Child-Parent Psychotherapy (CPP) is a gold standard, evidence-based treatment for young children (ages 0–6) with a history of trauma or early adversity. It is a dyadic, attachment-focused approach that works with the child and caregiver together, strengthening their relationship as the foundation for healing and development.

CPP supports children in making sense of their experiences, building emotional regulation, and restoring a sense of safety, while helping caregivers respond in ways that promote trust, connection, and long-term resilience. Extensive research demonstrates improvements in attachment security, trauma symptoms, and caregiver–child relationships.

Perinatal Child-Parent Psychotherapy (P-CPP) is an adaptation of CPP for pregnancy and the first year of life, focused on the developing relationship between caregiver and infant. It supports caregivers in reflecting on how their own experiences, stress, and expectations may shape early interactions, while strengthening connection, responsiveness, and a sense of safety from the very beginning. Emerging research shows improvements in caregiver mental health, parent-infant attachment, and early relational functioning, highlighting the value of early, relationship-based intervention.

I completed certification in CPP at UCLA TIES for Families, with focused training in P-CPP during the certification process. I also completed the UCLA–LA County DMH Early Childhood Fellowship, an intensive program focused on early childhood mental health.

I work with young children and their caregivers using Parent-Child Interaction Therapy (PCIT), an evidence-based treatment designed to strengthen the parent-child relationship and improve behavior through real-time coaching.

PCIT focuses on helping caregivers build more positive, connected interactions with their child, while also developing clear and consistent ways of responding to challenging behaviors. Sessions often involve live coaching, allowing caregivers to practice new skills in the moment with support and guidance.

This approach can be especially helpful when a child is showing frequent behavioral difficulties, emotional outbursts, or challenges with listening and following directions.

I completed certification in Parent-Child Interaction Therapy (PCIT) through the UCLA PCIT Clinic during my clinical internship at UCLA.

I also work with families navigating adoption and foster care using approaches such as ADAPT, a structured, evidence-based intervention developed at UCLA for adoptive families. It integrates cognitive-behavioral, attachment-focused, and parenting strategies to address the effects of early adversity, trauma, and loss.

Treatment focuses on helping children process grief, build a coherent understanding of their adoption story, develop coping skills, and strengthen attachment relationships, while supporting caregivers in understanding behavior in the context of the child’s history and responding in ways that promote safety, trust, and connection.

Research supports its effectiveness, with randomized controlled trials showing improvements in child behavior and attachment, as well as sustained gains over time. These changes appear to occur through a reciprocal process — improvements in child functioning, caregiver stress, and attachment relationships reinforcing one another.

My training in ADAPT included direct instruction with the model’s co-developer, Dr. Jill Waterman.

I work with couples using Integrative Behavioral Couple Therapy (IBCT), an evidence-based treatment for relationship distress.

In this work, we focus not only on improving communication, but also on developing a deeper understanding of each partner’s experience, creating space for both acceptance and meaningful change within the relationship.

Extensive research supports IBCT as an effective treatment for relationship distress. Randomized clinical trials show significant improvements in relationship satisfaction, communication, and emotional connection, with benefits that are maintained over time. IBCT has been shown to be effective even for couples experiencing more severe or long-standing difficulties.

I completed an intensive practicum in Integrative Behavioral Couple Therapy (IBCT) with supervision from the model’s co-developer, Dr. Andrew Christensen, as part of my doctoral training in clinical psychology at UCLA.

I work with parents who have experienced trauma — including birth trauma, medical complications, pregnancy loss, or earlier life experiences — using Cognitive Processing Therapy (CPT), an evidence-based treatment developed for posttraumatic stress.

CPT focuses on how traumatic experiences shape beliefs about safety, trust, responsibility, control, and identity. In therapy, we look closely at how these beliefs show up in day-to-day life, creating opportunities to gently question patterns such as self-blame or fear, and to develop more balanced and flexible ways of making sense of what has happened.

Research supports CPT as an effective treatment for trauma-related symptoms, including posttraumatic stress, with improvements in emotional well-being, functioning, and the ability to engage more fully in relationships and caregiving.

My training in CPT during my doctoral work in clinical psychology at UCLA included close supervision with detailed review of recorded therapy sessions.

I work with burnout — a sense of depletion, overextension, or disconnection from meaning, often in high-pressure or high-performing environments — using Acceptance and Commitment Therapy (ACT), a research-supported approach.

In this work, we focus on developing more flexible ways of responding to stress, while reconnecting with what matters most to you. Rather than trying to eliminate difficult thoughts or feelings, ACT helps shift your relationship to those experiences so they have less influence over your actions and sense of direction.

Research supports ACT as an effective approach for stress, burnout, and emotional difficulties, with improvements in psychological flexibility, well-being, and functioning across a range of settings.

My training in ACT during my doctoral work at UCLA included close supervision with detailed review and feedback on recorded sessions.

I work with persistent or long-standing depression using the Cognitive Behavioral Analysis System of Psychotherapy (CBASP), an evidence-based treatment developed specifically for chronic forms of depression.

CBASP focuses on how long-standing interpersonal patterns shape present-day relationships and mood. In therapy, we look closely at real situations to understand how these patterns unfold in real time, creating opportunities to respond differently and begin shifting experiences that have felt stuck.

Research supports CBASP as an effective treatment for persistent depression, with improvements in depressive symptoms and interpersonal functioning, particularly for individuals whose depression has been longstanding or less responsive to prior treatment.

My training in CBASP during my doctoral work in clinical psychology at UCLA included close supervision with detailed review of recorded therapy sessions.

I incorporate skills from Dialectical Behavior Therapy (DBT) to support emotion regulation, distress tolerance, and navigating overwhelming moments, particularly for adolescents, adults, and parents. DBT skills focus on building practical tools to manage intense emotions, respond more effectively under stress, and improve communication in relationships.

My training in DBT included leading a DBT skills group for adults for over 2 years, with a focus on applying these skills in real-life situations.

I draw from Interpersonal Psychotherapy (IPT), an evidence-based treatment for depression that focuses on how relationships and life transitions shape emotional well-being. IPT is particularly helpful during periods of change — including the transition to parenthood — where shifts in identity, expectations, and relationships can impact mood.

In therapy, we focus on understanding these transitions and strengthening communication and support within important relationships. I incorporate IPT as part of a broader, individualized approach to treatment.

My training in IPT during my doctoral work in clinical psychology at UCLA included close supervision with detailed review of recorded therapy sessions.

I work with children and adolescents using Cognitive Behavioral Therapy (CBT), an evidence-based treatment for anxiety, depression, ADHD, and related concerns.

CBT helps us understand how thoughts, feelings, and behaviors influence one another, and supports young people in responding to challenges in more flexible and effective ways. For children and adolescents with ADHD, this also includes building practical skills for organization, time management, follow-through, and managing distractibility.

When working with children, CBT is adapted developmentally through play, drawing, storytelling, and structured activities so that skills feel accessible and engaging. These approaches help translate abstract skills — like planning, breaking tasks into steps, and starting difficult tasks — into something more concrete and doable. Through this work, children explore emotions, practice problem-solving, and build skills for managing feelings, relationships, and everyday challenges.

Caregivers are often involved in this work, as support at home is key to creating structure, reinforcing routines, and helping skills generalize across settings. When appropriate, I also collaborate with psychiatrists and other providers to support coordinated care, including thoughtful medication management for ADHD.

In addition to extensive training in CBT, my work is informed by my experience with the Arts & Healing Initiative, including certification in Medical Social Emotional Arts and directing the Creative Minds Project. This project is a social-emotional arts program that integrates mental health practices with the creative process to support emotional expression and executive functioning skills.

I work with children, adolescents, and adults experiencing social challenges using approaches such as the Program for the Education and Enrichment of Relational Skills (PEERS), an evidence-based social skills intervention.

This work focuses on building concrete, developmentally appropriate skills for making and maintaining friendships, navigating peer interactions, and increasing social confidence. It can be especially helpful for those who feel isolated, have difficulty connecting with peers, or want more support understanding social dynamics.

Research supports PEERS as an effective intervention for improving social skills, increasing peer engagement, and reducing social isolation, with gains maintained over time.

I am certified in the PEERS® program through UCLA, where the model was developed.