The Child & Family Institute

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The Child & Family Institute-Westchester 2 Overhill Road, Suite 400 Scarsdale, NY 10583

The Child & Family Institute-Manhattan 20 East 49th Street, 2nd Floor New York, NY 10017

The Child & Family Institute-Brooklyn 153 Roebling Street, Suite 13 Brooklyn, NY 11237

Telephone: (914) 439-5759 Fax: (914) 693-4807

The Child & Family Institute

Name of Director: Adam S. Weissman, Ph.D.

Email: (preferred contact method)


The Child & Family Institute (CFI) is an interdisciplinary behavioral health program, faculty practice, and training center with 2 locations in Scarsdale, NY and midtown Manhattan, dedicated to providing state-of-the art, evidence-based psychological assessment & treatment to youth and their families. Our programs and services include individual and group CBT, comprehensive neuropsychological assessment (at The Pediatric Assessment Center, PAC), educational consulting and academic remediation services, medication management, whole health and nutritional counseling, and a number of specialty treatment clinics, including Trauma-Focused CBT, Medical/Health Psychology (at The Center for Chronic Medical Conditions, CCMC), Organizational & Executive Functioning Skills Training, IOP for OCD, a positive parenting program, a tic, trich and habit disorders program, our "Konfident Kids" Selective Mutism program, and our new LGBTQ+ program.

CFI offers psychology doctoral students a year-long (part-time or full-time) clinical psychology pre-doctoral externship in evidence-based assessment and treatment for youth and families. Our externship program is primarily designed for advanced graduate students (3rd year and above) from APA-accredited clinical and school-clinical psychology doctoral programs. Previous experience and training in CBT with children and adolescents is strongly preferred.

CFI offers a highly unique externship opportunity. Training will focus on cognitive and behavioral approaches with children, adolescents, young adults, and their families using empirically-based treatments for emotional and behavioral disorders. Presenting problems most commonly include a wide range of anxiety disorders, e.g., OCD, GAD, separation anxiety disorder, panic disorder, anxiety secondary to medical illness, selective mutism, social anxiety disorder, specific phobias, PTSD, school refusal, etc., as well as depressive disorders, ADHD, disruptive behavior problems, tic/habit disorders, high functioning autism spectrum disorders, and related conditions. Training may also include opportunities to co-lead SAMSS (Social Anxiety Mastery & Skills for Success), DBT skills, and other empirically supported group treatments under the supervision of our Director of Group Therapy, Dr. Elana Dumont, and conduct comprehensive neuropsychological evaluations under the supervision of our Director of Assessment, Dr. Chris Rackley, at our Pediatric Assessment Center (PAC).

1 Externship Position Available

Start Date: Summer/Fall 2017

End Date: Spring/Summer 2018


ADAM S. WEISSMAN, PH.D. is a cognitive-behavioral therapy (CBT) master clinician, trainer, supervisor, and consultant, and an expert in the treatment of a wide range of emotional behavioral disorders. Trained by some of the world's leading CBT experts, Dr. Weissman specializes in state-of-the art, evidence-based psychological assessment and treatment for a wide range of anxiety problems, including social anxiety, separation anxiety, school refusal, generalized worry, phobias, perfectionism, OCD, panic attacks, post-traumatic stress, and selective mutism, as well as depressive disorders, ADHD and learning disorders, disruptive behavior problems, parent-child relational issues, tic/habit disorders, high functioning autism spectrum disorders, and related conditions. He has extensive experience treating children and adults, and training professionals in the community, using the latest advances in cognitive and behavioral therapies. Dr. Weissman is a nationally recognized expert in a new modular cognitive-behavioral therapy (CBT) approach designed to address symptoms of anxiety, depression, and/or conduct problems as they co-occur in children (MATCH-ADTC; Chorpita & Weisz, 2009), and has been certified by the treatment developers as a MATCH-ADTC Trainer and Senior Consultant.

Formerly an Adjunct Clinical Assistant Professor at Albert Einstein College of Medicine/Yeshiva University ( and a Senior Clinical Consultant at Judge Baker Children's Center, Harvard Medical School (, Dr. Weissman is currently a Visiting Scholar/Adjunct Faculty at Columbia University-Teacher's College (, where he trains/supervises advanced doctoral students in CBT with children and adolescents. Dr. Weissman is an accomplished clinical researcher with over 20 peer-reviewed articles and book chapters, 3 edited books, and over 50 professional workshops and presentations, the majority focusing on cognitive-behavioral therapy and neuropsychological assessment for children and adolescents.

Dr. Weissman currently serves as President of the Westchester County Psychological Association (WCPA) Clinical Division ( and he is an Ambassador for the Association for Behavioral and Cognitive Therapies (ABCT), the world’s premier professional CBT association ( He is Immediate Past President of ABCT’s Neurocognitive Therapies/Translational Research Special Interest Group ( and past board member for the association’s Child & Adolescent Anxiety Special Interest Group ( In addition, Dr. Weissman is Representative to Council for the New York State Psychological Association (NYSPA) and also serves on the NYSPA Nominations & Elections Committee and is an active founding member of NYSPA's new CBT Division. Dr. Weissman is also an active member of the New York City Cognitive Behavioral Therapy Association (NYC-CBT), and was recently nominated for the positions of Representative-At-Large and Events Chair on the NYC-CBT Executive Board. In 2011, Dr. Weissman was invited to serve on the American Academy of Pediatric Neuropsychology (AAPN) Empirically-Defined Disorders of Attention Work Group, tasked with advancing the differential diagnosis and treatment of childhood attention disorders.

In addition to his leadership, research, and advocacy on behalf of youth mental health and evidence-based practice, Dr. Weissman’s hobbies include service, sports, music, and travel. He played college basketball in the South of France where he made his way to the National Championship game in Strasbourg, and co-founded a community service a cappella group at Penn in 1998 in which he remains actively involved. In January of 2016, Dr. Weissman co-founded - and co-leads - a new Upper West Side community service a cappella group, performing pro bono concerts for community organizations throughout the NY Metropolitan area. From 1998-2012, Dr. Weissman spent his summers leading educational tours for teenagers across Europe, Hawaii, and the U.S./Western Canada as an Owner/Director of Weissman Teen Tours Inc. (

Current Grants

National Institute of Child Health & Human Development (NICHD) RO1 Grant, “Coupling a Reading Intervention with Anxiety Management for Struggling Readers” submitted May 2016. A. E. Grills (PI). A. S. Weissman (Consultant).

Selected Publications (*Book or Edited Book)

Weissman, A. S. (in press). Testing and assessment in adolescence. In M. Pissacroia (Ed.) Textbook of Adolescence Psychopathology. Padova, Italy: Piccin.

Hale, J. B., Reddy, L. A., & Weissman, A. S. (in press). Neuropsychological assessment in children and adolescents. In J. N. Butcher, J. Hooley, & P. D. Kendall (Eds.), APA Handbook of Psychopathology. Washington, DC: APA Press.

Price, R. B., Ellard, K. K., Weissman, A. S. et al. (in press). Letter to the editor re: The special issue: The biomedical model of psychological problems. the Behavior Therapist.

Weissman, A. S. (2015). Autism spectrum disorders and bipolar disorder in youth. In Merrick, J. (Ed.), Child & Adolescent Health Issues (A Tribute to the Pediatrician Donald E. Greydanus). New York: Nova Science Publishers.

  • Mohlman, Deckersbach, & Weissman, A. S. (2015). From Symptom to Synapse: A Neurocognitive Perspective on Clinical Psychology. Edited Book: NY, NY: Routledge.

Mohlman, J., Deckersbach, T., & Weissman, A. S. (2015). Introduction to the neurocognitive perspective. In J. Mohlman, T. Deckersbach, & A. S. Weissman (Eds.), From Symptom to Synapse: A Neurocognitive Perspective on Clinical Psychology. NY, NY: Routledge.

Weissman, A. S., Lichtin, J., & Danzig, A. P. (2015). Neurocognitive Approaches in the Treatment of ADHD. In J. Mohlman, T. Deckersbach, & A. S. Weissman (Eds.), From Symptom to Synapse: A Neurocognitive Perspective on Clinical Psychology. NY, NY: Routledge.

Richey, J. A., Ellard, K. K., Siegle, G., Price, R., Mohlman, J., De Raedt, R., Browning, M., & Weissman, A., S. (2013). Closing the Gap Between Science and Practice: Report from the Neurocognitive Therapies/Translational Research (NT/TR) Special Interest Group. the Behavior Therapist, 36, 158-160.

Weissman, A.S. (2013). Feeling powerless? STOP AND COPE: 11 tips to help parents and kids cope with stress and worry in the aftermath of natural disasters. the Behavior Therapist, 35, 158-159.

  • Reddy, L. A., Weissman, A. S., & Hale, J. B. (2013). Neuropsychological Assessment and Intervention for Emotional and Behavior Disordered Youth: An Integrated Step-by-Step Evidence-Based Approach. Edited Book: Washington, DC: APA Press.

Reddy, L. A., Weissman, A. S., & Hale, J. B. (2013). Neuropsychological assessment and intervention for emotional and behavior disordered youth: Opportunities for practice. In L. A. Reddy, A. S. Weissman, & J. B. Hale (Eds.), Neuropsychological Assessment and Intervention for Youth: An Evidence-Based Approach to Emotional and Behavioral Disorders. Washington, DC: APA Press.

Hale, J. B., Reddy, L. A., Weissman, A. S., Lukie, C., & Schneider, A. N. (2013). Integrated neuropsychological assessment and intervention for youth with Attention-Deficit/Hyperactivity Disorder. In L. A. Reddy, A. S. Weissman, & J. B. Hale (Eds.), Neuropsychological Assessment and Intervention for Youth: An Evidence-Based Approach to Emotional and Behavioral Disorders. Washington, DC: APA Press.

Weissman, A. S., Chu, B. C., Reddy, L. A., & Mohlman, J. (2012). Attention mechanisms in children with anxiety disorders and in children with attention deficit hyperactivity disorder: Implications for research and practice. Journal of Clinical Child and Adolescent Psychology, 41, 117-126.

Weissman, A. S. (2011). Comorbid autism spectrum disorders and bipolar disorder in youth: Prognostic implications and challenges for practice. International Journal of Child and Adolescent Health, 4, 31-38.

  • Weissman, A. S. (2011). Inattention in Anxious and ADHD Youth. Saarbrucken, Germany: Lambert Academic Publishing.

Weissman, A. S., & Bates, M. E. (2010). Increased clinical and neurocognitive impairment in children with autism spectrum disorders and comorbid bipolar disorder. Research in Autism Spectrum Disorders, 4, 670-680.

Chu, B. C., Colognori, D., Weissman, A. S., & Bannon, K. (2009). An initial description and pilot of group behavioral activation therapy for anxious and depressed youth. Cognitive and Behavior Practice, 16, 408-419.

Weissman, A. S., Antinoro, D., & Chu, B. C. (2008). Cognitive-behavioral therapy for anxiety in school settings: Advances and challenges. In M. Mayer, R. Van Acker, J. E. Lochman, & F. M. Gresham (Eds.), Cognitive-behavioral interventions for students with emotional/behavioral disorders. NY, NY: Guilford Press.

CHRIS RACKLEY, PSY.D., ABPDN is a Board Certified Neuropsychologist and the Clinical Director of the Pediatric Assessment Center (PAC) and the Executive/Organizational Skills Coaching (ESC) program at CFI. Dr. Rackley received his B.A. and M.S.W. from Washington University in St. Louis. He worked in the Pacific Northwest for several years as a clinical social worker where he focused on at-risk youth in many different settings (schools, community mental health, and residential treatment). Dr. Rackley then completed his Psy.D. at the Ferkauf Graduate School of Psychology at Yeshiva University/Albert Einstein College of Medicine in 2005 with a specific concentration in assessment and neuropsychology, where he currently serves as Adjunct Professor in Clinical Assessment. Dr. Rackley completed his pre-doctoral internship at the Rusk Institute for Rehabilitation Medicine, followed by a two-year post-doctoral fellowship in neuropsychology at the NYU Child Study Center’s Institute for Learning and Academic Achievement. Dr. Rackley has worked as a senior neuropsychologist at Blythedale Children’s Hospital for eight years, assessing and treating children and adolescents with a diverse range of acquired brain injuries. He achieved board certification in 2009 from the American Board of Pediatric Neuropsychology (ABPdN) and remains a fellow in the American Academy of Pediatric Neuropsychology (AAPN). Dr. Rackley’s training and expertise in pediatric neuropsychology continues to drive his work on rehabilitation and improving the functioning of his patients and their families in the three primary domains of their daily life: school, family, and social. Publications and Presentations:

Rackley, C., Allen, D., Fuhrman, L., & Mayfield, J. (2012): Generalizability of WISC-IV index and subtest score profiles in children with traumatic brain injury, Child Neuropsychology, 18(5); pp. 512-519.

Rackley, C., Fuhrman, L., Reidenberg, B., and Ladenheim, B. (2010). WISC-IV performance in TBI patients at a pediatric rehabilitation hospital. Poster Presentation: Annual Convention: American College of Professional Neuropsychology. Las Vegas, NV.

Hale, J.B., Fiorello, C.A., Dumont, R., Willis, J.O., Rackley, C., and Elliot, C. (2008). Differential Abilities Scale-Second Edition (Neuro)Psychological Predictors of Math Performance for Typical Children and Children with Math Disabilities.Psychology in the Schools, 45.

Gallagher, R., Rackley, C., Verduin, T., Comer, J., and Pulliafico, A. (2007). Neuropsychological Demands of CBT with children. Clinical Roundtable Presentation: Annual Convention: Association for Behavioral and Cognitive Therapies. Philadelphia, PA.

Levin, R., Fireman, G, and Rackley, C. (2003). Personality and dream recall frequency: Still further negative findings.Dreaming,13, 155-162.

LESLIE CUNNINGHAM, PH.D. is the Clinical Director of The Center for Chronic Medical Conditions (CCMC) and the Associate Director of the Pediatric Assessment Center (PAC) at CFI. Dr. Cunningham received her B.A. in Psychology and a Ph.D. in Clinical & School Psychology from the University of Virginia and her pre-doctoral internship at the Virginia Treatment Center for Children at the MCV/VCU Health System. She completed a two-year post-doctoral fellowship at the Dana-Farber Cancer Institute and Children’s Hospital Boston, where she worked with the pediatric brain tumor population providing individual, group, and family therapy, behavioral interventions around medical procedures, and anticipatory grief and bereavement support. Dr. Cunningham was then appointed as faculty at Harvard Medical School, working as a staff psychologist at Dana-Farber as part of the School Liaison Program, where she worked to ensure that patients who have completed treatment for childhood cancer were receiving the most appropriate school-based accommodations and services. During this time, Dr. Cunningham also maintained a private practice conducting neuropsychological evaluations with children and adults.

For the past several years, Dr. Cunningham has held a full-time faculty position at the Albert Einstein College of Medicine, where she worked as the psychologist within the Division of Pediatric Hematology, Oncology, and Blood and Bone Marrow Transplantation at Children’s Hospital at Montefiore. Her clinical work focused on the adjustment of children and adults to achronic or life-threatening illness, adherence to medical treatment, cognitive-behavioral interventions to address chronic pain, and anticipatory grief and bereavement. She also conducted neuropsychological evaluations with patients who were at risk for learning and processing deficits secondary to the neurotoxicity from cancer-directed treatment or prolonged severe anemia. Dr. Cunningham works closely with children's’ schools to ensure that each child receives specific classroom interventions and accommodations needed due to physical and/or neurocognitive sequelae from disease or disease-related treatment. Currently, Dr. Cunningham continues to work as the per diem psychologist at the Children’s Hospital at Montefiore in addition to her director roles here at CFI.

Moody K., Siegel L., Scharbach K., Cunningham, L., Cantor R. (2011). Pediatric Palliative Care. Primary Care: Clinics in Office Practice, 38(2), 327-361.

Pecker LH, Roth M, Landman S, Cunningham L, Silver EJ, et al. (2015) Communicating Prognosis in Sickle Cell Disease: A Qualitative Study of Adolescents with Sickle Cell Disease, Their Parents and Providers. Annals Pediatric Child Health, 3(1): 1031.

ANDREA ROTH, PSY.D. is the Clinical Director of the "Konfident Kids" Selective Mutism specialty clinic at CFI, the only formal evidence-based program for the treatment of Selective Mutism in Westchester County. She is also a Staff Psychologist at the Jewish Board’s Child Development Center. Dr. Roth is an expert in the cognitive-behavioral treatment of a wide range of youth anxiety and mood disorders, including innovative treatments for Selective Mutism. She completed her Bachelor’s Degree at Miami University of Ohio with a major in Psychology and a minor in Child Studies, and her doctorate in School & Clinical Child Psychology at Yeshiva University/Albert Einstein College of Medicine. During her doctoral training at Yeshiva University, Dr. Roth completed clinical externships at New Alternatives for Children and Mount Sinai St. Luke’s Hospital. Dr. Roth completed her APA-Accredited Pre-Doctoral Internship within the Mental Health Division at ANDRUS Children's Center, an outpatient mental health clinic for children and families in White Plains, NY, and her post-doctoral fellowship at The Child & Family Institute.

Dr. Roth’s unique, dual accredited graduate program provided her a breadth of experiences in a variety of clinical and school settings, including individual and group therapy, neuropsychological testing, and academic remediation. Dr. Roth wears many hats at CFI; she is the Intake Director for CFI’s CBT service and a Clinical Supervisor for both, our doctoral and post-doctoral training programs. As Clinical Director of our Konfident Kids program, Dr. Roth directs and supervises an innovative, highly specialized CBT program for Selective Mutism in youth - a growing and underserved population in the NY Metro Area - integrating both family and school contexts.

Dr. Roth’s research interests include pediatric Obsessive Compulsive Disorder (OCD) and the family system. She completed her doctoral research under the mentorship of Dr. Melanie Wadkins, investigating the positive and negative effects of having a child with OCD on parental functioning.

Additionally, Dr. Roth previously worked in sleep research for years prior to entering graduate school. During this time, Dr. Roth was interested in the effects of caffeine on sleep and cognitive-behavioral treatments for insomnia.

Publications & Professional Presentations

Drake, C., Jefferson, K., & Roth, A. (June, 2009). The effects of caffeine in sleep in individuals at risk for insomnia. Presented at the Annual Meeting of Sleep Societies, Seattle, WA.

Spiro, L., Wadkins, M., & Roth, A. (November, 2013). The Impact of parental psychopathology, parental beliefs about OCD, and child OCD symptom severity on family accomodation in pediatric OCD treatment. Presented at the Association for Behavioral and Cognitive Therapies, Nashville, TN.

ELANA DUMONT, PSY.D. is a senior post-doctoral fellow and the Clinical Director of the Group Therapy and Trauma-Focused CBT (TF-CBT) programs at CFI. Dr. Dumont has extensive experience using cognitive behavioral interventions while working with children, adolescents, and families with a wide range of diagnoses in both individual and group formats. She completed her Bachelor’s Degree at Queens College with a major in Psychology, and her doctorate in School-Clinical Child Psychology at the Ferkauf Graduate School of Psychology at Yeshiva University/Albert Einstein College of Medicine. Dr. Dumont completed an APA-Accredited Pre-Doctoral Internship at Jacobi Medical Center in the Bronx where she treated adults with severe mental illness on psychiatric inpatient units, worked as part of the Consultation Liaison service providing psychiatric evaluations to patients with medical illness, and in the Family Advocacy Program, an outpatient clinic for children and families with a sexual abuse history. Dr. Dumont has a wide range of experience working with children and adolescents with anxiety and mood disorders, and specifically with children with Post Traumatic Stress Disorder and anxiety symptoms as a result of trauma. Dr. Dumont’s other training experiences include clinical externships at the Children’s Evaluation and Rehabilitation Center (CERC) at Albert Einstein College of Medicine, Kings County Hospital Center’s inpatient adolescent unit, and a one year placement at the Munsey Park Elementary School as a school psychology extern. She was also part of an intensive CBT practicum where she was trained in MATCH-ADTC and worked with children with anxiety disorders and parents with children with behavioral disorders using CBT interventions. Dr. Dumont enjoys consulting and collaborating with parents and teachers to best meet the needs of the children with whom she works. In addition, Dr. Dumont has experience in neuropsychological testing as well.

Dr. Dumont’s research interests include studying the relationship between parental stress in the context of having a child with Type 1 Diabetes and the implementation of different parenting styles and interventions. She also has experience and training in Mindfulness, particularly in an inpatient setting, and is currently collaborating on an article looking at the benefits of mindfulness on young adults with severe mental illness.

Publications and Professional Presentations:

Dumont, E., Hidary. S., & Forbes, K. (2014). Adapting mindfulness groups for a first-break psychosis inpatient population. Manuscript submitted.

2013 NYASP Conference. “Expanding the Role of the School Psychologist” Presentation: Chronic Illness and its Impact on School Children and Their Families.

REBECCA SINCLAIR, PH.D. is a postdoctoral fellow and the Intake & Admin Director at CFI. Dr. Sinclair has extensive experience working with families and treating children, adolescents, and young adults with a wide range of diagnoses using cognitive-behavioral interventions. She received her B.A. in Psychology from Columbia University and her Ph.D. from St. John’s University in the Child-Clinical psychology program. She completed her Predoctoral Internship at Bellevue Hospital Center and NYU Child Study Center where she treated children and adolescents with severe mental illness in psychiatric inpatient, partial hospital program, and emergency room settings. Additionally, she provided group and individual therapy to children, adolescents, and families with a range of mood and behavioral difficulties in an outpatient setting and served as a member of the NYU Child Study Center Dialectical Behavior Therapy Team where she had extensive experience providing group and individual DBT therapy for multi-problem adolescents, as well as their families, who struggle with severe mood difficulties as well as impulsive or self-destructive behavior. Dr. Sinclair has extensive experiences providing evidence-based treatment for anxiety and mood disorders, including OCD, panic, phobias, trauma reactions, and tic disorders, using both cognitive-behavioral and mindfulness based interventions. Dr. Sinclair practices mindfulness and has experience in providing mindfulness-based therapeutic approaches, including Acceptance and Commitment Therapy, mindfulness-based stress reduction, and Dialectic Behavior therapy, which she integrates in the treatment of mood disorders and in working with families.

Dr. Sinclair’s other training experience include clinical externships at Sagamore Children’s Psychiatric Center and Nassau University Medical Center where she provided cognitive-behavioral treatment for youths and their families with complex social and emotional difficulties. Additionally, she completed a two-year pre-doctoral fellowship at the St. John’s University Counseling and Consultation center where she had extensive experience treating young adults presenting with a wide range of mood, anxiety, and organizational difficulties as they adjusted to the college experience. Additionally, Dr. Sinclair has training in Trauma-Focused CBT and has treated many youths and young adults experiencing trauma reactions.

Additionally, Dr. Sinclair has a particular interest in working with families of children struggling with mood and attentional difficulties. Her research interests include examining the cognitive and emotional variables that impact the experience of parenting young children, including neuropsychological variables. She has used this knowledge to enhance treatment in her experience working with families of young children, including providing parent consultation, parent management training, as well as Parent-Child Interaction Therapy. Dr. Sinclair’s research in parenting and experience working with families of both young children and adolescents has informed her approach in consulting and collaborating with families in the treatment of children and adolescents with both behavioral and mood difficulties.

Publications and Professional Presentations Abbott-Sinclair, R., Costa, M., Canter, M., Del Vecchio, T. (2016) Maternal executive functions as predictors of dysfunctional discipline. Poster accepted to be presented at Association for Behavioral and Cognitive Therapies. New York, NY. Abbott-Sinclair, R., Del Vecchio, T. (2015) Examining parents’ use of ineffective discipline through a dual-system perspective: The role of hot and cold executive functioning. Association for Behavioral and Cognitive Therapies. Chicago, IL. Klein, T.P., Pope, A., & Abbott. R (2014). Social interactions of school-aged children with CFA: Mothers‘ perspectives and advice. The Cleft Palate-Craniofacial Journal. 51, 1. Abbott, R., DelVecchio, T., Rhoades, K. (2012) Do parents think they should make mistakes? Association for Behavioral and Cognitive Therapies. National Harbor, MD. Abbott, R., Wellington, R., & Dams-O’Conner, K. (2012). An exploration of neurobehavioral sequelae of TBI: Mediation of impulsive acting out, social roles, and depression. Eastern Psychological Association Poster Session, Pittsburgh, PA. Wellington R., Abbott, R., & Dams-O’Conner, K. (2012). The role of impulsivity in alcohol usage following mild to moderate traumatic brain injuries. International Brain Injury Conference Poster Session, Edinburgh, Scotland. Wellington R., Abbott, R., & Dams-O’Conner, K. (2012). Cognitive function as a mediator of impulsive aggression following traumatic brain injury. Cognitive Neuroscience Society Meeting Poster Session, Chicago, IL. Klein, T., Nofi, E., Abbott, R., & Kellerman, I. (2009) Parents’ thinking about their relationship with their parents. Eastern Psychological Association Poster Session. Pittsburg, PA. Klein, T., Abbott, R., Nofi, E., & Kellerman, I. (2009). The challenges of negotiating work and motherhood. American Psychological Association Poster Session. Toronto, Canada.

CHELSEY ROSEN, M.S., is a 4th-year advanced doctoral candidate in the Psy.D program in School Psychology at St. John’s University. Chelsey joins CFI after serving as a psychology extern at Willow Road Elementary, where she conducted numerous psychoeducational assessments of students with disabilities for special education classification in elementary levels. She also provided individual and group counseling for children to build both social and emotional skills. Previously, Chelsey has worked at the St. Johns Center for Psychological Services, where she conducted individual and family evidence-based psychotherapy to both children and adults. Currently, Chelsey volunteers at the Child Mind Institute (CMI) Brave Buddies program for children with Selective Mutism. She was trained at CMI using behavioral therapy skills to work closely with children with Selective Mutism, in everyday activities, prompting them to use verbal responses and speak spontaneously as they play with other children and adults. Before beginning her graduate studies, Chelsey received her B.S in psychology from the University of Maryland-College Park. Beginning in the fall, Chelsey will serve as a psychology extern at the Albert Einstein College of Medicine- Early Childhood Center, where she will provide therapeutic intervention for infants, toddlers and preschool age children, and their families, with developmental delays and disabilities.

JOHN J. DILALLO, M.D. is the Senior Consulting Psychiatrist at CFI. He is a board certified child and adolescent psychiatrist with over 14 years of clinical experience helping adults, children and families. Dr. DiLallo attended medical school at McGill University in Montreal, and he completed residency and research training at the Harvard Medical School—Cambridge Hospital in 2000. He has extensive clinical experience with adults, children and youth in outpatient, residential, and day treatment settings, and he maintains an active practice in New York City.

In his clinical work, Dr. DiLallo focuses on helping clients and families to identify the most essential changes that they would like to make, and then choose the most useful modalities to help them accomplish this. In addition to medications he incorporates mindfulness, cognitive-behavioral and somatic awareness techniques in helping clients to manage their emotions and behaviors.

Outside of his clinical practice Dr. DiLallo is an Assistant Clinical Professor of Psychiatry at New York University. His publication and presentation topics have included best prescribing practices for children and adolescents, adolescent Dialectical Behavioral Therapy, Motivational Enhancement techniques, personality subtypes among disruptive adolescents, developmental trauma, and orienting family court justices to psychiatric treatment plans. Since 2008 Dr. DiLallo has directed the oversight of psychotropic medication prescribing practices for the approximately 13,000 children residing in foster care under the New York City Administration for Children’s Services (ACS). In this role he has helped to direct an NYU Child Study Center project to disseminate trauma-informed practices in the child welfare system, and he has represented NYC on the New York State Psychotropic Medications Quality Improvement Collaborative, the New York State Medicaid Redesign Team, and the National Council of Juvenile and Family Court Justices Psychotropic Medications Committee.

DiLallo J (2014) Trauma Screening in Foster Care: What, Why, and How. The Link Magazine, Office of Prevention and Technical Assistance, New York City Administration for Children’s Services, June 2014.

Westen D, DeFife JA, Malone JC, DiLallo J (2014) An Empirically Derived Classification of Adolescent Personality Disorders. Journal of the American Academy of Child and Adolescent Psychiatry 53(5) 528-549.

DiLallo J (2014) Psychiatry 101: Introduction to Psychiatric Diagnosis and Medications for Preventive Workers in Child Welfare. The Link Magazine, Office of Prevention and Technical Assistance, New York City Administration for Children’s Services, January 2014.

Defife JA, Malone JC, DiLallo J, Westen D (2013) Assessing Adolescent Personality Disorders with the Shedler-Westen Assessment Procedure for Adolescents Clinical Psychology: Science and Practice 20(4) 393-407.

DiLallo J, Westen D, Jones M. (2009) Personality Subtypes in Delinquent Adolescent Males. Journal of Nervous and Mental Disease 197(1)15-23.

DiLallo J, Weiss G. (2009) Clinical Perspective: Motivational Interviewing and Adolescent Psychopharmacology. Journal of the American Academy of Child and Adolescent Psychiatry 48(2) 108-113.

DiLallo J. (2009) Your brain on pain: You can heal from past trauma. Represent Youth Magazine (97)

DiLallo, J. (1996) Review of Pedersen, Paul (1995) The Five Stages of Culture Shock: Critical Incidents Around the World, in Transcultural Psychiatric Research Review 33(3), pp. 81-3.


At CFI, externs will carry a small caseload of individual CBT cases and may have the opportunity to co-lead CBT groups, conduct comprehensive neuropsychological evaluations, participate in CBT consultation team meetings with CFI faculty as well as a diverse didactic curriculum, and obtain specialized training and supervision in one or more of the following areas.

Behavioral Parent Training

Exposure with Response Prevention

Behavioral Activation

Cognitive Restructuring

Mindfulness and Relaxation Training

Coping Skills Training

Problem-Solving Skills Training

Organizational & Executive Functioning Skills Training

Social Skills Training

Habit Reversal Training

CBT for Selective Mutism

Trauma Focused-CBT

Health/Medical Psychology

Behavioral Family Therapy

MATCH-ADTC (a new modular CBT approach designed to address co-occurring symptoms of anxiety, depression, and/or disruptive behavior in youth)

Cognitive-Behavioral Therapy Groups (e.g., DBT skills, social anxiety, social skills, Selective Mutism, health psychology, ADHD, trauma, and/or parenting groups)

Neuropsychological & Psychoeducational Testing at our Pediatric Assessment Center (PAC)


Assessment: Externs will participate in routine structured and/or semi-structured diagnostic intake assessments and may have opportunities to conduct comprehensive neuropsychological evaluations and gain experience writing comprehensive neuropsychological reports.

Individual and Family Psychotherapy: Responsibilities include carrying a caseload of 3-8 individual therapy and/or parent training cases with children, adolescents, young adults, and their families presenting with a variety of emotional and behavior disorders, as well as assisting with in vivo exposures and intensive team treatments (if and when available).

Co-Therapy: Externs may participate as observers and/or co-therapists with post-docs or faculty in assessment and treatment sessions or as co-therapists in group treatments.

Evidence-based treatments: Patients and families will be treated using evidence-based, cognitive and behavioral interventions.

Miscellaneous Clinical Tasks: Although building the extern's clinical training caseload is our highest priority, we supplement with a variety of clinically relevant activities including clinically relevant social media posts to our Facebook and Twitter pages, preparing exposure materials and flyers for CFI groups and community trainings, assisting with administrative upkeep of clinical files and resources, and co-supervision.

Writing for the WCPA website and local media outlets: All faculty and trainees are encouraged to contribute short articles to the Westchester County Psychological Association (WCPA) website and local media outlets periodically.


As President of the WCPA Clinical Division, our externs have the unique opportunity to attend a wide variety of didactic presentations on topics ranging from CBT for emotional and behavioral disorders to the DSM-V to professional development seminars - led by local psychologists and psychiatrists in the community - under the direction of Dr. Weissman. The majority of these didactics will take place on Friday morning or afternoon. CFI externs may also have the unique opportunity to serve as "Assistant to the President" (e.g., assisting Dr. Weissman with organizing the 2015-2017 WCPA Clinical Division didactic curriculum, as well as other community events).

In-House Didactics or Community Trainings presented by CFI Staff (approximately every other month)

Video-Taped MATCH Trainings (MATCH Manual Provided) and video-taped child anxiety presentations led by Dr. Weissman

Weekly Supervision and Case Conference


Although this is primarily a clinical externship, CFI is committed to training scientist-practitioners and practitioner-scholars. Interested externs may have opportunities to assist with clinical research or writing projects, including co-authoring book chapters or journal articles, assistant editing on edited book projects, and/or preparing or co-presenting professional presentations.


12-16 hours per week, usually spread over two days in the afternoon/evening, plus occasional Friday mornings/afternoons for didactics (approximately 1/month).


To apply, please submit the following application materials electronically to DrAdamWeissman@childfamilyinstitute. Please address the letter of interest to Dr. Adam S. Weissman, Executive Director of The Child & Family Institute.

An up-to-date CV

Letter of interest

3 letters of recommendation

Attestation letter from your graduate program stating your eligibility for externship

Externs must begin their training year by providing documentation of their Professional Liability Insurance For Graduate Students in Psychology

To learn more about our programs, please visit

Please Note: Applications are reviewed beginning January 2017 in accordance with Consortium Guidelines. Interviews will be by invitation and held in February on a rolling admission basis.