My interest in understanding human experience began long before my formal education in psychology. From an early age, I was curious about why I felt the way I did and whether others experienced the world in similar ways. What did other people feel, and why might their experiences be different from my own? These questions sparked a curiosity about the processes that shape how we think, feel, and relate to one another.

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My curiosity eventually led me to study psychobiology and neuroscience at UCLA, where I developed a foundation in the biological and behavioral sciences. My undergraduate education was largely grounded in experimental research, traditional learning models, and evolutionary perspectives on behavior. These studies deepened my understanding of biological processes, but my approach to understanding human behavior remained primarily focused on biological mechanisms and explanations.

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During my graduate studies in clinical psychology, I had the opportunity to study interpersonal neurobiology with Dr. Daniel Siegel. His integration of neuroscience, attachment theory, psychology, and other scientific disciplines introduced me to a different way of understanding human development. I began to appreciate how experiences, particularly those within relationships, shape the developing brain and how biological and relational processes continually influence one another. This perspective expanded both my understanding of human experience and the questions I was asking, bringing together my longstanding curiosity about people's inner worlds with my scientific education. It profoundly influenced the direction of my professional and personal development.

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My understanding of attachment, development, and relationships continued to deepen through opportunities to study with Drs. Allan Schore and Carol George.

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Through Dr. Schore's study group, I had the privilege of engaging in an in-depth examination of research across neuroscience, developmental psychology, attachment theory, and psychoanalysis. His work on affect regulation and the neurobiology of attachment resonated with my background in neuroscience, while expanding my understanding of how early relational experiences influence the development and organization of regulatory systems. The academic rigor of these discussions challenged me to think more deeply about the complexity of human development and the integration of findings across scientific disciplines.

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My training with Dr. Carol George further expanded my understanding of attachment through the study of attachment representations and the strategies we develop to regulate distress. I trained with Dr. George in the administration and interpretation of the Adult Attachment Projective Picture System (AAP), an assessment that has become particularly meaningful in my clinical work. The AAP offers a way to explore how attachment experiences are represented, how we respond to attachment-related distress, and how these patterns may influence our relationships and experiences throughout life.

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These experiences have shaped not only my professional perspective but also how I understand myself and my relationships. They have encouraged me to remain curious, recognizing that our understanding of human experience continues to evolve.

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My clinical work has provided another important source of learning, allowing me to bring these perspectives into practice while continuing to learn from the individuals and families with whom I work. Working with children, adolescents, adults, couples, and families has deepened my appreciation for the ways early experiences influence how we understand ourselves, navigate relationships, and respond to life's challenges. It has also reinforced my understanding of the complexity of these processes and the possibilities for change that emerge through new experiences and relationships.

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Teaching has become another meaningful part of my professional life. As a faculty member of the Reiss-Davis Child Study Center Fellowship, I have had the opportunity to share my interest in attachment science and interpersonal neurobiology with other clinicians. I particularly enjoy bringing together research, clinical experience, and the everyday experiences that make these concepts relevant and accessible. Teaching also provides opportunities to continually revisit and expand my own understanding through discussions with colleagues and students.

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Becoming a parent has brought another dimension to my understanding of development and relationships. While my professional training provided a theoretical framework for understanding attachment, regulation, and caregiving, parenting has given me the opportunity to experience these processes firsthand. Moving from theory to practice has deepened my appreciation for the complexities and challenges of parenting, as well as my empathy and understanding for parents navigating these experiences. It has also reinforced the importance of connection, repair, and the ways both children and parents continue to grow and develop through their relationships.

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Horses have held a special place in my life since childhood. I began riding at eight years old in Topanga Canyon and later became involved in training horses, competing, and teaching riding lessons to students of all ages. These experiences taught me valuable lessons about patience, sensitivity, communication, and the importance of trust and collaboration. My relationships with horses also deepened my appreciation for the many ways we communicate beyond words.