Active Adjunct Instructors

 

Hala Alyan, Psy.D., is a licensed clinical psychologist who works at New York University Counseling and Wellness Services. She has treated a range of adults and adolescents in various settings, including asylum agencies, substance abuse clinics, hospitals, counseling centers and correctional facilities. Her specialties include trauma, eating disorders and substance abuse treatment.

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is a licensed clinical psychologist and certified psychoanalyst in private practice in New York and New Jersey. He holds a PhD from NYU and he is a graduate of the William Alanson White Institute for Psychotherapy and Psychoanalysis. He works with individuals and couples. Dr. Belkin's specialties include the treatment of trauma, low self-esteem, eating disorders, and addiction. He serves on the editorial board of the Journal of Contemporary Psychoanalysis. Dr. Belkin is a frequent contributor to the Contemporary Psychoanalysis in Action/Psychology Today Blog. He enjoys working with men and women of different ages, races, sexual orientations, and social classes.

For more information about Dr. Belkin's training and work, please visit his website.

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Claudia Belloso, is a Bilingual School Counselor, graduated with a Masters Degree from NYU in 2008. She currently works in the NYC Department of Education Public School 108 (PS/MS 108). She is the Guidance Counselor for Elementary, providing mandated individual and group counseling sessions to students with an IEP, as well as at-risk students.

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Alexander Belser, MPhil, PhD Candidate

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is a psychologist who has worked in a wide variety of settings, including hospitals, nursing homes, the Board of Education, and group homes for the developmentally disabled. He has specialized in rehabilitation and mind/body work. Dr. Berger received his BA from Brooklyn College, MEd from Teachers College, Columbia, and doctorate in counseling psychology from NYU.

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Michael Boehm, Ph.D.

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is the Chief Psychologist at the New York Foundling, a child welfare agency in the City of New York. She oversees the Mental Health Treatment Services for abused, neglected, and traumatized children and their caregivers, which uses efficacy based treatment modalities including Trauma Focused CBT and Alternatives for Families CBT. In addition she has a private practice and consults at schools. She has been teaching as an Adjunt Assistant Professor in Applied Psychology for 10 years, and her classes include Mental Health and Wellness Internship I and II, Group Dynamics, and Departmental Seminar.

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Keosha T. Bond, EdD, MPH, CHES is Health Education Specialist and Behavioral Scientist who has centered her work around the complex intersections of race, sexuality, social justice and health disparities among marginalized populations. Her publications and presentations at national and international conferences have examined the psychosocial and cultural contexts that influence individual behaviors and population-level health outcomes. As a researcher, Dr. Bond ‘s most recent work has concentrated on the development of innovative health education interventions using online technology and social media for a broad dissemination of behavior change interventions. She has extensive experience in community-based participatory research, qualitative methodology, and survey methodology. Dr. Bond is currently a Post-doctoral fellow in Behavioral Science Training in Drug Use Research at the NYU Rory Meyers School of Nursing ., an affiliated- investigator at the Center for Drug Use and HIV Research, and teaches psychology at Hunter College. She holds a Doctorate in Health Education from Columbia University Teachers College. She is also a Certified Health Education Specialist and holds a Master in Public Health from Hunter College, a BS in Psychology from Fordham University, and a Certification in Comparative Effectiveness Research from New York University. She is currently working on a research project entitled Exploring Black Women’s Perceptions of Pre-exposure Prophylaxis (PrEP) for HIV Prevention, funded by the Center for Drug Use and HIV Research.

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Tracy Brewer, Ed.D., is the Assistant Superintendent of Instruction and Learning at Navasota Independent School District in Navasota, Texas. Her departments include instructional technology, testing and assessment, student services, curriculum, and human resources. She holds a doctorate degree in Educational Leadership from Lamar University, where she was recognized by the Department of Education and Human Development as an Outstanding Doctoral Student for 2016. She earned a master's degree in Educational Psychology and a bachelor's of science degree in Psychology from Texas A&M University in College Station, Texas. Dr. Brewer is a member of Phi Kappa Phi Honor Society and Sigma Tau Delta Honor Society. She is certified in the following areas: Superintendent EC-12, Principal EC-12, School Counselor EC-12, Special Education Counselor PK-12, Vocational Counselor 6-12, Secondary Psychology 6-12, Secondary English 6-12, Texas Teacher Evaluation and Support System, Texas Principal Evaluation and Support System, CPI Non-violent Crisis Intervention, A.L.I.C.E. School District Implementation, and Instructional Leadership Development. Dr. Brewer is a member of Texas Association of School Administrators, Texas Council of Woman School Executives, and Association for Supervision and Curriculum Development.

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Elena Caruso-Myers, M.A., is the Director of Counseling & Graduate Support at Brooklyn Jesuit Prep, a middle school in the NativityMiguel Schools Network. At Brooklyn Jesuit Prep, she oversees the school counseling program while also tracking all of the graduates through high school and beyond. She holds a Bachelor of Arts in Psychology from Lehigh University and a Master of Arts in School Counseling from NYU.

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Born in Argentina of Jewish, Spanish and French ancestry, Cristina Casanova has made her home in New York City for more than 50 years. A multifaceted professional, and lifelong learner, she is a graduate of Columbia University, with an MA.,and M.Ed. in Counseling Psychology. Her 33-year career at the NYC Department of Education allowed her to hold several posts, including as the Assistant Director of Guidance. She is a licensed school counselor, school administrator, and supervisor of guidance.

Ever curious and not willing to rest on her resume, Ms. Casanova continues to explore best practices as they relate to the fast-shifting global technological landscape. In addition, she is an avid student of neurobiology, as it increasingly informs most contemporary counseling. Along the way, Ms.Casanova has immersed herself in myriad other learning modalities and has certification in the following: as a NYS Mediator; Cross Cultural Counselor; Trauma Therapist; Family Constellations Facilitator; and Modern Psychoanalytic Group Facilitator. She has actively pursued knowledge of various body-centered practices to enhance counseling.

A deep repertoire of skills, combined with broad academic scholarship and practical experience, enables Ms. Casanova to effectively navigate the realm of systemic counseling/school management and design, as well as other aspects of the school counseling field. Both confident and always ready to acquire more insight, she offers laser sharp interventions with sensitivity and respect. A well-known teacher of systemic approaches and trauma resolution, Ms. Casanova also travels widely to facilitate workshops across the globe.

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Margaret Caspe, PhD, Ed.M., is a developmental psychologist whose research focuses on how families, early childhood programs, schools and communities support young children’s learning and development. She works with schools, non-profit organizations, and foundations to develop strategies to support professional learning and continuous improvement for family-school-community partnerships. Margaret received her Ph.D. in Applied Psychology from The Steinhardt School of Culture, Education and Human Development at New York University. She holds an Ed.M. from the Harvard Graduate School of Education. She is based in New Jersey.

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Marty Cooper, PhD is a licensed counseling psychologist and mental health counselor with extensive experience in inpatient and outpatient mental health. He obtained a PhD in counseling psychology from Seton Hall University and a MA in counseling for mental health and wellness from NYU. Currently, he is an Assistant Professor in the graduate mental health counseling program at SUNY Old Westbury. Additionally, he maintains a private practice in NYC..

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Cynthia Copeland

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Sheri-Ann E. Cowie, Ph.D. is a clinician, researcher, and consultant who teaches Individual Counseling Practice at NYU to students preparing to become counselors. She previously taught classes in Human Development at NYU. She is certified through Temple University to conduct and create Diversity and Inclusion training and programs. Dr. Cowie offers individual, group, and family therapy as well as psychological evaluations, educational consulting to pre-schools, and consultation/group services aimed at helping youth foster/guardian care succeed in college. She is a staff therapist at the Therapy Center of Philadelphia which offers affordable therapy services to women and transgender communities in Philadelphia, PA. Dr. Cowie has worked in a variety of mental health settings including inpatient hospitals in New York and Pennsylvania, college centers, and community mental health agencies. Her published work has focused on pro-social behaviors, positive psychology outcomes, spirituality, and sexuality among youth and adults of African ancestry in urban communities as well as among Caribbean immigrants. She has conducted experiential group dynamics workshops and training on the interplay of boundaries, roles, authority, and tasks in organizations and recently led a workshop on intentional interactions across race, gender, and culture for preschool staff.

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Jennifer Cuervo, M.A, is a licensed bilingual school counselor with the Department of Education in NYC. She holds a double masters in Bilingual School Counseling and School Building Leader from NYU. Prior to that, she graduated from Johns Hopkins University.

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Rachel Curran, M.A., NCC, is a School Counselor at Hopewell Valley Central High School in Pennington, NJ. Her School Counseling specialties include individual and group counseling, crisis intervention, college and career counseling. Rachel also has experience in Higher Education/Student Affairs, where her specialties include career counseling, admissions, and residence life. Rachel’s Clinical Mental Health specialties include group counseling for children with emotional/behavioral disorders as well as women with eating disorders. Rachel holds the following certifications: NJ State School Counselor Standard Certification, Nationally Certified Counselor, and Myers-Briggs Type Indicator Certification. Rachel has an Master of Arts in Counseling Services and a Bachelor of Arts in Communications and Fine Arts from Rider University.

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Dr. Antoinette DeLuca, Psy.D., NCSP, HSP received her doctorate in school and community psychology. She teaches graduate courses in Program Development and Evaluation as well as Assessment of Children and Adolescents for students at New York University's Steinhardt School. Dr. DeLuca has served as a Council Member for the New York State Psychological Association for two consecutive terms as well as Member at Large on their Executive Committee for two consecutive terms. Dr. DeLuca was also formerly the executive director of an admissions assessment program serving New York City's Private and Independent schools. Active in the community, Dr. DeLuca serves on the community Advisory Board for Channel Thirteen / WLIW and on the Board of Directors for the New York City Arts in Education Roundtable.

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Sandra I. Dias, Ph.D. is a Licensed Clinical Psychologist in the state of New York and New Jersey. She received her doctorate in Counseling Psychology from New York University, Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development. Dr. Dias has experience with Health Psychology; PTSD and trauma work; evidence based treatments, such as Cognitive Behavioral Therapy, Motivational Interviewing, Cognitive Behavioral Therapy for Chronic Pain, and Cognitive Processing Therapy; immigration and acculturation; individual, group, couple, and family therapy; multiculturalism; psychodynamic therapy; group and organizational dynamics; substance sue treatment; and inpatient experience. She is trilingual fluent in Portuguese, Spanish, and English. She has taught as a faculty for New York University, Department of Applied Psychology. Her most recent research and publication entitled “Toxic rain in the class: Classroom interpersonal microaggressions” was published in the Educational Researcher on April 2015 (doi: 10.3102/0013189X155803).

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Rhonda Donoho, MA, Ph.D Candidate

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Joshua Dredze, Psy.D., received his doctorate in clinical psychology from the University of Hartford. He has specialized in cognitive-behavioral therapy and mindfulness interventions. He has trained at an array of clinical settings, including psychiatric inpatient facilities and college counseling centers. Dr. Dredze currently is a post-doctoral fellow at the Albert Ellis Institute where he focuses on cognitive-behavioral therapy and psychological testing.

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Eugenio Duarte, Ph.D

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Phyllis Dulberg, MS

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Jessica Egan completed her Ph.D. in clinical psychology at Long Island University, Brooklyn campus. She has experience working with adult clients suffering from a wide range of psychiatric problems in both inpatient and outpatient settings. Her specific areas of clinical interest include depression, grief, and interpersonal difficulties. Dr. Egan currently teaches Introductory Psychology to undergraduate students at Marymount Manhattan college, and she has previous experience instructing doctoral students in psychological assessment. Her research interests include mindfulness, attachment, reflective functioning, and interpersonal style.

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Kelly Escobar, M.S.

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Renee Exelbert, Ph.D.

 

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Ashley Fallon is a doctoral student in the Teaching and Learning Department at New York University. Her research interests span school leadership, organizational design and teacher education within Early Childhood Education. She has supported teacher education within the development of children’s intellectual, artistic, physical and social emotional growth. She received her B.A. from Mount Holyoke College and Ed.M. in Mind, Brain and Education from Harvard’s Graduate School of Education.

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Joseph Feola is a School Counselor at Stuyvesant High School in the New York City Department of Education, and PhD Candidate in the CACREP-accredited Counselor Education program at Montclair State University. His research focuses on the experiences and needs of LGBTQ+ youth, particularly in school settings, and also focuses on cultural competence and social justice in counseling. He is a Licensed Professional Counselor in New Jersey, and holds National Certified Counselor and Approved Clinical Supervisor credentials. His prior education includes Educational Specialist and Master of Arts degrees in counseling services from Rider University, and a dual-major Bachelor of Arts degree in English and psychology from Rutgers University.

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Mrs. Norma Feriz-Gordon, MSEd is a New York State certified Bi-lingual School Counselor. Currently, an Education Officer/College and Career Planning Manager on the College and Career Planning Team with the Office of Postsecondary Readiness (OPSR); within the central office of the New York City Department of Education. OPSR leads efforts to ensure all New York City students graduate prepared for postsecondary success. In her current role, Norma provides coaching and support to help high schools build capacity and school culture and establish partnerships to support students and families in the postsecondary planning process. Norma is also a Clinical Associate Professor at St. John's University for the School of Education providing supervision and guidance to graduate students on their counseling skills during their practicum and internship experience. Norma graduated in 2003 from New York University (NYU) earning a Bachelor of Arts in Psychology, she began her career at the NYU Child Study Center; a comprehensive outpatient facility for children, adolescents and their families as an Intake Coordinator and Research Assistant. She has also done extensive work with families in a variety of settings including working with Young Adult Institute/National Institute for People with Disabilities, Girls and Boy's Town in collaboration with the Department of Juvenile Justice, translating for Administration for Children Services, and other notable clinical settings. Norma holds a Master of Science in Education. Norma started working with the NYC DOE in 2011 where she provided individual, group, and college counseling. 2012-2016, Norma was the College and Career counselor at Hillcrest High School where she provided students with guidance and assistance in the areas of career exploration, college planning, and helping students hands on with the application and financial aid process. Her students have earned millions in college scholarships and grants.

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Dr. Fritz Galette maintains his own private practice in New York City, using a variety of therapeutic approaches including supportive counseling, life coaching, performance training, hypnosis, and biofeedback. Dr Fritz has coached authors through writer’s block and CEOs through difficult decision-making processes. He has advised couples on how to have healthy and lasting relationships. He has counseled individuals from all walks of life on how to overcome personal challenges and succeed at achieving life goals. Dr. Fritz has led workshops for various organizations including; Skadden Arps LLC, R/GA Interactive Advertising, CAMBA, New York University, Fordham University, The Brooklyn Bar Association, Bay Ridge Lawyers Association, American Inns of Court, American Meat Institute, Beth Israel Hospital, and was the keynote speaker at the 2014 Alchemy Systems Conference in San Antonio Texas. Dr. Fritz holds a doctorate in Clinical Psychology from Fordham University and has also been an adjunct professor of psychology at New York University, Fordham University, Queens College, and Lehman College. Undergraduate and graduate courses include "Therapeutic Interventions” and “The Psychology of Every Day Life." As a New York State Licensed Psychologist, Dr Fritz specializes in stress management, peak performance training, relationships, life balance, and strategic career planning. Working in the field of mental health for over two decades, his unique, deceptively laid-back yet aggressive approach focuses on helping people breakthrough barriers that prevent them from achieving professional and personal goals. Dr. Fritz has been interviewed for commentary by the New York Times, Ebony Magazine, Psychology Today Radio and Next Avenue Magazine. As host of the radio show “Ask Dr Fritz,” Dr. Galette engaged special guests and live callers on issues such as mental health and wellness, healthy relationships, and finding happiness to topical issues such as racism, gun violence and politics. Noted guests have included bodybuilder and actor Lou Ferrigno (The Incredible Hulk), jazz musician Pat Martino, state and national politicians, artists, authors and community leaders. Each show enlightened, informed and cultivated useful information and tips regarding everyday challenges and struggles for the listening public. Dr. Fritz is currently producing a cable TV program modeled after his radio show. The new project, entitled “Dr Fritz” has been seen on cable stations throughout New York City since Fall 2014.

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Helen M. Garinger, Ph.D., L.P.C., L.M.H.C., N.B.C.C. Dr. Garinger earned a Doctorate in Educational Psychology with a concentration in Counseling Psychology at the University of Connecticut. She received an Ed.M. from Harvard University, Graduate School of Education in Human Development and Psychology in the Risk and Prevention Program. She earned a Masters Degree from Tufts University and a Bachelors Degree from Syracuse University in Art History. Dr. Garinger began her career in public education as a K-8 Art instructor. For over twenty years she taught thousands of students gaining extraordinary insight into child development. She utilized that experience as a middle school counselor and as a therapist at the Child Guidance Center where she counseled children, adolescents, and their parents. For the past sixteen years, Dr. Garinger has taught graduate students training to become School and Mental Health Counselors. For the last 3 years, she has worked as an adjunct professor at NYU, Southern CT State University, Norwalk Community College, and the University of Bridgeport teaching undergraduates and graduates. Dr. Garinger was the Director of Training and a Lecturer in the Applied Psychology and Human Development Program at the Graduate School of Education, University of Pennsylvania. She taught at St. John’s University and was the Director of the School Counseling Program at the Rockland Graduate Campus branch of Long Island University. She continues to utilize her practical experiences from years in public education and clinical work to create meaningful, insightful, and challenging courses instructing graduate students to become effective professionals. Dr. Garinger’s research projects and numerous regional and national presentations reflect her varied interests. She conducted research on bullying, cyber bullying, the social/emotional needs of the gifted, and using the arts as a counseling intervention. She is currently involved in research to instruct teachers in basic counseling techniques to improve their communication skills with their students and parents, in a program entitled If Teachers Only Knew.

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Kalina Gjicali (kg1317@nyu.edu) is a Ph.D. candidate in Educational Psychology at The Graduate Center, CUNY and is currently also an Assistant Research Scientist at the Child & Family Policy Center at NYU Steinhardt. Prior to her doctoral studies, she completed her M.A. at Teachers College, Columbia University in Cognitive Studies in Education and her B.A. at Hunter College in Psychology and Sociology. Kalina is an immigrant from Albania who experienced school as an English language learner. Throughout her years in public school systems, she found comfort in the subject of mathematics since mathematical number symbols are a universal language. Suitably, her research focuses on the impact of cognitive (e.g., language comprehension) and social-cognitive constructs (e.g., attitudes, norms) on mathematics learning for ethnically diverse and language minority children. She uses advanced quantitative statistical methods to understand the influence of such factors on early numeracy competencies in the childhood years and mathematics performance in adolescence.

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Jacob W. Glazier, PhD, LAPC, NCC specializes in psychoanalytic and narrative therapy approaches that take a critical perspective towards symptomology. Jake’s research tends towards a transdisciplinary approach via theoretical and philosophical models and includes subjects like critical theory, embodiment, and desire as well as their relation to praxis and clinical practice. His work has been published in academic journals that include Psychoanalysis, Culture & Society, Mortality, Critical Horizons, Rhizomes, Journal for Cultural Research, and others.

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Nirit Gordon M.A., Ph.D. Candidate

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Karthik Gunnia, Ph.D. 

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Emily Halpin is a doctoral candidate in the Developmental Psychology program in the Applied Psychology department at NYU Steinhardt. She received her B.A. in both Psychology and Spanish from Bucknell University, from which she graduated summa cum laude and Phi Beta Kappa. Emily works on the Latino Family Engagement and Language Development Research Team led by Gigliana Melzi, her advisor and research mentor. Most broadly, Emily is interested in language development and the interrelations between language and culture. She is interested in the language and narrative skill development of young dual-language learners and is also interested in dual-language learners’ language attitudes and code-switching processes. Emily also volunteers at a bilingual Head Start center in Manhattan that has a close partnership with her research team.

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Jessica Harding, PhD, is a Researcher at Mathematica Policy Research. She received her BA in psychology from the University of Auckland in New Zealand and her PhD in the Psychology and Social Intervention Program at New York University. Her research explores how early childhood education and family support programs can promote low-income children’s development. She is particularly interested in policies and programs that support at-risk families to promote their children’s school readiness, including through increasing parents’ income, employment and education, their parenting skills, or their engagement with their children’s education.

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Dr. Deborah Hardy has 25 years of experience as a school counselor and is the former Director of K12 School Counseling Services in New York. As a multilingual and multicultural school counselor, Dr. Hardy has assisted students and families from all backgrounds in achieving academic success and transitioning to higher education opportunities. Dr. Hardy has coauthored the NYS Comprehensive K-12 School Counseling Model and Activity Lessons books for school counselors. Dr. Deborah Hardy is the Past President of the NYS School Counseling Association as well as the school counselor liaison for the NYS Education Department’s Pupil Personnel Advisory Board. Dr. Deborah Hardy is the recipient of the 2005 American School Counseling Association’s “Secondary School Counselor of the Year” Award. Currently Dr. Hardy works on providing training for school counselors in developing the support for all students by embracing the whole child approach in personalized learning.

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Tracy E. Hill, Ph.D. is the Associate Director of a local liberal arts college. She has taught at Penn, Drexel and Lehigh among other smaller institutions. She has a Master's degree in Counseling Psychology and Educational Psychology and earned her doctorate in Educational Psychology at Temple. She also has a private practice is a volunteer member of CISM in the Lehigh Valley. Her dog, Sigmund Freud goes to work with her every day.

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Courtney Hirsch, M.A., is an Assistant Director and Communications Strategist at the NYU Wasserman Center for Career Development. She has extensive experience helping college students explore career interests, identify strengths, and develop effective job search and networking strategies. Prior to this, Courtney provided crisis counseling and advocacy to crime victims in the Brooklyn District Attorney's Office and served as a Residence Hall Manager at NYU's uptown residence halls. Courtney received her M.A. in Counseling Psychology and her B.S. in Communications from NYU and has completed extensive coursework in Digital and Graphic Design Production. Courtney also moonlights as a pastry chef, which is her true passion and a testament to her belief that a satisfying career path often takes twists and turns.

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Noel Hunter, Psy.D. is a clinical psychologist specializing in psychosocial and trauma-informed approaches to severe emotional distress, including psychosis. She received her doctorate from Long Island University-Post and holds a Master of Arts in General Psychology from NYU. Her work has led to invitations to present workshops and lectures internationally and nationally, interviews for radio and online news, and several book chapters. Currently, she is in the process of publishing a book based on her dissertation looking at dissociation, psychosis, and trauma and ways in which mental health services can improve.

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Meryem Ibrahim is currently a School Counselor in the NYC Department of Education where she provides both at-risk and mandated counseling in addition to coaching soccer. She graduated with a Master of Arts and Master of Education degree in Psychological Counseling from Teachers College, Columbia University in 2010. Her past work experiences include working in non-profit supporting at-risk youth throughout NYC and co-founding a NYC public high school in South Bronx, NY, September 2012.

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Lisa Jaeger, MA, LMHC

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Veronica E. Johnson, M.Phil., is a doctoral candidate in Counseling Psychology at Teachers College, Columbia University. She is also a predoctoral intern at Jacobi Medical Center in the Bronx, NY providing inpatient and outpatient mental health treatment to children, adolescents, and adults. Aside from her clinical work, Veronica conducts research on the psychological and emotional impact of racism on its targets and other related topics such as racial identity, race-based trauma, racial socialization, and racism-related coping. Prior to her doctoral studies, Veronica earned her Bachelor of Science in Psychology from the University of Florida and conducted research in a Health Psychology research laboratory.

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Juliana Karras-Jean Gilles, M.A., is a Doctoral Candidate in Developmental Psychology at the CUNY Graduate Center, her doctoral research focuses on the intersection of inequality and civic development. Since 2010 she has worked with the Child and Family Policy Center at NYU Steinhardt where she earned her M.A. in Human Development and Social Intervention. At the center she has worked primarily with an ongoing longitudinal randomized evaluation of an early childhood intervention. She has also worked with The Leadership Program to conduct a mixed methods evaluation of a school-based parent engagement program serving thousands of NYC families, and currently works as an Evaluation Research Specialist with Impact Development and Assessment focusing on PYD among LGBTQ+ youth. Her research interests include: Inequality and civic development, culture and context, early childhood development, parental socialization, positive development among LGBTQ+ youth, program evaluation, participatory research, mixed methods, and intersectional approaches to research and evaluation.

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Martinque (pronounced Martinique) “Marti” Jones, PhD is currently a minority research postdoctoral fellow in the Department of Counseling and Clinical Psychology at Teachers College, Columbia University. Dr. Jones’ research centers on applying an intersectional paradigm to the study of Black women's identity, mental health, and counseling processes. Prior to joining the Teachers College community, Dr. Jones completed an APA accredited doctoral internship at the University of Florida Counseling and Wellness Center and earned her PhD in Counseling Psychology from the University of Houston.

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Sarah Kiperman, Ed.S., is a school psychologist specializing in play therapy practice through Astor Services for Families and Children. Sarah works with children who have experienced significant trauma in residential and outpatient settings. She has practiced as a school psychologist within the greater Atlanta area public school system. Sarah's research explores how LGBTQ youth experience supportive relationships; and she serves as a board member for Real Youth, an LGBTQ youth support group for 18-25 year olds. Sarah will graduate with her PhD from Georgia State University in school psychology (summer 2017), and will be seeking licensure as a Psychologist and as a Registered Play Therapist (RPT) over the next year.

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Kristin Kolozian, Psy.D. is a licensed clinical psychologist in New York State. She earned both her Doctor of Psychology (Psy.D.) Degree and Master of Science in Education (M.S.Ed.) Degree from Pace University. Throughout both her predoctoral training and postdoctoral work, she worked in a variety of settings and psychiatric facilities serving the under-served in New York City, including Acute Psychiatric Units at various NYC Hospitals, outpatient mental health and substance abuse treatment centers, and skilled nursing homes, providing psychotherapy to patients and their families, as well as substance abuse counseling, crisis intervention, and psychological assessment. Dr. Kolozian received her Certification in Emotionally Focused Therapy for couples (EFT) from the International Centre for Excellence in Emotionally Focused Therapy (ICEEFT), sub-specializing in couples therapy. She is currently in private practice and provides psychotherapy and workshops to individuals, couples, and families. Pro bono work includes volunteer work with the Disaster Response Team of the American Red Cross and NYCEFT Veteran Project. She is an Adjunct Professor and Clinical Supervisor at Brooklyn College and is affiliated with NYSPA, APA, ICEEFT, and NYCEFT.

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Michael J. Koski is a licensed psychologist. He received his Ph.D. in Counseling Psychology in 1998. He currently is an adjunct Associate Professor of Psychology and Education at Teachers College, Columbia University where he supervises doctoral students and teaches a course in Group Work with Children and Adolescents to School Psychology students. He has led support groups for people with AIDS and their caregivers at Gay Mens Health Crisis and currently leads a support group for adult children caring for a parent with Dementia. Dr. Koski also has completed a three year program at the National Institute for the Psychotherapies in Psychoanalytically informed psychotherapy. Dr. Koski is an adjunct Assistant Professor of Applied Psychology at the Steinhardt School, NYU and has taught the course: Internship in Mental Health and Wellness for over 15 years. Dr. Koski worked as a teacher and guidance for the New York City Department of Education for over 30 years.

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Yana Kuchirko, Ph.D Candidate

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Sandra Kupprat, PhD, MS, MA, is a psychologist who obtained her Counseling Psychologist doctorate and Counseling and Guidance Master's degrees from New York University. Prior to that she received her Master's in Human Resource Management from New York Institute of Technology and her Bachelor's in Psychology from SUNY Geneseo. Dr. Kupprat served as a Project Director for Project ACCESS and a Research Assistant for Project VOCALL at NYU CHIBPS. She serves on the board of the Baruch Computer Center for Visually Impaired People (BCCVIP). Her research interests include assessment, advocacy work, HIV/AIDS & disabilities, career counseling and career development.

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Elsa Lee graduated from New York University with a Ph.D. in Counseling Psychology in 2015. She earned her M.A. and Ed.M. at Teachers College, Columbia University in Psychological Counseling, and completed her B.A. in Psychology (Distinction) at University of Virginia. Dr. Lee is currently a clinical neuropsychology post-doctoral fellow at Icahn School of Medicine at Mount Sinai, where she provides neuropsychological assessment and treatment to individuals with traumatic brain injury (TBI) and other neurological disorders. She is also a research associate at Columbia University School of Social Work. She conducts research on multicultural issues, psychological outcomes, aging, and TBI, and has published in book chapters and peer reviewed journals. Dr. Lee completed her internship at NYU Rusk Rehabilitation Institute providing neuropsychological evaluations, counseling, and group treatment. She was broadly trained at a variety of clinical settings including Bellevue Hospital Center, Long Island Jewish Medical Center, Manhattan VA, and Baruch College Counseling Center. Prior to her doctoral training, Dr. Lee worked as a psychotherapist at the Child Center of New York and a crisis hotline counselor at Lifenet.

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Mineko (Anne) Legendy, Ph.D., is a psychologist in private practice working with couples and individuals at Upper West Side Psychotherapy in New York City. She is Vice-President of the New York Center for the Study of Groups, Organizations, and Social Systems, an affiliate group of A.K.Rice. She completed her doctoral training at Jacobi Medical center, received her doctorate in Applied Psychology from New York University, and completed her postdoc at William Alanson White Institute. Prior to that she graduated from Brown University with degrees in Psychology and the History of Art and Architecture.

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Ian Levy, M.A., Ed.M. is a School Counselor and Doctoral Candidate in the department of Health and Behavior Studies at Teachers College, Columbia University. Ian's work falls at the intersection of education and mental health, specifically focused on the use of hip hop therapy in schools as a means to address mental health disparities. Ian is the creator of a hip hop therapy based school counseling program called Counseling Youth by Promoting Healthy Emotional Reflection (CYPHER), which he deploys directly through role as a school counselor. In 2013, Ian Levy was honored with the delivery of a TEDx Talk on Hip Hop and Spoken Word Therapy: A path of Self-Discovery and Emotional Stability. In 2016 Ian's work was featured in the NY Times, XXL Magazine, Complex Magazine, on Fox5 NY, and News 12 the Bronx. He was also named the New York State School Counselor of the Year by the New York State School Counselors Association.

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Ariane Ling, Ph.D., is a Postdoctoral Psychology Fellow at the Steven A. Cohen Military Family Clinic at NYU Langone Medical Center working with individuals and couples. She received her BA in Psychology and East Asian Studies from New York University- CAS and earned her PhD in Counseling Psychology from New York University- Steinhardt. Her research interests include Asian and Asian American mental health and the adolescent and emerging young adult experience. In addition to research, she is committed to working with underserved communities, particularly among the veteran community, cultural competency in practice, research and training, and issues of social justice in multicultural counseling.

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Bailey P. MacLeod, PhD is a licensed professional counselor and counselor educator specializing in clinical mental health counseling and addiction in Charlotte, NC. She is currently working in private practice where she see adults, couples, and adolescents. Dr. MacLeod holds a PhD in Counseling from UNC Charlotte and a Master's degree in Clinical Psychology from the University of Central Florida. In addition to her clinical work, Dr. MacLeod has been working as an adjunct professor in the counseling departments at Winthrop University and UNC Charlotte since 2015.

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Geraldine Mapel, Ph.D

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Tamar P. Martin-Franklin is a licensed counseling psychologist with a subspecialty in clinical neuropsychology. She recently completed the NYU Post-Doctoral Program in Psychotherapy and Psychoanalysis. She is also certified as a rehabilitation counselor. Her background includes several years experience working in the field of education and rehabilitation medicine. In addition, she has a private practice in Greenwich Village and provides individual and family therapy. Dr. Martin-Franklin has published on several topics, including women with disabilities, pediatric brain injury, and educational adaptations and behavioral strategies to improve performance of students with cognitive impairments in the classroom. She also presents at workshops and conferences. Dr. Martin-Franklin has been a member of the faculty and teaches graduate courses in clinical rehabilitation and mental health counseling at Hunter College, CUNY, Department of Educational Foundations and Counseling Programs. She was also the coordinator of the Work-Study Project in rehabilitation counseling with a specialization in substance use disorders for more than 10 years. She was the project psychologist for the Traumatic Brain Injury Project at Mount Sinai Medical Center, Department of Rehabilitation Medicine, New York City, from 1995 – 2001. Dr. Martin-Franklin is also an avid fly fisher who combines her knowledge and skills as a rehabilitation psychologist with her love and appreciation of fly fishing to support veterans with disabilities living in her community. From 2008 – 2012, she was the Program Lead for Project Healing Waters Fly Fishing, Inc. (PHWFF) in New York City that offers an alternative approach to recovery and community integration for active duty military personnel and veterans with disabilities who have endured the stress of serving in harm’s way. She later became the regional coordinator (2010 – 2016) for the Mid-Atlantic region of PHWFF that included 14 programs in New York and New Jersey. She is a founding member of the R4 Alliance, a non-profit, national organization of recreation-based programs offering services to our military community.

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Meghan McCormick is a Research Associate at MDRC, a social and education policy research firm in New York City. Her research uses experimental and quasi-experimental approaches to estimate the impacts of school- and center-based programs and policies on low-income children’s academic, behavioral, social, and emotional outcomes. She is particularly focused on using innovative methods to explain the mechanisms behind program impacts, and on identifying strategies to ameliorate the negative effects of poverty on children’s development. McCormick is the project manager and a lead impact investigator for the Expanding Children’s Early Learning (ExCEL) P-3: Promoting Sustained Gains from Preschool to Third Grade study. She is a co-principal investigator with colleagues at New York University on an Institute of Education Sciences (IES)-funded follow-up study of the social-emotional learning program INSIGHTS into Children’s Temperament. In addition, she has conducted quantitative analysis for the Supporting Healthy Marriage project’s daily diary study. She received her PhD in applied psychology and quantitative methods from New York University in 2015, where she was an Institute of Education Sciences Predoctoral Fellow and a National Academy of Education/Spencer Dissertation Fellow. In 2016, she was awarded the IES Outstanding Predoctoral Fellow Award for her early career research. McCormick holds an AB in public affairs from Princeton University’s Woodrow Wilson School.

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Michael McCutcheon, Postdoctoral Fellow 

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Cristina Medellin-Paz, Ph.D. is currently an Assistant Research Scientist at the playLab. Her work focuses on exploring opportunities for play-based experiences in urban early childhood classrooms using the Early Childhood Time-Use in Schools-Profile. Her research interests center on identifying effective strategies for incorporating playful opportunities in early childhood classrooms that serve diverse low-income children through research and professional development. She has a specific interest in understanding the role of play in meeting the needs of Latino communities. Rather than focusing on the gaps in school readiness and opportunities for play, her work takes a strengths-based approach to examine the role of culture and context in understanding how development unfolds within different settings. Cristina received her B.A. in psychology from Hunter College, City University of New York, and her Ph.D. in developmental psychology from the Graduate Center, City University of New York. She lives in Long Island with her husband Eleazar and children Adriana and Alejandro.

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Vicky Mesrie, Psy.D. received her doctorate in Clinical Psychology from Long Island University, Post campus. She specializes in psychodynamic and psychoanalytically-oriented therapy with an emphasis on relational, trauma-informed, and attachment based perspectives. Her modalities of treatment include individual, couples, group, and play therapy. Dr. Mesrie has worked in a variety of settings, including acute and long-term inpatient hospitals and outpatient mental health clinics. Her areas of interest include trauma and abuse, mood, anxiety, obsessive compulsive disorders, and serious mental illness.

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Miriam Morrow is a Certified Deaf Interpreter and has over 20 years of experience teaching American Sign Language (ASL) to children, adults, college students, family members of deaf children, and professionals. She appears in several ASL educational CD-ROMS for children and adults and initiated the first “Mommy & Me” sign language classes in NYC. She provides private classes, tutoring and presentations for professional development.

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Carole Moskowitz, MA. has taught American Sign Language for more than 15 years with New York University, the New York Society for the Deaf, Nassau Community College, Catholic Charities of the Diocese of Brooklyn and Easton Country Day School with autistic children and pre-school children. She also privately tutors a wide range of students. She was an actress with the National Theatre of the Deaf touring company for seven years and a storyteller, performing in sign language for theatrical companies in New York and for television and film productions.

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Dr. Valerie Newsome is a Research Assistant Professor in the Department of Population Health at NYU School of Medicine. She conducts her work in the Division of Health and Behavior, where she merges her background in Psychology (Florida A&M University; B.S., M.S.) and Biobehavioral Health (Pennsylvania State University; Ph.D.) to investigate the socio-cultural drivers of health behavior. She has worked as an Adjunct Assistant Professor of Psychology and Health and Nutrition Sciences, and completed a postdoctoral fellowship with the NIH/NIDA funded Behavioral Sciences Training Program at National Development and Research Institutes with a research focus in HIV prevention among African-Americans. Dr. Newsome completed training in the NIH/NINDS funded Center for Stroke Disparities Solutions (CSDS) Training and Mentoring Institute as a postdoctoral fellow at NYU Langone Medical Center. She is engaged in two major areas of research; 1) addressing sociocultural, environmental, and structural determinants of chronic disease disparities in communities of color, where her work identifies barriers to and facilitators of health behavior for the development of culturally appropriate health interventions, and 2) increasing health literacy around clinical trial participation among minorities using a culturally-tailored approach.

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Stephanie Omens, LCAT, MA, RDT-BCT, CCLS is a licensed creative arts therapist, registered drama therapist, board certified trainer and national certified child life specialist. Stephanie received her masters degree from NYU Steinhardt Department of Music and Performing Arts Professions in Drama Therapy and a BFA from NYU Tisch Department of Drama. She is an Adjunct Instructor at Tisch since 2006 and newly in the pleased to bring adjunct instruction to the Department of Applied Psychology. Stephanie has worked to support the psychosocial needs of medically compromised children and helping to talk with children about complicated hospital circumstances since 2001. Stephanie Omens has a psychotherapy privet practice in New York City.

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Veronica Pichardo is currently serving as the Guidance Counseling Department Chair at City Polytechnic High School of Engineering, Architecture and Technology. Veronica started her career in youth development 15 years ago with The Institute for Student Achievement, as the Mentoring Program Supervisor. She managed the Metropolitan Corporate Academy/Goldman Sachs Mentoring Program and then designed and implemented the Metropolitan Corporate Academy Peer Mentoring Program. Veronica also has experience working for The Princeton Review, Touro College , Adelphi University and NYU. Fluent in both English and Spanish, Veronica has helped children fulfill their dreams of outstanding academic excellence working as an Alumni Counselor for KIPP to College and as the Director of College Counseling at Williamsburg Charter High School. Veronica is a graduate of Binghamton University, where she holds a B.S. in Applied Social Science and an M.A. in Social Science. She also holds an M.A. in Counseling, and Guidance: Bilingual Schools from New York University and has New York State Permanent Certifications in School Counseling and Bilingual Education.

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James Pollock, Ph.D., M.S.Ed., is a licensed psychologist living in NYC. James graduated from the Counseling Psychology from at NYU-Steinhardt. Dr. Pollock currently works as a psychologist at Columbia Health, Columbia University. He also maintains a private practice in Chelsea. James specializes in treating substance use disorders, often with co-occurring mental health conditions. In addition, he has extensive clinical experience in the area of Sexual and Gender Identities, Veterans Mental Health, and College Mental Health.

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Lorelei Prevost, PhD is a psychologist who provides individual psychotherapy, group psychotherapy, and play therapy. Working with people of all ages, from school-aged children to elders, Dr. Prevost has experience in a variety of settings including the Counseling and Psychiatric Service at Georgetown University, Bellevue Hospital Center, the National Center for the Psychotherapies, and the Brooklyn campus of the VA NY Harbor Healthcare System. She has a particular interest in trauma, having worked with survivors of torture and political persecution, combat veterans, and adult survivors of childhood sexual abuse. Dr. Prevost received her PhD from the Department of Applied Psychology at New York University. She earned a Master of Arts and a Master of Education in psychological counseling from Teachers College, Columbia University. Dr. Prevost completed her pre-doctoral clinical internship at the Psychiatric Institute of Washington where she provided psychotherapy to urban youth and adults with severe mental illness. Currently, she works in private practice in the Washington D.C. metro area, in addition to working with children and adolescents at the Episcopal Center for Children and The Kingsbury Center, where she provides clinical assessment as well as psychological testing. Dr. Prevost also received a Master of Arts in Law and Diplomacy from The Fletcher School at Tufts University.

Classes: Cross-Cultural CounselingIndividual Counseling:Practice I and Individual Counseling: Practice II

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Allyson Regis, PhD is a psychologist who received her doctorate in Counseling Psychology from Fordham University. Dr. Regis has worked in a variety of clinical settings and particularly enjoys working with college students who have difficulty adjusting to/navigating the college environment. Her research, teaching, and leadership experiences have focused on multicultural considerations in clinical work, strength-based approaches to wellness, and career development theory.

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Emily Rentz, Ph.D. is a New York State Certified School Psychologist with a background in private special education, working with students with a variety of disabilities, including learning disabilities, emotional disabilities, autism, and ADHD. She is currently working at the College Board in the department for Services for Students with Disabilities. In addition to her Doctorate in School Psychology, Emily also holds a Masters of Education in Educational Psychology from Fordham University. She completed her Bachelors of Science in Applied Psychology at New York University.
  • Classes: Assessment of Children and Adolescents

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April K Robinson, licensed clinical professional counselor, owns a counseling practice in Chicago. In her practice and throughout her career in both Chicago and New York, she has worked with a variety of populations, diverse in age, gender, SES, race/ethnicity, and other cultural factors. She has worked as a mental health and wellness counselor, vocational counselor, crisis therapist, emergency assessment therapist, behavioral health surveyor/auditor. She has a passion for assessment and teaching and has a commitment to research. She has been humbled to serve and teach internationally through presentations or travel in Thailand, England, and Turkey. She completed her M.A. in Counseling with an additional emphasis in Drama-Therapy at New York University in 2006 after having completed two B.A.’s in Theater and Psychology at Southern Illinois University in 2004. April is a current doctoral candidate in Counselor Education and Supervision. Her research interests include: a) asexual/demisexual identity and b.) impact of reality tv culture on social wellness.

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Vanessa Rodriguez, Ed.D. is an Assistant Professor of Population Health and Child and Adolescent Psychiatry at the Center for Early Childhood Health & Development at NYU School of Medicine. She received her doctorate in Human Development and Education at Harvard University. Vanessa earned a master’s degree in Education Policy and Management from Harvard and a Master’s of Science in Education from the City College of New York. She spent over a decade teaching in several NYC public schools and took on various leadership positions. Her current work is grounded in Mind, Brain and Education, focusing on the social-emotional cognition of teachers. She is author of the Teaching Brain and can be contacted via teachingbrain.org.

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Patrice Ryce, Ph.D., is a licensed psychologist in the state of New York. She currently works at a school for children with learning disabilities in New York City. She completed a postdoctoral fellowship in child/adolescent trauma at the Family Center at Kennedy Krieger Institute in Baltimore, MD. She holds her MA and PhD in School Psychology from NYU. Prior to that, she graduated from Princeton University with a bachelor's degree in Psychology.

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Charles Schaeffer, Ph.D

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Laura Schneebaum, LMHC, NCC, teaches Seminar classes for the APUG program. At the same time, she is a mental health counselor who works with children, adults, and families at OHEL Children's Home and Family Services. She holds a Master of Arts in Counseling for Mental Health and Wellness, as well as a Bachelor of Sciences in Applied Psychology and Art History, from New York University. In addition to her clinical work, Laura is involved in independent and collaborative research activities, and was awarded the Constant H. Jacquet Research Award from the Religious Research Association, as well as a Master's Students Research/Creative Project Award from the Steinhardt School of Culture, Education and Human Development for her research on Orthodox Jewish Women's Perceptions of Mental Illness.

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Corianna Sichel, M.A., Ph.D. Candidate

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Sukhmani Singh, Ph.D

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Christopher Stults, MS, LMHC

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Michelle Stevens, M.A., M.S., Ph.D., is a high school assistant principal in California. A new adjunct professor to NYU, Michelle has 25 years experience as a public school educator. She has taught all levels K-12, has worked as a high school counselor for 13 years, taught special education, and was an instructional coach. Michelle completed her PhD in Education at Claremont Graduate University in the area of Teaching, Learning, and Culture.

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Janna Sweenie -- NYU Deafness Rehabilitation MA -- has been teaching American Sign Language at NYU for over 20 years. Janna is an Iowa School for the Deaf graduate, and her M.A. in Deafness Rehabilitation is from NYU. Janna’s American Sign Language books, co-written with David Boles, include “Hand Jive: American Sign Language for Real Life” published by Metro Books, a division of Barnes & Noble, and “Picture Yourself Learning American Sign Language, Level 1 (Including DVD)” published by Course Technology, a Cengage Learning imprint. Recent co-written Boles Books include, “Day One: Learning American Sign Language in 24 Hours” and “For Deaf People Only” as well as, “Return of the Deaf Mute: The Lost Legacy of the Greatest American Deaf Generation” and, finally, “American Sign Language Level 5: A Field Guide for Advanced Communication Techniques for People with Other Disabilities.” For the last 15 years, Janna has been a Vocational Rehabilitation Counselor for the Deaf in the State of New York Department of Education. Janna also recently developed, and now teaches, the American Sign Language Level 5 course at NYU!

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Brooke Tomovich, M.A., is a School Counselor at Rumson-Fair Haven Regional High School. Prior to working at Rumson-Fair Haven, she worked as a School Counselor at Servite High School in California. She also taught Psychology at Red Bank Catholic High School in New Jersey for six years prior to relocating to California. Brooke has her BA in Psychology from Bucknell University and her M.A. in School Counseling from Seton Hall University.

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Professor Trebour started her counseling career with a strong foundation in behavioral health as a behavior specialist and recreation therapist on a Neurobehavioral Rehabilitation Unit. For three years, she worked with individuals who presented with a variety of mental health issues to help them identify their strengths and find balance through recreational activities such as exercise and art therapy. She eventually was hired as a school counselor for 9th and 10th graders at HSMSE @ City College, where she worked for 8 years specializing in areas of freshman transition and special education services. She served in many different roles including Girls Varsity Basketball Coach, Key Club , Big Siblings, and GSA advisor. She now works at another specialized high school in NYC with some of the city's brightest young people. She has over 13 years of experience as a school counselor with NYC Department of Education. Professor Trebour is also certified yoga instructor and strives to incorporate mindfulness into her work with both students and faculty.

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Ming-Che Tu, MA., Ph.D Candidate

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Emma Turner received a bachelor's degree in Applied Psychology from New York University in 2015 and is hoping to continue her education in graduate school next year. She has been working as a research affiliate at the Child & Family Policy Center since 2014. For the past two years, she has extensively trained NYC and NYS educators in utilizing authentic assessment tools in their preschool classrooms. Emma is particularly interested in researching the ways in which authentic assessment can be used to address the needs of children with learning disabilities.

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Anna Weber, MA, RDT, LCAT, CDVC

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Grace Wong, Ph.D

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Stephanie N. Wong, M.A., Ed.M.

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Debra Za, MA, MEd

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Nancy Ziehler, Ph.D