Christopher S. Email & Phone Number

Newton, Ma, Us

Newton, Massachusetts

For the past 15 years I have worked with children, adolescents and adults with ASD, depression, anxiety and trauma. These individuals are often impacted by emotional dysregulation, which limits their potential and reduces their ability to participate and succeed in specific environments. My clients often internalize their perceived deficits and have identified themselves as being “less than” or “not good enough”. My work focuses on supporting abilities, recognizing strengths, honoring differences and valuing uniqueness while providing opportunities to observe their patterns of behavior that inhibit them from taking action.

Massachusetts, United States

Provide support, education and consultation to Eliot staff about clients who have or may have a diagnosis of Autism. Participate in case conferences to provide a space for thoughtful conversation about how to best deliver services to their clients in their home environments and in their community. Problem solve around challenges and limitations that exist in state mental health care systems for people with ASD. Support staff in shifting their approach to identify, honor and work with the strengths of their clients. Outpatient (virtual) psychotherapy is also provided to clients when necessary.

Bethel, Vermont, United States

Mohegan Lake, New York, United States

Provide individual and group therapy to students age 7-26 based on social, emotional and behavioralneedsProvide training, support and consultation to education and student life staff around therapeuticinterventions for students with Autism and co-occurring mental health challengesCollaborate with teachers, clinical team members, and transition coordinators to create andimplement academic, social-emotional, and transition IEP goalsDevelop and maintain clinical logs, reports, observations and assessments for service providers.Communicate with internal and external support systems regarding students’ progress andchallengesConduct intake tours for potential students including basic assessment and observation of studentstrengths and needs

Montpelier, Vt

• Provide individual counseling based on emotional and behavioral needs to students ages 9 – 22 • Teach developmentally appropriate group classes with a focus on relationships, mental, physical, sexual health, and social skills• Conduct school-wide trainings to support the ARC therapeutic model• Consult and collaborate with teachers, program leaders, related service providers, and student support staff to meet the mental health needs of each individual student, in order to assure generalization in the community, and success in the classroom• Develop, track and update social-emotional goals and objectives on IEPs in collaboration with the clinical behavioral team• Communicate with parents, outside service providers, group homes, and DCF regarding progress and challenges of the students

Middlebury, Vt

• Provide milieu, individual and group therapy for students enrolled in the alternative education program at Middlebury Union High School• Support teachers during academic blocks to effectively manage students’ mental health needs• Collaborate with families, therapeutic supports, school personnel and state agencies to coordinate care and services for students• Identify strategies with students to improve their mental health and well-being in school, at home, and in the community• Teach self-advocacy skills to students by supporting effective communication between individuals, peers and adults during clinician facilitated meetings• Strengthen the alternative education community through interactive group challenges and games

Greater Boston Area

• Provide weekly individual therapy for students focusing on skills and interventions to manage anxiety, depression, and stress associated with the school environment and academics• Facilitate therapeutic groups for students with social and emotional challenges using talk therapy, direct skill instruction and role play scenarios• Support students in reaching their full academic and social-emotional potential through triage/brief therapy in and out of the classroom environment• Create social-emotional goals and objectives for Individualized Education Plans in collaboration with students and teachers to measure annual and quarterly progress• Monitor academic progress and increase students’ ability to effectively self-advocate with teachers and manage stress in the classroom• Coordinate with parents and outside providers to increase effectiveness of school interventions, safety, and access to community supports for students• Participate in weekly professional development, agency meetings and program planning/development

Greater Boston Area

• Provide intensive in-home family therapy to children with mental health needs• Collaborate with families and mental health providers to address clients’ needs and assure effectivedelivery of services• Conduct comprehensive state and agency assessments of children with significant behavioralchallenges• Address and provide strategies with clients to support reintegration into school, collaboration withfamilies, and success in community settings• Create, implement and monitor Individualized Action Plans with each family to track progresstowards goals and objectives• Maintain client files, insurance authorizations, and hours of service provided in compliance withagency and state requirements

Greater New York City Area

• Advocate for children receiving special education services from the NYC Department of Education, assuring compliance with state and federal protections under IDEA• Support families in obtaining a free and appropriate education for their children through correspondence with the DOE and participation in Individualized Education Plan meetings • Maintain daily case notes documenting specific actions, hours of service, and outcomes for quarterly reports to the Office of People with Developmental Disabilities• Create specific trainings for parents and professionals informing them of their rights and responsibilities as advocates for children who receive special education services • Monitor success of advocacy program through data analysis of parent testimonies and training surveys• Represent AHRC and the Educational Advocacy Department at resource fairs, conferences and coalition meetings

New York, Ny

* Provide individual support to a child with special needs throughout the school day.* Facilitate appropriate social interactions between the student and peers in and out of the classroom during free time and recess* Encourage the student's self-expression through verbal language during times of difficulty to eliminate physical aggression and destructive behaviors* Implement strategies for the student to cope with emotions and assist teachers and therapists with Parent Child Interaction Therapy (PCIT) in the classroom

New York, Ny

* Promote social development in children with Autism Spectrum Disorders ages 4-13 focusing on sharing, following directions, and group interaction* Encourage creativity and exploration of art materials through various activities corresponding with seasons, holidays and current events* Support children on development of listening and comprehension skills, during their participation in creative and recreational activities

New York, Ny

* Supported CWOP members in their efforts to increase the influence of parents in the practices and policies of child welfare systemsParent Advocate Network (PAN)* Developed strategies to increase membership, support current members, and establish collective power for PAN during negotiations with child welfare policymakers * Collaborated with foster care executives to expand the role of parent advocates employed at their agencies* Revamped PAN database to simplify communication between past, current and future network membersMultiple Family Group (MFG)* Facilitated support group for children recently reunited with family after placement in foster care* Strengthened the emotional health and general well-being of parents and children* Empowered parents to maintain and enforce rules, responsibilities and roles for themselves and their children* Provided referrals and links to neighborhood resources for families in need of additional support and services* Conducted initial behavioral assessments for children ages 6-12 participating in the MFG

Greater Seattle Area

* Facilitated social interactions and play between children with Autistic Spectrum Disorder and their peers utilizing the DIR/Floortime Model* Empowered children to incorporate their own ideas into games and activities initiated by fellow campers and staff* Provided support and encouragement to parents in their interactions with children during weekend Floortime coaching sessions

New York, Ny

* Provided individual consultation and advocacy to families with upcoming evaluations, committee on special education meetings and individualized education plan meetingsProject Equity* Initiated this program to bring resources and education to parents of children with special needs in underserved neighborhoods * Demonstrated the need for Project Equity by assessing the number of children receiving special education services in Harlem* Organized a series of three special education workshops for Harlem parents focusing on legal rights and responsibilities, advocacy skills, and the individualized education plan

New York, Ny

* Motivated students with Autism Spectrum Disorders to initiate and sustain interactions with peers and staff during school activities* Deepened student understanding of their emotional range through affective communication* Assisted head teacher with preparation of materials, planning for classroom lessons and community outings* Stimulated the emotional and intellectual development of students following DIR/Floortime principles

Msw, Children, Youth And Families / Community Organizing, Planning And Development

Bachelor Of Arts, International Relations

Activities and Societies: Club Volleyball 1998-2001Concentration: The Global Political Economy Minor(s): German, Environmental Studies