Welcome!
My name is Rachel M. Feldman and I am a New York City and New Jersey based Licensed Clinical Social Worker (LCSW), ADHD Certified Clinical Service Provider (ADHD-CCSP), and Autism Spectrum Disorder Clinical Specialist (ASDCS). I work as a neuro-affirming bilingual (Spanish) psychotherapist with a specialization in working with children, adolescents, young adults, and parents. Click here to learn more about my professional background.
Services
Individual Psychotherapy
Children & Adolescents
Parent Training
Clinical Consultation
Areas of Specialty
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Everybody can have difficulty sitting still, paying attention, or controlling impulsive behavior once in a while. For some people, however, the problems are so pervasive and persistent that they interfere with every aspect of their life: home, academic, social and work. Attention-deficit/hyperactivity disorder (ADHD) is characterized by developmentally unexpected levels of inattention, impulsivity and hyperactivity. People with ADHD may also sometimes experience difficulties with executive functioning skills, disruptive behavior disorders, moodiness, and excessive anxiety or worry.
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Anxiety is often thought of as worry, nervousness, or fear. There are times when having a healthy amount of anxiety is normal such as vigilance around hand cleaning, during public speaking engagements, and other routine aspects of our lives. Anxiety becomes a disorder when the worry or nervousness becomes overwhelming and has negative impacts on someone’s daily activities and behaviors.
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Autism is a frequently misunderstood neurotype. Autistic individuals often have a more vulnerable and sensitive nervous system than that of neurotypical peers. Autism is commonly associated with difficulties with neurotypical social interaction, and communication, in addition to self-regulation through repetition and routine (i.e., special interests and restricted, stereotyped, and repetitive behavior) (A. Neff, Neurodivergent Insights. 2024).
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Learning disabilities impact a person's ability to understand or use spoken/written language, do mathematical calculations, coordinate movements, or direct attention. Often, these difficulties do not become apparent until school age.
Dyscalculia: Affects a person’s ability to understand numbers and learn math facts.
Dysgraphia: Affects a person’s handwriting ability and fine motor skills.
Dyslexia: Affects reading and related language-based processing skills.
Oral / Written Language Disorder and Specific Reading Comprehension Deficit: Affect an individual’s understanding of what they read or of spoken language. The ability to express one’s self with oral language may also be impacted.
Non-Verbal Learning Disabilities: Affects interpretation of nonverbal cues like facial expressions or body language and coordination.
About Me
I began my journey supporting children as a young adult, working at an Empowered Learning Center in New Jersey. After graduating from Union College, cum laude, I became a substitute teacher at both mainstream and special education schools. This experience helped me realize my passion for helping others and inspired me to apply to graduate school for social work.
I earned my Masters of Social Work (MSW) from Columbia University School of Social Work (CSSW) and had the unique opportunity to have three internships over the two years of schooling. I first interned at Yachad as a vocational counselor wherein I supported young adults with Autism and Intellectual Disabilities at various worksites. Second, I interned at The Moriah School as a classroom assistant providing therapy and behavior interventions for children. Lastly, I interned at the Veterans Affairs Hospital on the Spinal Cord Injury Unit where I conducted psychosocial evaluations, coordinated discharges, created and ran a caregivers support group, and provided Teletherapy and in-person psychotherapy for veterans and their caregivers.
During and after graduate school, I used my extensive background as an equestrian to become a PATH Certified horseback riding instructor for children with disabilities at Flying Manes.
I began working at YAI Center for Specialty Therapy as a bilingual psychotherapist in 2016, where I specialized in working with children, parents, and families impacted by Autism and Intellectual Disabilities. I parted with YAI in 2021 to pursue my private practice full-time.
While working at YAI, I decided to simultaneously pursue certification in Applied Behavior Analysis (ABA). I graduated with an Advanced Certificate in ABA from Hunter College in 2022. Although I do not use ABA in my practice, my work is informed by the principles of behavior. In 2023 I completed trainings to become an ADHD Certified Clinical Services Provider (ADHD-CCSP) and Autism Spectrum Disorder Clinical Specialist (ASDCS). Both of these certification trainings highlight ADHD and Autistic voices to inform a neuroaffirming approach when treating neurodivergent individuals.
I move forward in my journey to best support clients through continued education and training.
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Presentations
ADHD and Autism: Why is this co-occurring duo so often misdiagnosed? This question and more will be answered as we delve into understanding the commonalities of these neurotypes and how they present together. You will learn invaluable insights and strategies while avoiding the pitfalls of pathologizing traits and implementing ill-fitting supports. Explore the intricate intersection of ADHD and Autism, understanding their neurological similarities, presentations, and the profound impact on social and emotional well-being. The overarching goal of this talk is to provide individuals with new information and that honor unique neurotypes. Tune in to broaden your knowledge!
In today's digital age, social media plays a crucial role in teenagers' lives, raising new concerns for parents. As we recognize the enduring presence of social media, it becomes vital to empower parents with the knowledge and tools to navigate this digital landscape effectively. Throughout the presentation, we will explore the importance of acting as a positive digital role model, fostering meaningful connections, and promoting self-worth and self-esteem in teenagers— all of which help mitigate potential mental health risks associated with social media use. By adopting a proactive approach and encouraging constructive dialogues, parents can collaboratively engage with their teens, promoting responsible social media consumption and supporting their overall well-being.
