Instructor-Led Training
Case Study
Project: Career Foundations
Tools Used in Development: Google Workspace, Canva
Time in Development: 100 hours
Client: The King’s Daughters Ministry (KDM)
Problem
Women taking career development courses at KDM often lack both direction and confidence in pursuing employment. Many have experienced trauma, unstable work histories, or long gaps in employment, which contribute to fear, avoidance, and low follow-through during the job search process.
Existing instruction was inconsistent and primarily focused on information delivery rather than behavior change. Participants struggled to:
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Identify realistic career paths
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Take consistent action steps (applications, follow-up, preparation)
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Discern between productive thoughts and limiting beliefs
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Stay engaged without access to personal technology during sessions
Additionally, instructors needed a structured, repeatable framework that could guide discussion while still allowing flexibility for varied life experiences and readiness levels.
Solution
I designed Career Foundations, a structured, instructor-led training program that moves beyond information delivery to focus on behavior change, decision-making, and practical action.
The course uses a seven-session framework that integrates:
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Guided discussion and reflection to build self-awareness
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Practical tools and worksheets to support real-world application without requiring technology
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Scenario-based activities to help participants recognize and challenge unhelpful thinking patterns
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Incremental action steps to reduce overwhelm and build momentum
To support instructors, I developed a facilitator guide with clear prompts, timing, and discussion strategies, ensuring consistent delivery across sessions while maintaining a supportive, non-judgmental environment.
The result is a course that helps participants move from avoidance to action, equipping them with both the mindset and the tools needed to take meaningful steps toward employment.
Results
Only 2 participants have taken the course at this time. Early indicators show:
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Increased participant engagement during instructor-led discussions
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Improved ability to identify and challenge unhelpful thought patterns
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Greater willingness to take initial job search steps, even with low confidence
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Increased clarity around personal skills, experiences, and potential career paths
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More consistent follow-through on small, actionable tasks between sessions
Success metrics include completion of guided activities and worksheets, participant-identified action steps (e.g., resume creation, mock interviews), instructor observations of engagement and participation, and post-session participant feedback.
Facilitator Guide
Participant Guide
Slide Deck
Project: Guarding Hearts & Minds: Biblical Discernment in a Media-Saturated World
Tools Used in Development: Google Workspace, Canva, Camtasia
Time in Development: 100 hours
Client: The King’s Daughters Ministry (KDM)
Problem
Mothers participating in KDM programming often need support making wise, developmentally appropriate media choices for young children. Many are parenting under stress, rebuilding family routines, or learning how to provide structure after seasons of instability, trauma, or limited support.
While many parents recognize that media can affect young children, they may not know how to evaluate it beyond surface-level concerns such as age ratings, popularity, or whether a show, song, or reading material appears “cute” or child-friendly. Participants needed help learning how to discern:
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How screen content, reading materials, and music may shape a child’s attention, behavior, emotions, and beliefs
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Whether media models obedience, disrespect, fear, selfishness, kindness, or problem-solving
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When a story element is neutral and when it needs correction or guided conversation
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How to co-view and listen to media and talk with children about both positive and negative behaviors
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How to make media choices that align with family values and biblical truth
Instructors also needed a structured, emotionally safe framework for teaching media discernment without shaming parents or turning the class into a counseling session.
Solution
I designed Guarding Hearts & Minds, an instructor-led media discernment curriculum that helps mothers evaluate children’s screen content through developmental, behavioral, emotional, and faith-based lenses.
The course uses guided discussion, video clips, sorting activities, reflection prompts, and practical tools to help participants move from passive media use to intentional guidance.
The curriculum integrates:
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Research-based instruction on how screen time can shape preschool development, attention, self-regulation, and behavior
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Biblical reflection to help parents connect media choices with heart formation and family discipleship
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Scenario-based discussion using children’s media clips to practice identifying messages, modeled behaviors, and areas needing correction
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Sorting activities such as Biblical Truth, Neutral Story Device, or Needs Correction to build discernment skills
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Parent conversation prompts to help caregivers guide children through both positive and negative media examples
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A Preschool Screen Discernment Checklist as a performance support tool for real-life decision-making
To support instructors, I developed a scripted facilitator guide with redirection statements to keep the session focused, emotionally safe, and appropriate for the learning environment.
The result is a practical, parent-centered curriculum that equips mothers to evaluate media content more thoughtfully, guide conversations with their children, and make media choices that support healthy development.
Results
Session 1 has been delivered to participants and received very positive feedback. Because this session focused specifically on screen time, early results centered on participant awareness, reflection, and readiness to change viewing habits.
Participants shared that they had not previously considered how media could influence a child’s behavior, beliefs, emotional responses, and expectations. Several recognized that they had been choosing shows primarily because the content seemed familiar, entertaining, or personally enjoyable, rather than evaluating whether it was developmentally appropriate for preschool children.
After the session, participants showed increased interest in learning how to evaluate children’s media more intentionally. They responded especially well to the concept of interactive watching, recognizing that parents can guide children’s understanding by making simple observations during screen time, such as pointing out unkind behavior, naming polite behavior, or helping children notice whether a character’s choices were wise or harmful.
Early indicators show:
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Increased awareness of the connection between screen content and child behavior
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Greater understanding that age-appropriateness requires more than whether a show looks cute or entertaining
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Strong participant interest in learning practical media evaluation strategies
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Increased enthusiasm for co-viewing and guiding children through short, meaningful comments during screen time
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Recognition that parents can use media moments to reinforce values, behavior expectations, and discernment
Success metrics include participant feedback, instructor observation of engagement and discussion quality, participant ability to identify potential screen-time concerns, and expressed willingness to use interactive watching strategies with their children.
Case Study
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