My clinical training began with providing long term individual and group psychotherapy with older adults (WISE & Health Aging, 2007-2008) experiencing end of life concerns, significant changes in health and physical capacity, dementia, trauma, grief and loss, homelessness, and alcohol and substance use. Working with older adults with their demonstrable concerns indicated the need for a clinical approach that utilizes a trauma-focused therapeutic process, reminiscent therapy, and interventions informed by theoretical frameworks from psychodynamic, dialectical behavioral therapy, family systems, and narrative therapy. My clinical experiences with older adults allowed a transition to working with individuals with chronic alcohol and other drug use (Tarzana Treatment Centers, 2011-2012) as it impacts familial and interpersonal relationships, homelessness, work and school endeavors, and strategies in response to significant and transient stressors. Specific to this population is the experience of trauma, parental alcohol and other drug use, homelessness, imprisonment, history within the foster care system, and relapse prevention and recovery. Indicated in these individuals' needs is the importance of working in a treatment environment that entails utilizing specific models of assessment (e.g., alcohol/substance severity index), interventions in a residential/rehabilitative setting (e.g., individual therapy, process and skills group therapy, crisis and case management), and community referrals for ongoing support groups for relapse prevention and ongoing recovery. The thematic similarities in the underlying core problems of older adults and individuals with alcohol and other drug use continued to be evident in my work with college -age students. My work in a university-based setting (California State Polytechnic University in Pomona, 2012-2013) evidenced themes of identity development, learning and development, familial and interpersonal relationships, grief and loss, and trauma. Working with young adults warranted the use of an interpersonal process approach in individual and group therapy, as well as in outreach and psychoeducational programs on topics of stress management, cross-cultural communication, cultural diversity, healthy relationships, and academic preparations.

In my psychological assessment training, I worked with children, adolescents, high-risks youths, and adults presenting with diverse symptoms needing diagnostic clarifications for Learning Disabilities, Attention-Deficit Hyperactivity Disorder, Autism Spectrum, Sensory Regulation Disorder, Fetal Alcohol Syndrome, Post-Traumatic Stress Disorder, Depression, and Anxiety (California Family Counseling Center, 2008-2009; Hillsides Family Center, 2010-2011; Stein Psychological Associates Inc, 2014). Psychological assessment utilizes a battery of standardized tests, which aims to capture an individuals’ cognitive, emotional, and characterological capacities as it manifest in everyday life, interpersonal, school, or work functioning. A comprehensive psychological assessment provides a dynamic view of an individual’s developmental and constitutional limitations that contribute to the challenges or difficulties experienced at school, work, or in interpersonal relationships. Diagnostic clarification gathered from the findings during the psychological assessment provides recommendations and treatment referrals that will benefit and support the individual. Providing this psychological service to a child, adolescent, and adult has enriched my treatment approach towards highlighting the psychological strengths already at play in an individual’s adaptation and way of navigating their current life circumstance.

To continue my specialization in child psychology, I completed a two-year postdoctoral fellowship, which included intensive training in working with children, adolescents, and parents (Reiss-Davis Child Study Center, 2014-2016). My fellowship included intensive academic study of child psychotherapy, utilizing conceptual frameworks from early attachment, brain development, and psychosocial influences. Concepts from the psychoanalytic and psychodynamic frameworks integrated the symbolic meaning of play with children. The academic and clinical training highlighted the importance of early attachment and childhood experiences on the brain and child’s development. I completed the training and certification in Child-Parent Psychotherapy (Reiss-Davis Child Study Center, 2018), which utilizes trauma-focused care in response to adverse childhood events and parent-work to enhance the attachment between parent and child. I completed training and certification as a Registered Play Therapist (Association for Play Therapy, 2020), utilizing concepts from Child Centered Play Therapy and highlighting the unique needs of children.