Tiarra Currie, Ph.D. Email and Phone Number

Provide a broad range of psychological services, with a primary emphasis on evaluation, consultation, and direct intervention. Responsibilities also include conducting in depth pre-trial and post-trial evaluations of clients using appropriate psychometric instruments to address a broad range of forensic mental health concerns including: competency; criminal responsibility; dangerousness; and treatment needs; Consultation with referring criminal justice agents, attorneys, clients, their families and community resources. Conducts individual and group psychotherapy with selected seriously mentally ill clients in inpatient and outpatient forensic settings and supervises the assignments and activities of advanced clinical psychology graduate students. Participates in multi-disciplinary staff conferences, clinical case conferences and training programs on mental health issues.

Provided individual psychotherapy to 2 patients from different psychiatric units with different statuses in their legal cases. Trained as a unit psychologist on an all-male step-down unit where the men are either pre-trial, post-trial, or experiencing complicated legal cases. Further responsibilities included completing psychological and violence risk evaluations, conducting pre-trial competency evaluations of individuals sent to the hospital for competency restoration, providing supervision in therapy and assessment two psychology externs, and providing milieu therapy to patient

Provide clinical supervision to postdoctoral/psychology associates clinicians and/or master’s level clinicians. This includes individual supervision as well as reviewing and signing all clinical documentation.

Provided individual psychotherapy for 3 patients from different psychiatric units. In addition, co-led various psychotherapy groups (Social Skills, Acceptance and Commitment Therapy, and Relapse Prevention for Sex Offenders). Further responsibilities included completing psychological evaluations, conducting pre-trial competency evaluations of individuals sent to the hospital for restoration, and providing milieu interventions on both a long term and pre- trial admissions unit.

Teaching undergraduate students Developmental Psychology Through the Lifespan

-Provides individual and family services to children, adolescent, and adult clients referred for psychotherapy. Uses various therapy models (supportive psychotherapy, behavioral intervention, play therapy, and CBT) to address various clinical symptoms. Performs psychiatric intakes, and develops treatment plans in direct partnership with clients. - Assist Dr. Rulamdo with client chart review, treatment review, and other clinical administrative duties. - Assist in the scoring of various psychological tests including WIAT-III, ABAS-III, WISC, WAIS, and other self-report measures such as The Childhood Autism Rating Scale (CARS). - Assist with the clinical writing of the psychological evaluations for different referral purposes.

- provide therapeutic counseling to clients diagnosed with a traumatic brain injury through assisting with the management of emotional difficulties associated with adjusting to and living life in the community. -provide one-to-one counseling surrounding coping with altered abilities and skills, the need to revise long tern expectations, and changed roles in relation to significant others. -decrease the intensity and frequency of significant behavioral difficulties that jeopardize their ability to function in the community. -implement a detailed holistic behavioral treatment plan that includes a comprehensive assessment of the behaviors in the context of their medical diagnosis, abilities/disabilities, and the environment that precipitates the behaviors.

-Provide psychological services directly to the consumers-Be responsible for the development of consumers' behavior plans, objectives and goals, and rendering direct individual training and assistance to staff so they can carry out techniques of intervention when needed and in conformity to the agency policies and procedures.-Develop Individual Program Plans -Participate in interdisciplinary evaluation of individual consumers' purposes of implementing, monitoring and follow-up of individual program. -Provide psychological testing -Train staff that work directly with the consumers at the program site and in the residence -Develop and implement behavior modification programs for consumers and supervise staff that directly implement the behavior modification program. -Contribute to enhance the consumers' perceptual, sensor motor, communications, social emotional and cognitive skills, self-directions and emotional stability.

- Planning, co-leading, and retroactively evaluating empirically-based therapy groups for children in elementary and middle school age ranges.- Providing therapeutic and academic remediation services.-Implementing behavior intervention plans and behavioral strategies.- Assisting with music, dance, exercise and other team building/social skills activities with children of all ages.- Chaperoning recreational trips in the community and working, in vivo, with participants of all ages on social and coping skills.- Attending initial orientation/training, weekly group supervision, and clinical team meetings.

-Writing and implementing Person Centered Behavior Support that address challenging and maladaptive behaviors. -Writing Psychological reports and summarizing behavioral data and analyses annually and semi-annually. -Developing clinical content for the Comprehensive Functional Analysis document. -Providing Services to individuals with intellectual disabilities and comorbid psychiatric conditions. -Complete Human Rights packages that include consent forms for any psychiatric medications, restrictive (SCIP-R) techniques, and the formal behavior support plan. -Provide psychiatric and medical consultations/referral forms per visits. -Providing hands on direction/supervision to the direct care staff working directly with the individuals.

Supervisor: Dr. Lisa Cohen, Ph.D. - Attend Bi-weekly meetings to discuss progress on various research projects and weekly research meetings. - Attend weekly case conferencing and psychiatry rounds to discuss various patients and observe psychological interviews. - Recruit, consent, and administer surveys to patients on various psychiatric wards to a research study examining childhood maltreatment and adult psychopathology. - Data Entry, Data Scoring, Microsoft Word, Excel, and SPSS usage- Heading a research study that is organizing the most common responses from TAT interviews.

-Use the Individualized Care Model to provide needed break for the family and the child to ease stress at home and promote overall wellness for child and family. -Care for children with a traumatic history and psychiatric disorders such as bipolar disorder, clinical depression,and aggression. -Use conflict management technique, and use effective responses to undesirable behavior when doing activities that match the child's developmental stage. -Use methods to help the child be successful in the home, community, and school with improving or introducing social and environmental skills consistent with their developmental stage. -Assist child in recognizing his/her functional strengths/assets and those that need to be developed.

- The Program Evaluation Outcomes Measurement team is conducting an intensive qualitative analysis project. The goal of the project is to gain a better understanding of how to engage girls in grades K–5 nationwide. This means understanding girls as well as the adults who serve them.- Assist the Girl Scout Research Institute team in observing catalogued video, coding transcriptions, text, and video, data analysis and content analysis for text and video, and providing supportive data upon request- Head the media transcription project, which entails listening to interviews and transcribing word for word. - Work collaboratively with the GSRI teams to generate ideas, theories, and strategies for Girl Scouts USA.- Learning to code qualitative data, synthesizing data into usable findings, and strategizing for actionable solutions for a large organization.- 
Assist in creating a "top line" report to guide final deliverables
- Organizing data through Microsoft Word, Excel, iMovie, Vimeo.com, and WordPad.

Girls Educational & Mentoring Services (GEMS) is the only organization in New York State specifically designed to serve girls and young women who have experienced commercial sexual exploitation and domestic trafficking.-Responsible for the operations of the home and creating a family-like atmosphere that supports the development of each resident.-Know and follow GEMS program policies and procedures regarding the care and development of residents and assume responsibility for residents in the TIL house, including daily decisions regarding health, safety, and discipline- Responsible for physical, emotional, social, spiritual, and academic development of residents in accordance with individual service plans and GEMS program policies- Provide individual assistance and tutoring as needed and assist in college preparation of each resident as needed.-Assure the home functions in accordance with GEMS program and local licensing standards-Ensure maintenance needs are communicated to supervisor for all program property- Assist residents as necessary to maintain a clean and safe environment, and for home to function including cooking, cleaning, shopping, and possibly driving- Complete required documentation of activities in a timely and accurate fashion- Properly track and document all approved expenses (laundry log, emergency needs etc.)- Role model for resident’s positive relations with neighbors, community groups, schools, authorities, and peers

- Co-faciliate group therapy on problem solving skills - Conduct adaptive functioning and intelligence testing- Participate in interdisciplinary team meetings- Participate in functional assessments of behavior and the development of behavior plans; Provide individual counseling- Maintain concise and well written case notes- Complete assessments and reports in a timely fashion

I will be working at the Summer Treatment Program for Adolescents as a counselor. These children have Attention-Deficit Hyperactivity Disorder (ADHD), Conduct Disorder (CD) Oppositional-Defiant Disorder (ODD), learning problems, attention problems and behavior problems.As a counselor I will implement the behavior modification treatment during recreational activities such as basketball, soccer, softball, and swimming. During these activities, I can award points to the children for behaviors such as following the rules of the activity, helping a peer, sharing with a peer, complying with staff members' commands, contributing to group discussions, and ignoring provocation and insults. I can take points from the children for behaviors such as aggression, noncompliance, lying, verbal abuse, teasing, swearing, interrupting, and complaining. I will have the opportunity to attend a weekly seminar on research and ADHD. This seminar will enable learning more about ADHD and to gain experience in the design and implementation of research in child psychopathology and psychotherapy.

Learning EEG Setup & electrode placement, recording, backup and clean up date, date entry, scheduling participants␣ Learning the basics about autism, research methods, and neuroscience ␣ Training in administering PPVT, IQ tests, language tests observing diagnostic observation &interviewing ␣ Basic Report writing, administering diagnostic assessments and interviews ␣ Doing basic data analysis, constructing consent and assent forms ␣ Attending weekly group meetings

I answer phones, transfer phone calls, update travel sheets, filing, scanning, copying documents, and various errands and other special projects as they come up.

Shadowing and observing Dr. Lisa Harrell-Delameter facilitate a social skills group with youth aged 13-18that are on the spectrum of autismEngaging in the social group by listening to the kids and offering advice, role playing, and instructing onhow to start conversations, make friends, and other social deficits.

Purpose of TRAC: Examine the effects of instructional interventions to improve the academic performance and competence of elementary-aged children.␣Attended weekly research assistant training meetings (3-10 hours per week)␣Read literature on school-based research to improve children’s academic skills and gained direct experiencewith developmental and educational research in an applied setting␣␣Completed and passed Human Subjects Research Curriculum (Social/Behavioral Research Course) atSyracuse University as part of the Collaborative Institutional Training Initiative (CITI)␣Managed data input and analysis of dependent measures using Microsoft Excel and!used and scoredCurriculum-Based Measurement (CBM), an empirically-valid academic progress monitoring procedure forassessing children’s basic academic skills␣Administered manualized intervention protocols in local elementary schools in the Syracuse City SchoolDistrict (Syracuse, NY)␣␣Co-authored undergraduate research grant to support research activities and Co-authored and presented anAPA-style poster at the Syracuse University Showcase SCIMIX poster session

Consented patients, completed case report forms, patient testing per research protocol, and research -relatedstudy observationsEvaluated Wellsoft Data at the Pediatrics and Adult emergency room for prospective subjects in variousresearch studies