Essays, reflections, and what I'm learning about child mental health, technology, and AI ethics.
I've been part of several conversations about bringing AI tools into clinical practice. Some of the proposals are exciting. Others keep me up at night. Here's what I think we need to be talking about.
"How much is too much?" It's the first question in almost every consultation. Here's why I think we're asking the wrong question, and what to ask instead.
I teach a seminar on child development and technology at Columbia. This semester's questions have surprised me, in the best way.
If I had to pick one intervention I use most frequently with teens, it would be this. It's deceptively simple, and it works.
We're building systems that will shape mental health care for a generation of kids. What assumptions are we baking in? Who gets left out?
Everyone wants a simple answer. The research is messy, context matters enormously, and I'm okay with uncertainty.
Not all DBT skills work equally well with children. Here are the ones I reach for most often, and how I adapt them for younger clients.
Starting another semester at Columbia. Reflecting on what textbooks don't teach you about actually sitting with kids in distress.
I keep seeing startups pitch AI chatbots as therapy for adolescents. Here's why I think that's dangerous, and what we should be building instead.
This happens in almost every family therapy intake. Here's how I navigate it, and what usually needs to happen first.
What does the evidence actually say? Less than you'd think. Here's what we know, what we don't, and how to think about it.
If machines can simulate empathy, what does that mean for training future clinicians? Some thoughts from this semester.