New Haven, Connecticut, United States
• Conducting research in the Yale Anxiety and Mood Disorders Program under the mentorship of Emily Olfson, MD, PhD, Rebecca Etkin, PhD, Eli Lebowitz, PhD, and Wendy Silverman, PhD • Contributing to a study leveraging genetic approaches to understand mental health outcomes in children with anxiety and a randomized controlled trial of a novel parent-based treatment for adolescents with anxiety
• Train and onboard new research assistants • Supervise research assistants’ tasks and hours • Coordinate lab meeting times, presenters, and materials and share career-related resources and opportunities with the lab
• Psychology Honors Student under the mentorship of Dr. Andrea Chronis-Tuscano and Hong Bui • Honors Thesis: "The Role of Parental Responsibility in Relation to the Familial Link of Anxiety"
• Code and transcribe recordings of study participants using the Dyadic Parent-Child Interaction Coding System (DPICS), conduct recruitment phone screens for families interested in the Treating Parents with ADHD and their Children (TPAC) program and administer psychological assessments to determine study eligibility, enter participant data into REDCap database, contact preschools, daycares, and pediatric offices to share study materials, assist in monitoring social media accounts and creating posts related to ADHD and TPAC • Work 9 hours/week; PI: Dr. Andrea Chronis-Tuscano
• Support campus community through the phone on issues relating to mental health for 4 hours every week; trained in active and reflective listening and empathy skills, as well as calls ranging from feelings of stress to sexual assault, self-harm, and suicide • Train aspiring peer counselors through roleplay practice and regular feedback; lead weekly shifts and implement activities for shift bonding
Balance counselor and trainee schedules and training styles to create shift schedules for over sixty volunteers, manage weekly rotationals, create training sheets and forms for shift-related feedback, track the number of calls and the types of calls received, and help create and manage the organization’s shared Google Calendar
Managed communications for the organization and within the Executive Board, coordinated meetings and room reservations, recorded meeting minutes
• Utilize evidence-based skills to co-lead a group of 15 children (ages 6 and 7) with ADHD through the Summer Treatment Program (STP), an intensive 6-week intervention for ADHD in the form of a summer day camp • Formed individualized treatment plans for children with ADHD, ASD, anxiety, and related mood and behavior challenges and tracked their day-to-day progress and response to treatment using observational data
• Scored and analyzed psychological assessments (ASEBA, ASRS, MASC, Sensory Profile 2, Conners 3, Brown EF/A Scales, BRIEF-2, BYI-2, ADOS-2, ADI-R, CARS-2, SRS-2, GARS-3, Vineland-3, D-KEFS, MMPI-A-RF, MMPI-2-RF, NEPSY-II, WAIS-IV, WISC-V, Roberts-2, CTOPP-2, MMSE, MCMI-IV, PPVT-5, EVT-3), observed individual achievement, memory, and autism assessments, drafted psychoeducational and neuropsychological evaluations, and engaged in case consultations at weekly intern meetings • Conducted a mock intake, helped organize and file past clients’ contact information for the center’s Developmental Wellness Clinic, and created crisis intervention flyers with information on county, state, and nationwide resources • Mentored by Dr. Samantha Scott, Dr. Abigail Tingle, Ms. Rachael Meeks, and Ms. Amy Garlington; worked 13-17 hours/week for 9 weeks