Building programs that scale impact

I'm a licensed clinical social worker who designs mental health interventions that work beyond the therapy room. While I maintain a private practice, my primary focus is developing programs that reach hundreds or thousands of people at a time.

This work began when I noticed a pattern in my clinical practice. The same questions came up repeatedly across different families. Parents struggling with the same challenges. Teens facing similar pressures. Schools implementing well-intentioned but ineffective interventions.

I realized that one-on-one therapy, while valuable, couldn't address systemic gaps in mental health education and support. That realization led me to program development, curriculum design, and large-scale training initiatives.

The Work

I develop evidence-based programs that can be implemented by non-clinicians. This means adapting clinical frameworks like Dialectical Behavior Therapy for classroom use, creating parent education that translates research into practical strategies, and building school-based systems that support student mental health without requiring every teacher to become a therapist.

My approach emphasizes sustainability and measurement. Programs need to work within existing budgets and schedules, and we need to know whether they're actually helping. I build in evaluation frameworks from the start and adjust based on outcome data.

Recent projects include DBT curricula now used in 15 school districts, a 12-part webinar series on AI ethics and mental health that reached over 1,200 participants, and ongoing consultation with schools implementing trauma-informed practices.

Philosophy

I believe effective mental health support should be accessible, evidence-based, and integrated into the places where people already spend their time. That means schools, community centers, and online platforms, not just therapist offices.

The best interventions meet people where they are. They account for real-world constraints like limited budgets, competing priorities, and varying levels of training. They're designed for implementation by dedicated non-experts rather than requiring specialized clinical credentials.

And they're measured. We should know whether our programs create meaningful change, and we should be willing to adjust when they don't.

Background

I earned my MSW from Columbia University and completed post-graduate training in Dialectical Behavior Therapy, cognitive-behavioral interventions, and trauma-informed care. I've worked in school-based mental health, community clinics, and private practice.

Over the past decade, my work has shifted from primarily clinical practice to program development and training. I still see clients, which keeps me connected to the real challenges families face, but most of my time now goes to designing and implementing programs that create broader impact.

Credentials & Training

Current Focus

Right now, I'm particularly interested in the intersection of technology and adolescent mental health. The AI ethics webinar series grew from questions I was hearing in my practice about chatbot therapy apps, social media algorithms, and how to prepare young people for a world where AI plays an increasingly central role.

I'm also expanding the DBT in Schools curriculum to include more resources for neurodiverse learners and continuing to consult with schools on sustainable mental health infrastructure.

If you're working on similar challenges or interested in collaboration, I'd welcome a conversation.