I create a treatment plan based on a flexible implementation of a research-based, well regarded counseling approach that fits the needs of the client. I have no interest in providing therapy that continues on indefinitely. Maybe it's the former teacher in me, but I think we should have a sequence of targeted skills that build on each other, monitor progress, and have a goal end date in mind from the outset. If you'd like, you might request a periodic tune-up thereafter from time to time. I take an affirming approach with clients who present with neurodiversity, meaning that I will focus on leveraging strengths to drive life satisfaction and personal goals, and never dwell on “deficits.” I hope you will find me to be someone who builds authentic relationships, honors and seeks to understand individual differences, and strives to maintain continuous awareness of the impact of her own biases.

For children and adolescents, the essential components of any psychoeducational evaluation I complete include an interview with parents (usually via telehealth), collecting feedback from the teacher(s), collecting rating scale data (i.e., questionnaires asking the adult to rate the child's frequency or intensity of various behaviors/emotions) from parent(s) and teacher(s), and in-person testing with the child. The in-person testing with the child usually happens across two separate three-hour sessions in my office, where I will work with the child to better understand his cognitive, academic, and behavioral strengths and weaknesses. When all of the data have been collected and I have interpreted the findings, I complete a report that will include all of the results, any diagnoses (if relevant), and, most importantly, my recommendations for parents and teachers about how to support the child going forward. I go over the results of evaluation in a feedback session with parents (usually via telehealth). The report that I provide to the parents is theirs to do with it what they wish. It is their confidential information, but many parents choose to share the report with their child's teachers, pediatrician, occupational therapist, etc. so that they can better support the child. Testing with adults is very similar, but typically does not include parent interviews. Testing with toddlers includes significantly reduced in-person testing time. I am available for bilingual (English/Spanish) assessment.

Research tells us that the most effective approach for young people with a wide range of presenting concerns is cognitive-behavioral therapy. Evidence abounds, but a nice summary can be found here. CBT involves thinking about one’s own behaviors and inner experiences, so a certain amount of self-reflection and articulation is required. There is no hard and fast rule on age, as all children develop on their own schedules. Generally, “school-age” may be appropriate. Sometimes, especially with preschool-aged children or anxious children, the most effective approach may be for me to work with you as the parents (e.g., using a SPACE or PCIT-informed approach). I also see adolescents, which is an age range broadly defined to include young adulthood.

I see toddlers through adults for assessment, though my typical assessment client is school-aged. If you are wondering if your child is the right age for an assessment, I would be happy to discuss that with you during a free consultation.

No, I do not accept any insurance. I am considered an out-of-network provider. I encourage you to follow these tips to check your benefits ahead of time. I will provide you with a superbill upon request so that you may file for reimbursement. A third-party partner, Mentaya, can help streamline this process for a fee. Mentaya might be helpful if you:

• Have out-of-network benefits

• Feel overwhelmed by superbills and insurance

• Have submitted superbills but failed to get any reimbursement

• Simply want to skip the hassle of paperwork!