About
A developing clinician, and a life that did not stay in one lane
I am a clinical psychology graduate student and psychotherapist-in-training. I am also a father. Those two facts are not the same size in my life, but both belong here.
The center, and the rest of the map
My clinical thinking is psychodynamic and attachment-based. I am interested in how people come to recognize the patterns they are standing inside of, especially the ones inherited without anyone meaning to pass them on, and what it takes for a life, a relationship, or a family to function differently under pressure.
Alongside that, I work in behavioral health operations. The two interests are connected: what produces psychological change that lasts, and whether the systems surrounding that care make it more or less possible.
I do not have a finished career story. I have a clear intellectual center, work I take seriously, and a path that is still being built.
What I am proud of that is not on a CV
Fatherhood is one of the most important parts of my identity. It has changed the way I think about development, about what gets handed down, and about the difference between insight and actually becoming someone a child can use.
I have also traveled extensively. Exposure to different cultures and ways of making a life has stayed with me as a kind of training in not assuming that the world I started in is the only one that makes sense. This site is not a travelogue. It is a professional home that would be dishonest if it pretended I arrived here in a straight line, unattached.
Currently
- M.S., Clinical Psychology
- Capella University. Coursework and clinical training toward psychotherapy practice.
- Behavioral health operations
- Peak Forensic Psych Services / Peak Memory Clinic. Clinical operations, workflow and systems design across multiple sites.
- Reading & writing
- Contemporary psychodynamic theory, attachment and developmental research, mechanisms of therapeutic change.
Honor Societies
Academic communities reflecting achievement, scholarship, and continued professional development.
Psi Chi
The International Honor Society in Psychology, recognizing academic excellence and engagement in the science and application of psychology.
Delta Alpha Pi
An international academic honor society recognizing achievement, leadership, and advocacy.
Earlier work
History that stays in the structure
These chapters are not the professional center. They are part of how I learned to see people, systems, and change. I would rather keep them visible than sand them off.
Education
I began my career in education. Later, at Flatiron School, I worked in technical education supporting a roster of about ninety adult learners who were changing careers. The work was pacing, intervention, individualized support, collaboration with advisors, and the unglamorous labor of noticing who was falling out of a system that claimed to be designed for them.
That is not clinical training. It is a long apprenticeship in watching people try to reorganize a life while an institution either helps or gets in the way.
Software, kept in its place
I spent about five years working in software development. It is an important capability: it is why I can see inside the tools clinicians are asked to use, and why I can tell the difference between a workflow problem and a product pitch.
It is not the identity this site is built around. Technical fluency should serve the clinical and operational questions, not replace them.
Business, and eventually a practice
I hold a bachelor’s degree in business. That background shows up as an interest in practice operations, organizational systems, process improvement, and the practical question of how a clinical life is actually built, including, eventually, a practice of my own.
I am a Certified ScrumMaster. That belongs here only as evidence of formal work with iterative improvement, bottlenecks, and how teams actually get things done. It is not a personality.
NAMI
I volunteered with NAMI, visiting middle and high schools to talk about mental health in the ordinary language of classrooms: awareness, stigma, the fact that suffering is common and treatable and not a private failure. It was education, not treatment. It still matters to me that the work can leave the consulting room and still be serious.
If any of this overlaps with what you are working on, I’d be glad to talk.
Conversation is welcome.
Get in touch