I've spent nearly three decades working at the seam between education, clinical psychology, and the legal system: first as a licensed teacher and a victim-witness advocate for the District Attorney's office in the early 1990s, and over time, in roles that asked me to hold both a clinician's eye for human behavior and an investigator's discipline for evidence.

My academic training reflects that dual track: a Master's Degree in School Psychology, a Certificate of Advanced Graduate Studies (CAGS) in Education with a specialization in behavior therapy, and a Doctorate in Educational Psychology (Ed.D.) with an emphasis on Leadership. Post-graduate study through William James College, Yale University, and the Harvard T.H. Chan School of Public Health sharpened my focus on child and family forensics, alternative dispute resolution, and autism spectrum assessment. Over the course of my career, I've completed and presented more than 2,000 psychoeducational evaluations, each one requiring the same core skill: gathering information from multiple sources, weighing it against itself, and reaching a conclusion that holds up under scrutiny.

That skill (interviewing, documenting, corroborating, and writing findings that withstand challenge) has been put to direct use outside the classroom as well. I've completed 40 hours of mediation training, and I meet the qualifications for Parenting Coordination set out under Probate and Family Court Standing Order 1-17. In that capacity, and over more than 4,000 hours collaborating directly with attorneys and the courts, I've conducted structured interviews, maintained confidentiality and case integrity, and produced findings and recommendations used in active legal proceedings. I've learned, firsthand, that most disputes aren't really about the presenting issue; they're about whether the people involved trust the process enough to engage with it honestly. Creating that trust, while staying neutral and accurate, is the actual job.

My public-sector background adds breadth to this: nearly two decades as a School Psychologist in the Springfield and Chicopee Public Schools, where I served as a Committee Writer for the district's official Dyslexia Resource Guide; several years evaluating public safety candidates, work that demanded judgment in far more ambiguous territory than the structured, federally governed frameworks of school-based practice; and direct clinical work supporting intakes and behavioral stabilization within the Hampden County Sheriff's Department. I've also taught graduate and undergraduate Psychology and Education courses as an Adjunct Professor at Westfield State University and Cambridge College, where translating complex material into clear, usable understanding has been part of the daily work.

Since 2017, I've run an independent practice as an Educational Psychology Consultant in Longmeadow, with membership in the American Board of Vocational Experts and the Association of Family and Conciliation Courts, and I contribute consultative expertise to philanthropic initiatives serving children and families.

What I bring to any organization is consistent regardless of setting: gather the full picture, corroborate it from more than one angle, document it clearly, and treat everyone involved (complainant, respondent, institution) as a full participant in a fair process rather than a case file. I believe protecting the integrity of that process is foundational to protecting the people inside it