annalise B. Shaffer
Attached is a letter of recommendation from my supervisor for both my practicum and internship 1 placement. Throughout the attached document, it's described how I have met the leadership student standard. While I participated in a number of activities during my placement throughout the 2024-2025 school year, the core of the experience was helping design, implement, manage, and evaluate a comprehensive school counseling program. Letter of Recommendation (.pdf) 0.09mb

Competency Assessments: Annalise B. Shaffer
The attached document includes two assessments. The first is the Advanced Internship Assessment completed on my behalf by my internship 1 supervisor. The second is a copy of one of my disposition reflections, which is required at the end of each Liberty University course.  Advanced Internship Assessment & Disposition Reflection (.pdf) 8.20mb

Courses Taken: Annalise B. Shaffer
The AIA standards supported by the Benchmark Ethical Vignette Paper and the Benchmark Attitudes and Beliefs Reflection Paper are foundations and counseling prevention/intervention. 501 Benchmark Assignments (.pdf) 0.14mb

Courses Taken: Annalise B. Shaffer
The AIA standards supported by the (1) Addiction & Adolescence Assignment, (2) Trauma, Development, and Spirituality Assignment, and (3) Development Analysis Assignment are counseling prevention/intervention and research/evaluation.  502 Benchmark Assignments (.pdf) 0.15mb

Courses Taken: Annalise B. Shaffer
The AIA standards supported by the Benchmark Cultural Immersion Project (part 1, 2, and 3) are foundations and diversity & advocacy AIA standards.

These benchmarks were broken down into three parts: 
Part 1: Research Paper
Part 2: Events Paper
Part 3: Interview Paper 504 Benchmark Assignments (.pdf) 0.15mb

Courses Taken: Annalise B. Shaffer
The AIA standard supported by (1) Counseling Skills Assignment, (2) Final Skills Competency Scale (Consultant), and (3) Live Supervision Video Link Assignment is counseling prevention and intervention. 505 Benchmark Assignments (.pdf) 0.18mb

Courses Taken: Annalise B. Shaffer
The AIA standards supported by the Benchmark Professional Theoretical Approach to School Counseling Paper are counseling prevention and intervention and foundations.  510 Benchmark Assignment (.pdf) 0.15mb

Courses Taken: Annalise B. Shaffer
The AIA standards supported by Benchmark Psycho-educational Group Assignment and the Benchmark Critical Incident Paper Assignment are counseling prevention and intervention and foundations.  512 Benchmark Assignments (.pdf) 0.22mb

Courses Taken: Annalise B. Shaffer

The AIA standard supported by the Qualitative and Quantitative Reporting Assignment and the Research Proposal Paper is research and evaluation. 

515 Benchmark Assignments (.pdf) 0.11mb

Courses Taken: Annalise B. Shaffer

The AIA standards supported by the Benchmark Career Self-Assessment and Exploration Paper Assignment and Benchmark Career Development Program Proposal Assignment are counseling prevention/intervention and assessment.

522 Benchmark Assignments (.pdf) 3.04mb

Courses Taken: Annalise B. Shaffer

Courses Taken: Annalise B. Shaffer

The AIA standards supported by the Comprehensive Child and Adolescent Counseling Benchmark are foundations, counseling prevention/intervention, and assessment.

611 Benchmark Assignment (.pdf) 0.11mb

Courses Taken: Annalise B. Shaffer

The AIA standards supported by the Benchmark Exploring Reliability and Validity Assignment and the Benchmark Initial Interview Assignment are assessment and research/evaluation. 

622 Benchmark Assignments (.pdf) 0.19mb

Courses Taken: Annalise B. Shaffer

The AIA standards supported by the Benchmark School Counseling Parent-teacher Presentation Assignment are foundations, academic development, leadership, and collaboration/consultation. 

660 Benchmark Assignments (.pdf) 1.49mb

Courses Taken: Annalise B. Shaffer

The AIA standards supported by the Benchmark School Counseling Brochure Assignment and the Benchmark Data Presentation Assignment are foundations, counseling prevention/intervention, leadership, and collaboration/consultation. 

661 Benchmark Assignments (.pdf) 4.94mb

Courses Taken: Annalise B. Shaffer

The AIA standards supported by the Benchmark Case Conceptualization and Treatment Plan and the Practicum Final Pre-AIA Evaluation are foundations, counseling prevention/intervention, diversity/advocacy, assessment, research/evaluation, academic development, collaboration/consultation, and leadership.

692 Benchmark Assignments (.pdf) 5.44mb

Courses Taken: Annalise B. Shaffer
The AIA standards supported by the Benchmark Case Conceptualization and Treatment Plan and the Practicum Final Pre-AIA Evaluation are foundations, counseling prevention/intervention, diversity/advocacy, assessment, research/evaluation, academic development, collaboration/consultation, and leadership.  693 Benchmark Assignments (.pdf) 7.14mb

Courses Taken: Annalise B. Shaffer

Courses Taken: Annalise B. Shaffer

Courses Taken: Annalise B. Shaffer

Courses Taken: Annalise B. Shaffer

Courses Taken: Annalise B. Shaffer
667 Benchmark Assignments (.pdf) 0.17mb

Courses Taken: Annalise B. Shaffer

Exam History: Annalise B. Shaffer
PRAXIS score report (.pdf) 0.26mb

Projects: Annalise B. Shaffer
During my elementary practicum placement, I led a six-week psycho-educational counseling small group with seven third-grade students. The focus of this counseling group was executive functioning and student success. I used ASCA mindsets and behaviors to help students build essential academic and social skills.

Each session focused on a different skill: (1) setting SMART goals, (2) managing time with a "staying on track" chart, (3) practicing mindfulness and self-regulation through a game of Simon Says, (4) making positive decisions through a "choose your own adventure" activity, (5) developing coping strategies with movement-based activities, and (6) understanding the importance of attendance through group accountability and affirmations. I designed engaging, developmentally appropriate lessons that helped students improve their organization, focus, and problem-solving skills while fostering a supportive group environment. Practicum Final Project Presentation (.pdf) 4.72mb

Projects: Annalise B. Shaffer

I led a four-lesson classroom guidance unit for kindergarten classes at my placement site, focusing on social-emotional learning. I planned these lessons with special considerations for the two classrooms in which about half of the students have IEPs. Each lesson was designed to be engaging, developmentally appropriate, and accessible to all students.

In the first lesson, I introduced feeling identification using Big Feelings by Alexandra Penfold and Suzanne Kaufman, helping students recognize and name their emotions through interactive storytelling and discussion. We also completed an emotion I-spy activity. 

The second lesson focused on emotional regulation strategies and coping skills. We read When I Feel Angry by Cornelia Maude Spelman. Students practiced deep breathing techniques and made their own "coping skills toolbox."

The third lesson emphasized friendship skills, positive peer interactions, and kindness. We read What Does It Mean to Be Kind? by Rana DiOrio. I demonstrated the importance of kindness through modeling a "magic" disappearing colors experiment. Student also practiced giving their peer compliments, and we completed an activity where students had to identify "warm words." 

The final lesson reinforced all previous concepts, but focused on teamwork. We read The Golden Acorn by Katy Hudson. 

Throughout the unit, I ensured that all activities were hands-on and engaging, helping students build foundational social-emotional skills essential for classroom success.

Internship 1 Cumulative Project Presentation (.pdf) 3.18mb

Internships: Annalise B. Shaffer

Licenses & Certifications: Annalise B. Shaffer
ASCA Membership Card (.pdf) 0.02mb

Licenses & Certifications: Annalise B. Shaffer
Behavioral Guidelines: The Use of Seclusion and Restraint Training Certificate (.pdf) 0.16mb

Licenses & Certifications: Annalise B. Shaffer
Child Abuse and Neglect Recognition and Intervention Training Certificate (.pdf) 0.11mb

Licenses & Certifications: Annalise B. Shaffer
Cultural Competency Training Certificate (.pdf) 0.33mb

Licenses & Certifications: Annalise B. Shaffer
Dyslexia Awareness Training Certificate (.pdf) 0.11mb

Licenses & Certifications: Annalise B. Shaffer
First Aid Certification Card (.pdf) 0.13mb

Licenses & Certifications: Annalise B. Shaffer
CPR/AED Certification (.pdf) 0.20mb

Licenses & Certifications: Annalise B. Shaffer
Schools and Grief: Helping Students Cope with Death Training Certificate (.pdf) 1.86mb

Licenses & Certifications: Annalise B. Shaffer
Supporting Caregivers of Youth with Substance Use Problems Affected by Trauma Training Certificate (.pdf) 1.86mb

Licenses & Certifications: Annalise B. Shaffer
Psychological First Aid (PFA) Certificate (.pdf) 0.55mb

Honor Societies: Annalise B. Shaffer
From the Omicron Delta Kappa (O∆K) website:
"O∆K only accepts sophomores, juniors, seniors, and graduate student members.  Undergraduates must be in the top 35% of their class. Graduate students must meet stringent criteria set by each circle. Faculty, staff, and alumni must be leaders in their field, on-campus, or in the community. Less than 5% of eligible students will receive an invitation to join. This is an honor that will serve you throughout your life."

I was invited and admitted to O∆K after graduating from the University of South Florida with my undergraduate degree. 

Research Experience & Interests: Annalise B. Shaffer
The Crime Research Etiology and Treatment Evaluation (CREATE) Lab seeks to identify the causes and consequences of crime and establish evidence-based prevention efforts. After joining in 2021, I become the CREATE Lab Undergraduate Coordinator until I graduated from USF in 2022. I was tasked with duties such as testing/reviewing survey forms, outlining academic/peer-reviewed articles, and transcribing interviews done with inmates.