Collaboration in Action: A School-Based Mental Health Conference

Counseling In Schools (CIS) is proud to present a dynamic two-day conference designed to strengthen and illuminate the vital mental health and social-emotional work happening in NYC schools. Whether you’re a seasoned professional or new to the field, this event offers practical tools, fresh insights, and meaningful connections to enhance your impact. Earn a total of 12 CEUs for NYS LCSW, LCAT and LMHCs!

• Dates: Friday, May 30, and/or Saturday, May, 31, 2025
• Location: School of Visual Arts (SVA) Graduate Art Therapy Department, 132 West 21st Street, NY, NY 1011 (Between 6th and 7th Avenues)
• Who should attend: Creative Arts Therapists, Social Workers, Mental Health Counselors, School Counselors
• Attendance Options: Attend either day or both days, based on your schedule and interests. Choose three different training options per day.
• Costs: $200/per day (6 CEUS) or $360 for 2 days (12 CEUS), plus Eventbrite fees. Lunch is provided.

Navigating student mental health in schools is more complex than ever. Backed by nearly 40 years of experience in NYC schools, CIS has designed this conference to be actionable and adaptable, ensuring that every attendee walks away with meaningful takeaways to enhance their work. When we collaborate, share perspectives, and leverage resources, we grow stronger and more effective in supporting students and families.

• Tangible, applicable takeaways for clinical work with students and their families.
• Innovative approaches to mental health and social-emotional learning in schools.
• A stronger network of professionals committed to school-based mental health.

In the simplest terms, we aim to provide a creative and intellectually stimulating space for learning, reflection, and connection; to bring the communities of those who serve students together with the motivation to learn; and to highlight new and innovative approaches to building support within the structures of schools.

Creating a sense of belonging is essential for student engagement and emotional well-being. This presentation explores the implementation of art-based wellness groups designed to foster self-expression, cultural inclusion, and peer connection. Attendees will learn how structured open studio sessions, language- and religion-specific groups, and wellness-focused lunch gatherings can serve as safe, creative spaces within schools. Through practical facilitation strategies, case examples, and hands-on experiential exercises, participants will gain the tools to design and implement art therapy groups that enhance student participation, resilience, and school engagement.

Veronica Coffie is a Licensed Creative Arts Therapist and internship supervisor at a Brooklyn high school through CIS, a role she has held for 4 years. Veronica specializes in supporting young adults and their families from diverse cultural backgrounds, particularly those from Caribbean, Latin American, and Southeast Asian communities. As a Puerto Rican native who grew up in Curaçao, she brings a unique, culturally attuned approach to her work, helping young adults and their families navigate transitions, process emotions, and cultivate a sense of belonging. Her practice integrates creative arts therapy and mindfulness, empowering young adults and their families to align their lives with their values and build emotional resilience. She is passionate about using art as a tool for healing, self-discovery, and community well-being.

This workshop aims to equip staff with essential knowledge and practical strategies for working with asylum-seeking students and families. Through a trauma-informed lens, the workshop addresses the unique challenges these families face, including harsh shelter conditions, language barriers, and cultural differences in education. Participants will gain a deeper understanding of cultural humility, the realities of life in temporary housing, and the impact of these experiences on children’s well-being and academic success. Additionally, the workshop will emphasize the importance of collaboration within schools, leveraging community resources, and developing trauma-sensitive approaches to ensure that asylum-seeking families are seen, heard, and supported.

Kelly Arriaga is a Community School Director and Licensed Mental Health Counselor at Counseling In Schools, where she oversees school-based mental health and expanded learning programs. With over 9 years of experience in mental health, Kelly is dedicated to bridging cultural and systemic gaps in mental health services. She specializes in child welfare, community mental health, and program management, with a focus on equity and accessibility for underserved communities.

With a Master's in Education from Lehman College, Drina facilitates transformative experiences for her students and community. She extends her dedication to education as an Undergraduate Professor at Monroe University, specializing in Public and Human Health Services. Her decade-long experience as a CPR instructor highlights her commitment to equipping individuals with life-saving skills. Drina's career journey reflects a deep commitment to supporting diverse populations, including survivors of domestic violence, foster care youth, migrant families, and unaccompanied minors, advocating for their rights and providing vital support.

This 90-minute workshop is designed for social service professionals in school settings to enhance their communication skills when interacting with school staff, administrators, and parents to support the student population and their clinical needs. The focus is on understanding the complexities of navigating communication between clinicians, social service professionals, and other stakeholders, building relationships, and using program management expertise to support collaborative decision-making. Through case studies and interactive discussions, participants will learn how to communicate effectively while addressing the clinical needs of students, and fostering trust within the school community.

With over 25 years of experience in social services, Patricia has dedicated her career to working with diverse and marginalized populations across NYC and Westchester County. Before joining Counseling in Schools, she held various case management roles in the mental health field, including working with adults with developmental disabilities, remanded youth, and in youth development programs. Patricia holds a Bachelor’s degree in Conflict Resolution Studies from the CUNY BA Program at the Graduate Center and a Master’s in Organizational Leadership from Alliance University. At CIS, Patricia combines her expertise in program management with her experience supporting clinical staff. She is known for her ability to balance program management with client-centered care, ensuring both operational excellence and integrity.

Advisory is a dynamic education program designed to empower high school students through meaningful discussions, interactive activities, and creative expression. Co-facilitated by a teacher and a creative arts therapist, this program fosters personal growth and community building using a restorative justice approach. Topics include values vs. priorities, relationships, financial literacy, interpersonal skills, and conflict resolution— all tailored to be relevant for students' high school experiences and future success. Most importantly, advisory provides a safe space where students can openly explore challenges, develop self-awareness, and strengthen their decision-making skills in an engaging and supportive environment. This particular advisory program has been featured in publications like Chalkbeak and Spectrum News NY1, and is an integral part of Heritage High School’s curriculum.

Evelyn Mora currently serves as a counselor with Counseling In Schools, a role she has held for 5 years after receiving her Master’s of Professional Studies in Art Therapy from the School of Visual Arts. As a first-generation American of Ecuadorian descent, Evelyn is passionate about working with the youth and guiding the next generation of “firsts”. She works alongside educators and counselors at The Heritage School where her main focus is on adolescent socio-emotional well being. This is emphasized through her collaborative work in the school’s advisory program.

Dyanand Sugrim has served as the Principal of The Heritage School in East Harlem, a small community high school that primarily serves families and children of District 4, East Harlem, and the Bronx since 2011. During his successful tenure at The Heritage School, Dyanand Sugrim focused on developing a learning community for students that was rooted in social emotional support, restorative practices, high academic standards, and elevating student voice. Principal Sugrim’s work has resulted in creating stability at The Heritage School and an environment where all students will be successful learners.

With a robust panel of key community and school stakeholders, this panel discussion offers a scope of strategies that counselors can use to enhance and expand the school experience for students and their families. The panel will cover how to advocate for students and families about the student’s service needs within the DOE. Additionally, this workshop will provide opportunities for engagement to increase the social, emotional, and academic development of students. By implementing a series of initiatives, we can create a more inclusive, supportive, and enriching environment that benefits everyone involved in the educational journey.

Clara Cabrera is a dedicated and compassionate School Counselor at Counseling in Schools, where she has spent the last three years providing critical support to students in navigating academic, social, and emotional challenges. With a Master’s Degree in Social Work from Adelphi University, Clara Cabrera is well-versed in implementing evidence-based therapeutic techniques, conducting individual and group counseling, and developing behavior intervention plans tailored to each student’s needs. Her expertise includes crisis intervention, conflict resolution, and collaborating with teachers, parents, and administrators to create a holistic support system for students. Clara Cabrera is deeply committed to fostering a positive and inclusive school environment, empowering students to build resilience, improve mental health, and achieve academic success.

This interactive training session is designed for Expanded Learning Time counselors and other professionals to cultivate deeper relationships with their students and improve classroom management, particularly during after-school and summer programming. Participants will engage in lively discussions and hands-on activities based on evidence-based strategies that incorporate check-ins and icebreakers to promote social-emotional learning. By focusing on purposeful relationship-building, counselors and other school support staff will uncover practical methods to inspire students, minimize behavioral challenges, and foster a nurturing environment where every student feels appreciated. This session equips attendees with valuable resources for instantly enhancing engagement and collaboration, transforming Expanded Learning programs into vibrant spaces for growth and connection.

Rebekah Christyne Severe, LMSW, is CIS’ Senior Program Director of After School Programs and Expanded Learning Time. With over 12 years of experience in education and policy, she leads a team in developing programs that foster children's emotional and social growth, helping them thrive in school and beyond. Her passion for this work drives her to secure resources in mentorship, counseling, academic advancement, job placement, college readiness, and community development. An active community member, Rebekah co-founded two nonprofit organizations, S.O.A.R-Severe Opportunities and Access to Resources, and B.E.S.T. Brooklyn-Bringing Essential Services to Brooklyn, NY. She remains deeply involved in organizing college fairs, speaking at youth and women’s leadership conferences, and participating in education reform panels. A dedicated member of Zeta Phi Beta Sorority, Incorporated, she is committed to service and advocacy. Rebekah holds a B.S. in Education and Public Policy from Pennsylvania State University and an MSW from New York University.

This presentation examines how graffiti art and role play can build self-esteem and self-expression in youth by providing safe outlets for emotional exploration and identity development. Participants will gain practical tools to design and implement activities that empower young people to visualize strengths, reframe negative self-perceptions, and build resilience. The workshop includes didactic presentation, interactive discussions, and hands-on practice to help attendees integrate these creative modalities into therapeutic settings.

Ben Binyamin currently serves as a Counselor at Counseling In Schools, a role he has held for four years. With nearly a decade of experience in the mental health field, he has held impactful positions in School-Based Health Clinics, Certified Community Behavioral Health Clinics, and various school settings. He holds Master of Science degrees in Art Therapy/Counseling and Guidance & Counseling, both from the College of New Rochelle. His academic and clinical work focuses on the use of art therapy with children and adolescents, with particular attention to painting and the therapeutic application of graffiti.

Yakim Binyamin is a creative arts therapist with a master’s degree in Drama Therapy from NYU and over a decade of experience working with youth and young adults. For the past five years, he has served as a Drama Therapist with Counseling In Schools, focusing on healing trauma and addressing learned repression through the art of expression. His approach integrates creative modalities such as drama, photography, videography, and poetry to inspire healing and self-discovery.

Using words and images to capture one’s story has been used for hundreds of years in many forms. Creating one’s own narrative provides a space to reclaim a feeling of control to those who feel lost. Co-led by a social worker and an art therapist, this  workshop will focus on the process of using narrative to support young people through traumatic experiences, loss, and transience, encouraging them to use the written word as well as visual imagery to tell and reclaim their own story. Additionally, it will provide the opportunity to explore the use of mandalas as a form of personal narrative.  

Shavel Adamson, LMSW, began her tenure with Counseling In Schools as an MSW intern following a career working as an educator within the NYC Department of Education. Since 2022, she has been the Program Director for a COMPASS Afterschool Program supporting a team of activity specialists to ensure a safe and supportive environment for children to explore, learn, and develop various skills. As a social worker, Shavel is committed to ensuring SEL programming is strongly integrated throughout the after-school program and ensuring that she brings awareness to and celebrates cultural diversity through community building activities.

Elizabeth Rose currently serves as a Professional Development Facilitator at Counseling In Schools, a role she has held for 3 years. She has more than 7 years of experience working in the mental health field, including previous roles as a middle school counselor with CIS and Creative Arts Therapist and recovery counselor with adults. She received her Bachelor's degree in Psychology and Studio Art from Franklin and Marshall College and a Masters degree in Art Therapy and Creativity Development from Pratt Institute. Elizabeth also has a certificate in User Experience and User Interface Design from the New Jersey Institute of Technology in which she aims to utilize in her practice to better serve the populations with which she works remotely.

In this experiential workshop, we will consider new frameworks for supporting queer and non-queer students as they explore their gender identity(ies). We’ll notice how gender operates in our own lives - the joy, the pain, and everything in between. Finally, we’ll use creative practice to develop a sense of agency and freedom. Through these investigations, you’ll gain confidence in interactions with clients around topics of gender, sexuality, queerness, femininity, and masculinity. This workshop is meant for people of all gender expressions, including cisgendered and heterosexual providers.

Nino (they/them) is a psychotherapist in private practice specializing in trauma and spirituality. They worked with Counseling in Schools for three years in elementary, middle, and high schools. Nino received their degree in Pastoral Mental Health Counseling from Fordham University’s Graduate School of Religion and Religious Education. Their current work seeks to re-incorporate somatic and intuitive wisdom into contemporary therapeutic practice.

Many adults- neurotypical and neurodivergent people alike- look back on their adolescent years recalling (or cringing about) the pain associated with figuring out who they are and who they wish to become. Adolescence for a person who neurodevelopmentally struggles to regulate their attention, inhibit their impulses, or manage to keep up with their never ending to-do list can be particularly overwhelming. This seminar will provide clinicians with a holistic understanding of ADHD, one of the most common neurodevelopmental disabilities diagnosed in childhood. The presenter will describe how ADHD manifests specifically during adolescence and how clinicians can practice from a neuro-affirming, cognitive behavioral approach. Attendees will leave with applicable interventions informed by research in the domains of psychoeducation, thoughts, feelings, and behaviors.

Dr. Alexa Prodromakis serves as a Professional Development facilitator at Counseling in Schools. Dr. Prodromakis earned her Psy.D. in School-Community Psychology from Hofstra University where she developed her clinical interest in supporting adolescents and young adults with neurodivergent identities and post-traumatic stress. Throughout her graduate training she has worked alongside psychologists in public schools, college counseling centers, Hofstra's specialty emerging adults and autism clinics, and within a neuropsychological private practice. She currently works as a postdoctoral psychology fellow at Iona University Counseling Center where she specializes in working with neurodivergent college students.

This essential workshop explores the complex relationship between social media use and adolescent mental health. Experts will unpack the intricate link between social media and teen mental health, examining its effects on self-esteem, anxiety, and depression. Discover practical tools to help young people navigate the online world safely and build strong real-life connections. We will look at the relationship to technology through the lens of addiction recovery, and using strategies based on Motivational Interviewing, will also explore ways to support teachers and parents in modeling good habits and setting standards for their kids. This workshop will also discuss the most up to date NYC DOE policies regarding technology in school.

Whitney L. Walton currently serves as a Professional Development Facilitator at Counseling In Schools. She has more than 12 years of experience working in the mental health field, including previous roles as a psychiatric social worker, pediatric social worker, psychotherapist, and consultant. She received her Masters in Social Work from Adelphi University. Ms. Walton offers self-esteem workshops that empower girls and women by fostering confidence and self-awareness. She focuses on the impact of societal and psychological factors on mental well-being.

Counselors Samantha Disador and Marisa Paolillo will dive deep into their collaboration and integration of drama therapy and art therapy in their “Girl Power” program, which is a 5th grade group that has been active for 3 years. Ms. Sami and Ms. Marisa will share the intricacies of ongoing co-leadership as therapists, and the workshop will focus on the ebb and flow of long- term collaboration, how to utilize art and drama theory in practice, and the evolution of the effectiveness of the group. Participants will be able to improve understanding of how creative arts therapists work together and learn helpful techniques on co-leading large and multi year groups.

Marisa Paolillo, LCAT, ATR-BC, is an art therapist at Counseling In Schools, a role she has held for 6 years. She has more than 10 years of experience working in the mental health field. She received her masters degree in art therapy at the School of Visual Arts. Throughout her career she has introduced art therapy into spaces where previously it had not been. She enjoys providing support to the students and families at the elementary school where she works.

Samantha Disador (She/Her), LCAT, RDT, is a drama therapist at Counseling In Schools, serving the Coney Island Community for her 4th school year. She received her Masters in Drama Therapy from NYU. Ms. Sami is passionate about empowering elementary school students and their families.

This workshop aims to equip staff with essential knowledge and practical strategies for working with asylum-seeking students and families. Through a trauma-informed lens, the workshop addresses the unique challenges these families face, including harsh shelter conditions, language barriers, and cultural differences in education. Participants will gain a deeper understanding of cultural humility, the realities of life in temporary housing, and the impact of these experiences on children’s well-being and academic success. Additionally, the workshop will emphasize the importance of collaboration within schools, leveraging community resources, and developing trauma-sensitive approaches to ensure that asylum-seeking families are seen, heard, and supported.

Kelly Arriaga is a Community School Director and Licensed Mental Health Counselor at Counseling In Schools, where she oversees school-based mental health and expanded learning programs. With over 9 years of experience in mental health, Kelly is dedicated to bridging cultural and systemic gaps in mental health services. She specializes in child welfare, community mental health, and program management, with a focus on equity and accessibility for underserved communities.

With a Master's in Education from Lehman College, Drina facilitates transformative experiences for her students and community. She extends her dedication to education as an Undergraduate Professor at Monroe University, specializing in Public and Human Health Services. Her decade-long experience as a CPR instructor highlights her commitment to equipping individuals with life-saving skills. Drina's career journey reflects a deep commitment to supporting diverse populations, including survivors of domestic violence, foster care youth, migrant families, and unaccompanied minors, advocating for their rights and providing vital support.

Group counseling is a powerful tool to inspire leadership and equip students to positively impact their communities. By fostering collaboration, self-reflection, and shared problem-solving, groups encourage youth to see themselves as agents of change. These settings allow students to explore their potential, build confidence, and create actionable plans to address issues they care about. Through structured guidance and peer support, counselors can compel students to step into leadership roles and make meaningful contributions to their schools and neighborhoods.

Abigail Acevedo Perez, MA is a dedicated Mental Health Counselor with over a decade of experience in the mental health field. Currently serving at Counseling In Schools for the past 9 years, Abigail specializes in supporting the emotional and social well-being of individuals in educational settings. She holds a Master’s degree in Counseling Psychology from the Inter American University of Puerto Rico. Her professional background includes working in private clinical settings and residential programs, where she has supported adults and adolescents developing essential life skills.

In today’s complex social and educational landscape, traditional punitive justice systems fail to address the root causes of harm, leading to cycles of violence and alienation. This workshop will explore Transformative Justice practices through the lens of a multimodal relational therapy approach, emphasizing the importance of healing, accountability, and community restoration, all while de-emphasizing pathology and school based punitive measures.

The motivation behind this presentation arises from the urgent need to shift paradigms in how we address conflict and harm in our schools and communities. As society grapples with systemic inequalities and social unrest, there is a pressing call for alternatives to punitive measures that can break cycles of harm and foster resilience. This session aims to inspire practitioners, educators, and community leaders to adopt transformative justice practices, equipping them with the theoretical knowledge and skills to create lasting change. It's an invitation to envision a future where accountability and healing go hand in hand.

Eloise True, LCSW has worked as a counselor and Professional Development facilitator for CIS since 2016. Eloise completed the four year externship at Ackerman Institute for the Family and has continued to pursue education in models such as IFS and Polyvagal Theory which have equipped them to bring a multi-modal approach to the supervisory and facilitation style. As a white queer therapist who has worked with many black and non-black people of color it has been vital to the integrity of their work to learn ways to decenter whiteness and decolonize their therapeutic practice. They also have extensive experience working with gender expansive and trans youth and their families bring a queer and trans therapeutic literacy.

Here we present a case study of a tragic event involving multiple students at a High School in Queens. While it became a media target of speculation and rumors outside the school walls, within the school there were strategic and intentional efforts to remain present in “the work” and effective in reducing the noise. There were various tiers of crisis response, which we will explore in detail within this workshop. The underlying questions that we repeatedly return to in this case study are: What is the role of the counselor? What are the practices they need to have in order to hold space for the grief, model their own strength, and maintain appropriate boundaries with compassion?

We invite participants to think about how they can impact their schools to enhance systems and protocols they must have in place to ensure the continued support of NYC students who are exposed to our city’s unique pressures around tragic grief and loss.

Ben Eastman, MSW, has been working as a full-time counselor providing services at Queens Technological High School since 2023. He has over 10 years experience in the mental health and educational fields in various roles including classroom teacher, caseworker, dean of students, and school social worker. Ben received his bachelor's degree from Brown University and his MSW from NYU. While having social work experience in a number of settings, the majority of his experience is in school settings, and he has received additional training with a focus on conflict mediation and restorative justice practices.

This presentation on substance use prevention and education in schools will provide valuable insights into how to identify warning signs of substance use among students, and effectively communicate with them. Attendees will learn strategies for raising awareness within the school community, including staff wellness techniques for managing this sensitive and potentially triggering topic. The session will also highlight key resources available to support adolescents dealing with substance use.

Viola Varner is a Program Director at Counseling In Schools for the past three years. With over a decade of experience in the mental health field, Viola has worked extensively with underserved and vulnerable populations, bringing a wealth of knowledge and compassion to her role. She holds a Master of Social Work degree specializing in Family Mental Health Services from the Silberman School of Social Work at Hunter College. Viola’s career has been marked by her dedication to improving access to mental health care, particularly in the areas of substance use treatment and education. She is passionate about spreading positivity and creating a culture of wellness through teaching, public speaking, and staff development. Outside of her professional life, Viola enjoys traveling with her family, writing poetry, and finding moments of rest with a good nap.

This essential workshop explores the complex relationship between social media use and adolescent mental health. Experts will unpack the intricate link between social media and teen mental health, examining its effects on self-esteem, anxiety, and depression. Discover practical tools to help young people navigate the online world safely and build strong real-life connections. We will look at the relationship to technology through the lens of addiction recovery, and using strategies based on Motivational Interviewing, will also explore ways to support teachers and parents in modeling good habits and setting standards for their kids. This workshop will also discuss the most up to date NYC DOE policies regarding technology in school.

Whitney L. Walton currently serves as a Professional Development Facilitator at Counseling In Schools. She has more than 12 years of experience working in the mental health field, including previous roles as a psychiatric social worker, pediatric social worker, psychotherapist, and consultant. She received her Masters in Social Work from Adelphi University. Ms. Walton offers self-esteem workshops that empower girls and women by fostering confidence and self-awareness. She focuses on the impact of societal and psychological factors on mental well-being.

Termination often isn't explored in continuing education, and it is an integral part of the therapeutic process. School-based work and endings offer an opportunity to process transitions with young people and providers in novel ways, and can allow folks to process grief and change in a supported, community-held manner. Through didactic presentations, reflective discussion, and experientials, we will explore this often-overlooked but essential subject.

Amanda is a board-registered certified art therapist and licensed creative arts therapist that has been with Counseling in Schools (CIS) since 2015. She currently serves as a counselor and field instructor at the High School for Youth and Community Development (YCD) in the Erasmus Hall Campus. Amanda is an alumni of the School of Visual Arts' (SVA) MPS art therapy program. She has clinical and supervisory experience supporting folks in a variety of settings including schools, hospitals, community centers, supportive housing and shelters as well as private practice. Amanda believes in cultivating space for joy and humor within her work. She is dedicated to honoring others’ strengths, wounds and creativity in the hopes of nurturing radically caring, liberatory experiences for those she connects with.

Projective Techniques use tangible props to represent an external entity (person, relationship, context) in order for individuals to explore their internal world. In this highly interactive and engaging demonstration, three CIS drama therapists who serve students in elementary, middle, and high school settings will provide opportunities to interact with play and drama-based interventions. They all use Projective Techniques differently based on the developmental age of their populations, so participants will experience a range of ways that this approach can be used in a therapeutic setting. This workshop is open to all clinicians who are interested in the psychoeducation of drama therapy and expanding their understanding of the use of projectives. Prepare to play!

Samantha Disador (She/Her), LCAT, RDT, is a drama therapist at Counseling In Schools, serving the Coney Island Community for her 4th school year. She received her Masters in Drama Therapy from NYU. Ms. Sami is passionate about empowering elementary school students and their families.

Max Durrant (He/Him), RDT, CAT-LP, currently serves as a Drama Therapist at Counseling In Schools since receiving his Masters in Drama Therapy from NYU. He currently works with middle and high school students, supporting growth in advocacy and development of essential skills during times of uncertainty. He is passionate about providing others with the tools to rewrite the script in their own personal lives.

Yakim Binyamin is a creative arts therapist with a master’s degree in Drama Therapy from NYU and over a decade of experience working with youth and young adults. For the past five years, he has served as a Drama Therapist with Counseling In Schools, focusing on healing trauma and addressing learned repression through the art of expression. His approach integrates creative modalities such as drama, photography, videography, and poetry to inspire healing and self-discovery.

This workshop takes a deep conversational dive around the updated Mandating Reporting Guidelines in New York State and the challenges that come with making the correct decision according to the Ethical boundaries in which our licensure requires us to act within. We will explore the Professional Code of Ethics, the honest influence of bias while making decisions and how to work within the team milieu of Schools. This workshop enforces the ability to analyze a family’s protective factors and the current obstacles we face around systems being overwhelmed and how that impacts their effectiveness with our families. Where does that leave us in the “report or not to report” decision? This workshop won’t provide you with that concrete answer necessarily but will allow you to explore your professional code around this topic to advocate for your families in a way that feels right for you. This presenter welcomes counselors of diverse educational backgrounds for robust learning and sharing across fields, just as we do during a regular school day.

Rachna has been a Social Worker in NYC for over 20 years, earning her MSW from Hunter College in 2003. She has extensive experience in Foster Care/Child Welfare, Supportive Housing, and School-Based Services. She largely found her home in School Based services when she joined Counseling In Schools as a Field Placement supervisor in elementary education. As the Clinical Director, she has found true job satisfaction supporting the clinical services conducted by a diverse and multi-talented portfolio of CIS Counselors. She has a clear passion in advocating for equity and ethical programming within schools so we can continue to raise the bar on meeting the needs of the families and communities we serve.

Many adults- neurotypical and neurodivergent people alike- look back on their adolescent years recalling (or cringing about) the pain associated with figuring out who they are and who they wish to become. Adolescence for a person who neurodevelopmentally struggles to regulate their attention, inhibit their impulses, or manage to keep up with their never ending to-do list can be particularly overwhelming. This seminar will provide clinicians with a holistic understanding of ADHD, one of the most common neurodevelopmental disabilities diagnosed in childhood. The presenter will describe how ADHD manifests specifically during adolescence and how clinicians can practice from a neuro-affirming, cognitive behavioral approach. Attendees will leave with applicable interventions informed by research in the domains of psychoeducation, thoughts, feelings, and behaviors.

Dr. Alexa Prodromakis serves as a Professional Development facilitator at Counseling in Schools. Dr. Prodromakis earned her Psy.D. in School-Community Psychology from Hofstra University where she developed her clinical interest in supporting adolescents and young adults with neurodivergent identities and post-traumatic stress. Throughout her graduate training she has worked alongside psychologists in public schools, college counseling centers, Hofstra's specialty emerging adults and autism clinics, and within a neuropsychological private practice. She currently works as a postdoctoral psychology fellow at Iona University Counseling Center where she specializes in working with neurodivergent college students.

In this experiential workshop, we will consider new frameworks for supporting queer and non-queer students as they explore their gender identity(ies). We’ll notice how gender operates in our own lives - the joy, the pain, and everything in between. Finally, we’ll use creative practice to develop a sense of agency and freedom. Through these investigations, you’ll gain confidence in interactions with clients around topics of gender, sexuality, queerness, femininity, and masculinity. This workshop is meant for people of all gender expressions, including cisgendered and heterosexual providers.

Nino (they/them) is a psychotherapist in private practice specializing in trauma and spirituality. They worked with Counseling in Schools for three years in elementary, middle, and high schools. Nino received their degree in Pastoral Mental Health Counseling from Fordham University’s Graduate School of Religion and Religious Education. Their current work seeks to re-incorporate somatic and intuitive wisdom into contemporary therapeutic practice.

Host or Publisher Counseling in Schools