Conditions I Can Help With & Approach to Treatment

• Neurodiversity: Neurodiversity is a broad term used to describe individuals whose brains process information differently than what is considered neurotypical. This includes conditions such as Autism and ADHD.

  • Autism Spectrum Disorder (ASD)
    I have experience identifying autistic characteristics across a wide range of presentations, including children who may be high-masking or whose differences are less immediately apparent. I use a variety of methods, from structured tools such as the ADOS (Autism Diagnostic Observation Schedule) to strengths-based approaches like the MIGDAS-2 (Monteiro Interview Guidelines for Diagnosing the Autism Spectrum, Second Edition), and gather perspectives from multiple individuals across settings to ensure a comprehensive evaluation. I often say, “When you’ve met one autistic person, you’ve met one autistic person,” reflecting the diversity of presentation. While screeners or social media may offer some direction, they can also be misleading or incomplete. Obtaining a clear diagnosis is often an important first step, but the larger goal is helping families better understand their child’s profile and how to support them over time.

• Pathological Demand Avoidance (PDA)
  Some children present with an extreme avoidance of everyday demands and a strong need to maintain control, a pattern often referred to as Pathological Demand Avoidance (PDA) and understood as a profile within the autism spectrum. These children are frequently misidentified as oppositional or defiant, when their behavior is more accurately driven by anxiety and a heightened sensitivity to perceived demands. I have experience identifying this profile within comprehensive evaluations by examining patterns across settings and informants. I also provide targeted parent guidance to help families shift away from traditional compliance-based approaches and toward strategies that reduce escalation, support flexibility, and improve day-to-day functioning. 

• Attention-Deficit Hyperactivity Disorder (ADHD) 

ADHD is often misunderstood as just an attention problem, but it affects executive functioning, emotional regulation, motivation, and self-concept. Many children and teens with ADHD are bright, creative, and deeply passionate about their interests but struggle with impulse control, organization, and managing frustration. I work with children and families to develop practical, research-based strategies that help ADHD brains thrive. Using Cognitive Behavioral Therapy (CBT), executive functioning training, and behavioral approaches, she helps children build self-awareness, improve emotional regulation, and develop skills for managing daily demands. Therapy may focus on building routines, developing problem-solving skills, strengthening frustration tolerance, or improving task initiation and follow-through. Parent coaching is an essential part of ADHD treatment. I help parents understand their child's unique brain wiring and implement supportive, structured, and flexible approaches that reduce stress at home. Therapy is tailored to each child’s strengths and challenges, empowering them to work with their brains rather than against them.

• Medical and Neurobehavioral Conditions: Some children’s emotional and behavioral symptoms are closely connected to underlying medical conditions or physiological processes. I take a comprehensive approach that considers the interaction between medical, developmental, and psychological factors, with a focus on identifying patterns, supporting families, and coordinating care when needed.  As a Registered Health Service Psychologist (HSP), I have specialized training in integrating psychological care within medical and multidisciplinary settings, which allows me to work effectively alongside pediatricians, specialists, and other providers. 

  • PANS/PANDAS/Neuroinflammation
    Some children experience a sudden onset of symptoms such as anxiety, obsessive-compulsive behaviors, emotional lability, pain, or significant behavioral changes that do not follow a typical developmental course. Pediatric Acute-onset Neuropsychiatric Syndrome (PANS) and Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal Infections (PANDAS) are examples of conditions in which immune system processes can impact brain functioning and behavior. These presentations are often complex and may be mistaken for primary psychiatric conditions. I have experience identifying patterns consistent with neuroinflammatory processes within the context of a child’s broader history, helping to differentiate between neurodevelopmental, emotional, and medically-influenced concerns. I also work with families to navigate next steps, including connecting with appropriate medical providers, supporting emotional and behavioral functioning, and helping children cope with rapid changes in symptoms, loss of control, and the stress associated with these conditions.

  • Medical Adherence and Emotional Well-Being

For children and teens with chronic medical conditions, managing daily treatments and frequent procedures can be overwhelming. I help families develop real-life plans that increase the feasibility of following medical recommendations while reducing distress. This includes support with: Taking medications consistently (e.g., pill swallowing, injection anxiety); Preparing for medical procedures like bloodwork, imaging, or surgeries; Encouraging age-appropriate involvement in self-care routines; Addressing emotional resistance to regimens and reducing medical anxiety. The goal is to help children and families build confidence, reduce avoidance, and make medical adherence a sustainable part of daily life. As an individual who has managed lifelong medical conditions and as a parent raising a child with a complex medical history, I bring both professional expertise and lived experience to this work. I understand firsthand the challenges of balancing medical demands with the need for a full and meaningful life, and I am deeply committed to helping families navigate this journey. For heart warriors and their families, learn more here. 

• • Toileting Concerns

Toileting issues like chronic constipation, encopresis, or refusal to use the bathroom can become highly stressful for families. I take a behavioral, developmental, and emotional approach to addressing toileting challenges, which may include: Understanding and breaking the constipation-withholding cycle; Developing structured behavior reinforcement plans to support healthy bathroom habits; Addressing underlying sensory sensitivities, anxiety, or trauma related to toileting; Teaching parent management strategies to support progress at home. This work is often done in collaboration with pediatricians or gastroenterologists to ensure a holistic approach to care.

• Learning and School Concerns: Learning and school concerns often involve a combination of cognitive, academic, emotional, and environmental factors. As a Nationally Certified School Psychologist (NCSP), I have specialized training in evaluating learning profiles, understanding educational systems, and developing recommendations that support children across school settings—including public, private, and homeschool environments. 

  • Learning Differences (Dyslexia, Dysgraphia, and Related Concerns)
    Some children struggle with reading, writing, or academic skill development despite strong effort or ability, and these challenges are not always immediately recognized, often being misinterpreted as inattention, anxiety, or lack of motivation. I conduct comprehensive psychoeducational evaluations to assess for learning differences such as dyslexia, dysgraphia, and related academic concerns, with a focus on understanding how a child processes information, approaches learning tasks, and responds to academic demands across settings. These evaluations clarify a child’s learning profile, identify patterns of strengths and weaknesses, and provide targeted, practical recommendations for instruction, intervention, and support that can be implemented at school or within a homeschool environment. 

  • Educational Planning & School Support
    I work with families to understand how a child’s needs are presenting within their learning environment, including academics, attention, anxiety, peer relationships, and behavior. I provide guidance and consultation around school-based supports, including interpreting evaluation results, developing appropriate accommodations, and helping families navigate services such as IEPs and 504 plans. I can also conduct Independent Educational Evaluations (IEEs) when requested. When appropriate, I collaborate directly with schools as part of ongoing care. This may include contributing to Functional Behavioral Assessments (FBAs), Behavior Intervention Plans (BIPs), and IEP development in areas of clinical specialty. I work to help teams develop a more complete and accurate understanding of the child’s profile, including patterns that may not be immediately visible in the school setting. 

I also work with homeschool families and have both professional and personal experience in this area. I provide guidance on curriculum selection, instructional strategies, and individualized supports, as well as evaluation of learning differences within a homeschool context. Across settings, my goal is to support approaches that are practical, collaborative, and centered on the child’s long-term success. By bridging the gap between home and school, I help ensure that children receive the support they need to thrive both academically and emotionally.

• • Giftedness & Twice-Exceptionality (2e)
    Gifted children often experience heightened emotional sensitivity, asynchronous development, and deep intellectual curiosity, which can sometimes lead to perfectionism, anxiety, or difficulty relating to peers. These children may feel misunderstood, become easily frustrated when things don't come easily, or struggle with overexcitabilities that impact daily functioning. I provide therapy for gifted children and teens that acknowledges the complexity of high ability. My approach helps them build emotional resilience, manage frustration, and develop self-regulation skills while also exploring identity, self-acceptance, and meaningful social connections. I enjoy helping gifted children embrace their strengths while learning to manage the challenges that come with them. For twice-exceptional (2e) children—those who are both gifted and neurodivergent—therapy often includes strategies for managing executive functioning difficulties, addressing anxiety, and developing self-advocacy skills. I recognize that gifted children don’t need to be “fixed” but rather supported in a way that allows them to flourish.

• Emotional & Behavioral Concerns

  • Obsessive-Compulsive Disorder (OCD)
    OCD can present in many forms, from intrusive thoughts and compulsive checking to fears about contamination, symmetry, or harm. I often refers to it as "weaponized imagination". I am skilled at identifying and treating OCD in children and adolescents using evidence-based approaches such as Cognitive Behavioral Therapy (CBT), Exposure and Response Prevention (ERP), and Inference-Based CBT (I-CBT). I understand the unique challenges OCD brings to daily life and work to create a safe, supportive environment for children and families to address these struggles. By focusing on building insight, reducing distress, and empowering clients with practical tools, I help families move toward greater confidence and freedom from the grips of OCD.

  • Mood Disorders
    Children and adolescents with mood disorders often experience intense emotional highs and lows, prolonged irritability, or difficulty managing overwhelming emotions. Whether a child is struggling with anxiety, depression, Disruptive Mood Dysregulation Disorder (DMDD), or early-onset bipolar disorder, I provide compassionate, evidence-based therapy to help them regain a sense of balance and control. Therapy focuses on building emotional regulation, distress tolerance, and self-awareness using approaches such as Cognitive Behavioral Therapy (CBT), Dialectical Behavior Therapy (DBT) skills, and mindfulness-based strategies. Children and teens learn how to identify triggers, manage difficult emotions, and develop healthy coping skills. For parents, understanding and responding to mood fluctuations can be challenging. I also provide parent guidance and coaching to help families navigate mood-related challenges in a way that fosters emotional resilience and strengthens parent-child relationships.

  • Parent Training and Support
    Parent involvement is a central part of my work across all areas. Parenting can be challenging, especially when raising children with unique needs. I offer specialized parent training and support to help parents develop effective strategies to manage their children's behavior, emotional needs, and developmental challenges. I believe in empowering parents with the tools and knowledge they need to foster a nurturing and structured environment at home. I work with parents to better understand the patterns underlying their child’s behavior, including how factors such as development, emotional regulation, and environmental demands contribute to challenges.

While behavioral strategies can be helpful in some situations, lasting change often comes from working collaboratively with children to build skills, reduce frustration, and address the underlying reasons problems are occurring. I help parents shift from a compliance-based approach to one that emphasizes understanding, flexibility, and problem-solving together. This includes supporting parents in responding to challenging behaviors in ways that reduce escalation, strengthen relationships, and promote long-term skill development. My goal is to help families feel more confident, more effective, and more connected in their day-to-day interactions.

If you are considering working with me, you need to know a few things. I:

• approach therapy with compassion, dedication, and kindness, providing a safe and supportive environment for my clients. My methods are rooted in evidence-based practices, emphasizing the importance of empathy, integrity, and personal growth. I believe in the power of resilience and aim to empower families through insightful and transformative care. By integrating social sciences and a touch of humor, I foster a therapeutic atmosphere that is both professional and personable, ensuring that each client feels heard, valued, and understood. 

• am committed to being a lifelong learner, always seeking out the newest strategies that are person-centered and supported by research. I often delve into the details of the treatment modalities I use, explaining acronyms like DBT (Dialectical Behavior Therapy), CBT (Cognitive Behavioral Therapy), ERP (Exposure and Response Prevention), and ACT (Acceptance and Commitment Therapy). I also frequently explore the brain science behind struggles and ideas for future sessions, making therapy an educational experience as well as a healing one. 

• believe in a collaborative approach to therapy, especially when working with children. Parents are essential partners in the therapeutic process. While a child may spend only a few hours per month in session, they spend countless hours with their families, where real skill practice must occur. I regularly check in with families to track progress and focus on skill development, aiming for meaningful real-world changes. 

• am quick to identify strengths and incorporate these—along with a child’s interests—into treatment. I am flexible and always learn so much from the children and families I work with. It is an honor to be part of their journey, and I deeply value the relationships I build with my clients. 

• view evaluations as an ongoing process with continuous feedback. I ensure that families understand my thought process and findings throughout the evaluation, providing a clear summary of the information gathered. In this way, even assessment is therapeutic. 

• understand that no single approach fits all. I encourage trying different strategies like "hats" to see which ones fit best, and I am always open to modifying or discarding them as needed.