Registered Behaviour Analyst (R.B.A.)

How would you describe the current stage or most recent stage of your career as a Registered Behaviour Analyst?

I have been working in the field of Applied Behaviour Analysis (ABA) for 17 years and currently work as one of the first behaviour analysts in a school board in Hamilton. Our team of behaviour analysts and ABA Facilitators help to merge the clinical understanding of ABA to fit within a school environment of student learning. The role is focused on building a foundation and changing the way educators teach and support students with special education needs within an inclusive mainstream classroom. Building the capacity of educators to understand how to apply principles of ABA to their everyday teaching strategies is one of the core responsibilities of a behaviour analyst working in a school board. Over the past 12 years, I have also been focused on supervising staff who are pursuing international certification and building their skillset to become independent practitioners. I have also been fortunate to pursue teaching at the post-graduate level for students at Mohawk College and McMaster University across various courses.

As a behaviour analyst, you are consistently challenged with difficult situations that can be complex, so you are faced with the reality that you may not always have the answers. You must be comfortable with the fact that you are always learning and developing your skillset. This work can be challenging but it is rewarding.

What was your first ‘real’ job after graduating?

I was always working throughout my undergraduate years in a different field (i.e., finance and event planning). Although the work was in a different field, you gain important interpersonal skills for the workplace. However, my first real job in the field was as a behaviour interventionist working in a clinical setting. This experience built my clinical skills working directly with children, parents, teachers and other staffing groups. This direct work is extremely important as it is foundational for your consultation skills. You must do the direct work and be successful in that role to be able to provide efficient and effective coaching to others.

What advice would you give to the next generation of current students about how to make the most of their time in university?

Four years goes by in the blink of an eye. Live in the moment and take it all in. You may not remember every theory or required reading, but you will remember the memories and the people who shape you, help you grow, and inspire you. Find every opportunity to grow personally and professionally and take chances, even those you may be afraid to take.

What’s the most valuable or impactful piece of career advice you’ve received that you’d like to pass on?

Find a strong mentor, listen and learn from them. If you are inspired by someone in a role you want, learn from them so you can carve out your own path using the tools they teach you.

Which degree(s) did you complete during your education, either at McMaster, or at another institution? Please add any degree program details you think are relevant to understand your academic path (e.g. specializations, minors, post-graduate certificates, etc.)

• BA (Hons.) Psychology (Developmental Specialization) with a minor in Sociology – McMaster University
• Master of Education, Special Education with a specialization in Behaviour Disorders – University of British Columbia
• Received Board Certification for BCBA (Board Certified Behaviour Analyst) in 2013 and R.B.A. (Registered Behaviour Analyst) upon entry into the College of Psychologists and Behaviour Analysts of Ontario in July 2024

Registered Social Worker & Psychotherapist

How would you describe the current stage or most recent stage of your career as a Registered Social Worker & Psychotherapist?

I am currently the Founder, CEO, and Clinical Director of Green Forest Therapy, a group private practice providing psychotherapy, coaching, and educational services. As a Registered Social Worker and Psychotherapist, I work with neurodivergent individuals, including people with ADHD and autism, as well as clients experiencing anxiety, emotional regulation challenges, and major life transitions. My role combines clinical practice, leadership, and education. I provide psychotherapy, develop individualized treatment plans, oversee and support a multidisciplinary team, and manage the growth and operations of the practice. I also speak at universities, schools, professional conferences, and community and corporate events about neuroscience, neurodivergence, mental health, human behaviour, and performance.

This career is a strong fit for me because it brings together my interests in neuroscience, human behaviour, education, and mental health. I value helping people understand themselves more compassionately, recognize their strengths, and develop practical strategies for meaningful change. Running a group practice also allows me to build evidence-informed, neurodiversity-affirming services that respond to the evolving needs of individuals, families, and communities.

What was your first ‘real’ job after graduating?

My first “real” job after graduating was at New Haven Learning Centre in Etobicoke. This role gave me early experience supporting autistic children and their families and helped me develop a strong foundation in understanding behaviour, communication, learning, and individualized support. The experience shaped my interest in neurodivergence and showed me the importance of looking beyond behaviour to understand each person’s needs, strengths, and environment. It ultimately influenced my development as a Registered Social Worker and Psychotherapist and continues to inform the neurodiversity-affirming approach I bring to my clinical work, public speaking, and leadership at Green Forest Therapy.

How did your ideas about career options evolve from the time you entered first year university to your final year and beyond (and what influenced those ideas)?

When I entered university, I did not fully understand the range of careers, roles, and organizations available to someone studying psychology and sociology. Initially, I focused heavily on finding a career that offered a good salary and a respected position. At the time, those seemed like the clearest indicators of career success. By my final year and in the years after graduation, my perspective became more nuanced. I learned that compensation can be fairly similar across many positions in the field, while the experience of working in those positions can vary significantly. I began considering factors such as the population being served, the nature of the day-to-day work, workplace culture, supervision, flexibility, autonomy, opportunities for growth, and alignment with my values.

My psychology and sociology studies helped me understand people both individually and within the broader systems that influence their lives. However, it was through work experience that I discovered how widely those skills could be applied. This eventually helped me build a career that combines clinical practice, organizational leadership, entrepreneurship, education, and public speaking.

What advice would you give to the next generation of current students about how to make the most of their time in university?

My advice would be to use university as a time to explore, not as a deadline for having your entire career figured out. Take courses that genuinely interest you, speak with professors and alumni, attend events, and look for volunteer, research, or work opportunities that allow you to experience different roles and settings. Pay attention not only to what you are good at, but also to the type of work, environment, and people that bring out your best. Career satisfaction involves more than salary or job title—it can also depend on workplace culture, flexibility, autonomy, growth opportunities, and whether the work aligns with your values. Finally, build relationships and remain open to unexpected opportunities. The experiences that seem small at the time can help you identify your strengths, expand your understanding of what is possible, and shape a career path you may not have known existed when you began university.

As you reached graduation, did you pursue any post-graduation recruitment programs, associations, internship opportunities, certificates, or similar experiences to help establish your career? If so, how do you reflect on the experience(s)?

After graduation, I completed a postgraduate certificate in Autism and Behavioural Science, which significantly shaped my career trajectory. I then spent six years working in Applied Behaviour Analysis (ABA), supporting autistic individuals and their families, including those navigating co-occurring diagnoses and complex support needs. During those years, I worked in several capacities, including direct behavioural intervention, parent coaching, and supervision. I hired and trained staff, coordinated scheduling, and developed policies, procedures, and individualized programs. I also had the opportunity to collaborate within multidisciplinary teams, working alongside school support teams, psychologists, Board Certified Behaviour Analysts (BCBAs), speech-language pathologists, occupational therapists, and other professionals. These experiences gave me a strong foundation in human behaviour and behavioural therapy while teaching me how to support individuals and families from multiple perspectives.

Looking back, the certificate did much more than help me secure my first professional opportunities, it helped develop my clinical expertise, collaborative approach, leadership skills, and understanding of how effective services are designed and delivered. This foundation continues to influence my work as a psychotherapist, educator, speaker, and leader of a group private practice.

What was the sequence of job types for you after completing your undergraduate degree? For example, did you take survival jobs, or full-time jobs on a short-term contract? Did you immediately start an ongoing full-time position? Did you participate in gig work, consulting work, or entrepreneurship? Or was your first step further education?

I completed a one-year postgraduate certificate, then started a full-time salaried position, and later moved to a government-regulated, full-time salaried position. I later moved into service-based work and contract work, where I was paid contingent upon direct client hours. By 2021, I fully transitioned into contracting my services to companies and providing consulting before becoming a business owner.

Did you get involved in any on-campus clubs, associations, or leadership roles? If so, how do you reflect on that experience?

I was actively involved in campus life through several clubs, associations, and leadership roles. I participated in the Tamil Students’ Association and later became its Vice-President. I was also involved with the South Asian Alliance, the Social Sciences Society, and two dance teams connected to the cultural associations. Additionally, I served as a group leader at the Horizons Leadership Conference. These experiences made my time at McMaster much more enjoyable and meaningful. They allowed me to build lasting relationships, strengthen my leadership skills, and create a sense of community around myself. On a large campus, there was something comforting about being able to walk almost anywhere and see a familiar face. Looking back, my involvement outside the classroom was an important part of my university experience and helped shape my confidence, sense of belonging, and ability to connect with people from different backgrounds.

If you’ve been in a role responsible for hiring newly graduated students, what trends are you seeing, and what are you looking for in potential new employees?

As the owner of a group private practice, I have been responsible for hiring and supporting early-career professionals. I have found that many new graduates bring strong academic knowledge, social awareness, and a genuine desire to make a difference. However, success in the workplace also requires the ability to translate that knowledge into practical skills. When hiring, I look for curiosity, initiative, reliability, self-awareness, and openness to feedback. I also value strong communication, sound judgment, and the ability to build meaningful relationships with clients, families, colleagues, and community partners. Candidates do not need to know everything upon graduation, but they should be willing to ask questions, continue learning, and take responsibility for their professional growth. Relevant volunteer, employment, and community experience can be just as meaningful as academic achievement because it demonstrates how someone works with others in real-world settings.

Which degree(s) did you complete during your education, either at McMaster, or at another institution? Please add any degree program details you think are relevant to understand your academic path (e.g. specializations, minors, post-graduate certificates, etc.)

• BA Psychology – McMaster University
• BA (Hons.) Sociology – McMaster University
• Autism and Behavioural Science Certificate, Post Graduate Certificate – Algonquin College
• Cognitive Behavioural Therapy Certificate – OISE, University of Toronto
• Master of Social Work – University of Windsor