She graduated from Beijing Forestry University with a Bachelor's Degree in Food Science and Engineering, University of Birmingham with a Master's Degree in Advanced Chemical Engineering, and King's College London with a Master's Degree in Psychology and Neuroscience.
She was trained in a two-year long-term counselor program, Psychological Crisis Intervention Professionals Training, School Counselor Systematic Thinking Workshop, Focused Solution Short Term Therapy Training one-year program, Crisis Intervention, Grief Counseling and Trauma Repair Training, Advanced Family Therapy Training, Sexuality Education Lecturer, and Sexuality Counselor for Children and Adolescents.
She has been teaching for 14 years and has worked at ISB, BCIS, and THSI before joining MSA.
She serves as the Middle School Counseling, providing one-on-one counseling, tutoring, psychosocial assessment, and crisis intervention for learners, as well as facilitating the implementation of the G6-G8 Social Emotional Program in the Middle School; working closely with and supporting other educators and families of learners; and providing growth counseling services to families of learners. She is responsible for the day-to-day management of the 8th grade as the 8th grade team leader. She believes that the era of artificial intelligence has come, and social and emotional skills are more important than knowledge reserves. Cultivating learners' empathy enhances their ability to empathize with and understand others; helps them explore their interests and understand themselves; guiding them to form clear moral judgments and stand up for right and wrong; improving their communication and collaboration skills and team resilience; and improving their emotional intelligence to cope with life's challenges. These abilities will help them cope with the present and embrace the future.
She is interested in adolescent psychology, social-emotional learning, self-awareness, self-discovery, family parenting, sex education, multiculturalism, neuroscience, etc, and likes hiking, tennis, skiing, traveling, raising small animals, etc.
She believes that everyone is an expert in their own life and that each person's life story is complex and unique, and cannot be summarized by simple definitions or labels. It is these complexities that create the diversity of life and each person's unique perspective. She wants to work in equal partnership with learners and their families to explore ways to address challenges that work for them. At the same time, she believes that the problem itself may not be the problem; it is the way we respond to the problem that really matters. Just as mental illness is not the problem, the problem is how to cope with it, to live with it, and to reduce its impact on our lives.