Education

• 1979 – BA – Psychology – The University of Houston
• 1982 – MA – Clinical Psychology – Trinity University
• 2000 – Internship – Clinical Psychology – The University of Texas Health Science Center at San Antonio
• 2004 – Ph.D. – Educational Psychology/School Psychology – The University of Texas at Austin

• 1999-2000, Clinical Psychology, The University of Texas Health Science Center at San Antonio, San Antonio, TX
o Supervisors: Lawrence Schoenfeld, Ph.D., and James Stedman, Ph.D.

• 1997-1999, Child Clinical Neuropsychology, Austin Neurological Clinic, Austin, Texas
o Supervisor: Nancy Nussbaum, Ph.D.

• 1996-1997, Child Clinical Neuropsychology, Texas Neuro-Rehabilitation Center, Austin, Texas
o Supervisor: Richard Marshall, Ph.D.

• 1996-1997, School Psychology, Esperanza Treatment Center, Austin, Texas.
o Supervisor: Kevin Stark, Ph.D.

• 1995-1997, School Psychology, Eanes, Austin and Pflugerville Independent School Districts.
o Supervisor: Kevin Stark, Ph.D.

• 1980-1982, Clinical Psychology, Incarnate Word University, San Antonio Children’s Center and San Antonio, State School, San Antonio, Texas.
o Supervisor: John Worsham, Ph.D.

• 09/2006 – Present, UT Health, San Antonio
  • Assistant Clinical Professor, Department of Psychiatry, San Antonio, TX
  • Details: I am involved in clinical (service), teaching, and research activities as part of my appointment with the child and adolescent and general psychiatry divisions of the department of psychiatry

• 07/2013 – 05/2017, University of Texas at San Antonio, San Antonio, TX
  • Adjunct Faculty,
  • Details: With a psychiatrist colleague, I co-taught the behavioral health course of the FAME project. FAME was a collaboration between UTSA and UT Health to facilitate medical student education by enrolling college students in an advanced pre-medical program.

• 09/2006 -8/2015, UT Health, San Antonio
  • Assistant Clinical Professor, Department of Pediatrics, San Antonio, TX
  • Details: I was involved in research, training and clinical activities as part of my appointment with pediatrics. I designed and ran the neurodevelopmental portion of the Chromosome 18 longitudinal research project.

• 09/2012 -9/2019, UT Health, San Antonio
  • Associate Program Director, Adult Psychiatry Residency Training Program, San Antonio, TX
  • Details: I oversaw the general psychiatry training program Tuesday didactics and was responsible for educating general psychiatry residents about quality improvement processes including functioning as faculty advisor for their site-specific QI projects. I was also involved in the reorganization and oversight of the general psychiatry psychotherapy training program. I was a member of the general psychiatry residency management team that met weekly to discuss training issues.

• 01/2014 -9/2018, UT, Health, San Antonio
  • Assistant Clinical Professor, Department of Neurosurgery, San Antonio, TX
  • Details: I designed and ran the behavioral portion of a research study entitled Neurocognitive and Behavioral Functioning of Individuals with Craniosynostosis following endoscopic Treatment. I conducted pre and post-surgery neuropsychological assessment of infants with craniosynostosis. I provided written evaluations to parents, obtained and maintained IRB approval for the project and maintained the neuropsychological database

• 09/2000 – 12/2001 UT Health, San Antonio
  • Social Science Research Associate, Department of Psychiatry, San Antonio, TX
  • Details: Activities included comprehensive neuropsychological assessment as part of two grant funded research studies. Principal investigators: R. Olvera MD and S. Pliszka MD.

• Social Science Research Associate, Department of Pediatrics, San Antonio, TX
• Details: Activities included comprehensive neurodevelopment assessment of infants and children with chromosome 18 deletions as part of grant funded research. Principal Investigator: J Cody, PhD.

1. Course-Based Teaching

• Graduate Medical Education, Course Director, General Psychiatry (2013-2019)

Designed course curriculum and sole course presenter for following lectures

• PGYI Psychiatry Bootcamp lectures (each topic discussion 2 hours in duration)
  • General Interviewing
  • Motivational Interviewing
  • Mental Status Examination
• PGY I Introduction to Psychotherapy (10 lecture hours)
• PGY II Dialectic Behavior Therapy course (6 lecture hours)
• PGY II Interpersonal Therapy course (6 lecture hours)
• PGY II Personality and Psychopathology course (4 lecture hours)
• PGY II Diagnostic Methodology course (5 lecture hours)
  • Statistics
  • Cognitive and intellectual assessment
  • Projective assessment
  • Executive functioning assessment
  • Learning and memory assessment
• PGYIV Patient Safety and Quality Improvement (10 lecture hours)
• PGYIV Introduction to Neuropsychology (6 lecture hours)
• PGIV Ethics: practical applications (2 lecture hours)

• Graduate Medical Education, Lecturer, General Psychiatry (2018-2020)
  • PGY II Child development seminar -Spoke on Autism Spectrum Disorder

• Graduate Medical Education, Lecturer, General Psychiatry (2017-2020)
  • PRITE lecture and discussion of exam questions relating to human development, psychotherapy and psychological/neuropsychological assessment

• Graduate Medical Education, Lecturer, Child, and Adolescent Psychiatry Fellowship
  • Neuropsychological Assessment CAP-I Seminar
    • 2-9-2021 Intellectual or Cognitive Testing
    • 2-23-2021 Executive Functioning and Memory Assessment
    • 3-3-2021 Projective and personality Testing
  • Interpersonal Therapy CAP-I and CAP-2 Seminar
    • 3-23-2021 (3 hour seminar)
  • Selective Mutism CAP-I and CAP-2 Seminar
    • 5-18-2021

Prior to 2021: Designed and presented following 1-hour lectures

• Communication and Language Disorders (2006-2020)
• Cognitive/Intellectual Assessment (2006- 2011)
• Intellectual Disabilities (2006-2020)
• Reading Disability (2006-2011)
• Math, writing and nonverbal learning disabilities (2006-2011)
• Autism Spectrum Disorders (2017-2020)
• Traumatic brain injury (2010-2015)
• Statistics: test reliability and validity (2007-2011)

• Graduate Medical Education, Participant, Child and Adolescent Psychiatry Fellowship
  • Interviewed CAP fellowship applicants 11/10/2020
  • Psychiatric Formulation seminar (2011-2013)

• Graduate Medical Education, Consultation, Child and Adolescent Psychiatry Fellowship
  • Quality Improvement Consultation (2012-2020)

• Graduate Medical Education, Case Conference Participant Child and Adolescent Psychiatry Fellowship
  • Case conference on Pseudo Seizures (2020)
  • Discussed results of neuropsychological evaluation of child with TBI who developed pseudo seizures.

• Graduate Medical Education, Course Director, Clinical Psychology Training Program
  • Five session (2 hours each) seminar on ADHD, Autism, TBI, learning disabilities and cognitive assessment (2011)
  • Six session (2 hours each) seminar on child neuropsychology (2009-2010)
  • One session (2 hours each) seminar on Autism (epidemiology, genetic and clinical behavioral presentation of persons with ASD (2008-2020

• Undergraduate Medical Education, Medicine, Behavior and Society Course Co-Director (2006-2019)

This course consists of six (one-week) modules over an 18-month period for first- and second-year medical students

Activities included writing module objectives, organizing module content and individual lecture presenters, organizing team-based learning activities, moderating bereavement and transgender panels, writing examinations and collaborating on the development of Friday Synthesis cases. I also read and graded module-based reflective writing for all students.

Designed and presented following lectures

• Communication Skills (1-hour)-Module One
• Professionalism (1-hour) Module One
• Nature and nurture (1-hour) Module One
• Cultural competence (2-hours)-Module Two
• Discrimination and health care disparities in medicine (2-hours) Module Two
• Wellness and Stress Reduction (1 hour) Module Two
• Religion, spirituality and medicine (2 hours) Module Two
• Motor and language development (1 hour) Module Three
• Cognitive Development (1 hour) Module Three
• Stage theories of social emotional development (1 hour) Module Three
• Attachment style and temperament (1-hour) Module Three
• Mental Defense Mechanisms (1-hour) Module Three
• Patient Personality Styles (1-hour) Module Four
• Aging and Functional Decline (1-hour) Module Four
• Death and Dying (1-hour) Module Four
• Learning and Memory (1-hour) Module Five
• Emotional Intelligence (1-hour) Module Five
• Mental Status Evaluation (1-hour) Module Five
• Autism Spectrum Disorders (1-hour) Module Six
• LGBT patients and Medical care (1-hour) Module Six
• Sexual Abuse and violence (1-hour) Module Six

• Undergraduate Medical Education, On Becoming a Doctor Course Team Teacher (2006-2011)
  • Group leader for five two-hour small-group sessions of the Human Behavior Section of the On Becoming A Doctor course.
    • The topics discussed included mental defense mechanisms, personality types, human sexuality, diversity in medicine and death and dying.
    • For the death and dying small groups family members who lost loved ones shared their experiences with the dying process.

• Undergraduate Medical Education, Pre-matriculation course lecturer for in-coming medical students (2008-2011)
  • Provided a Myer‘s Briggs Preference Inventory lecture and the results of each student’s inventory .

• Undergraduate Medical Education, Guest lecturer for Mind Brain and Behavior Course
  • Provided Social Emotional Development Lecture (7/15/2020 and 7/7/2021)

• Undergraduate Medical Education Psychopathology later named Mind, Brain and Behavior course small group co-leader (2007-2012)
  • The group consisted of a small group of second year Medical Students (MS2).
  • My role was to demonstrate, teach, and have them practice their interviewing skills and mental status examinations with hospitalized patients.

• Undergraduate Medical Education, FAME (Facilitated Acceptance in Medical Education) Course Co-Director (2013-2017)

This behavioral health course was designed to introduce first-year college students to the field of mental health and psychiatry. The course consisted of in class lectures and on-site interviewing (students conducted a mental status examination) of in-patient psychiatric patients.

Designed and presented following lectures

• Professionalism (1-hour)
• Mental defense mechanisms (2-hours)
• Mental status evaluation (2 hours)
• Ethics and law in mental health/psychiatry (1 hour)
• Anxiety, obsessive-compulsive and trauma-related disorders (3 hours)
• Insight oriented and cognitive behavior therapy (2 hours)
• Child development and neurodevelopmental disorders (3 hours)

• Graduate College Education, St Mary‘s University Master’s Level Clinical Psychology Program. Course Director. (2003).
  • Developed and taught a course titled Cultural Bases of Social Behavior. The course met weekly for three hours for one semester.