Act The Change You Want to See,
Transform Your Life
Strengths-based psychotherapy and coaching for children and adults. Neuropsychological and psycho-educational assessments.
We offer concierge treatment programs tailored to each client, utilizing the best practices and approaches available in the field. We are an OUT OF NETWORK PROVIDER. Super-bills are provided for reimbursement.
Conditions
Anxiety Disorders
Depression
OCD
PTSD
Personality Disorders
Attachment & Relational Issues
ADHD
Addiction
Burnout
ASD Autism Spectrum
relational and family dynamics
Treatments
Eye Movement Desensitization Reprocessing (EMDR)
Dialectical Behavioral Therapy (DBT)
Cognitive Behavioral Therapy (CBT)
Internal Family Systems (IFS)
Sensorimotor Psychotherapy
Self-regulation Coaching
Executive Functioning Coaching
Social-emotional and Social Pragmatics Coaching
Orton-Gillingham Literacy Interventions
Marital Therapy
Family Therapy
Our Therapists and Coaches
Ridgewood, NJ
Dr. Ida Jeltova
Ksenia Krivor
Jennifer Robertson
Sigourney Barman
Donna Nucera
Downtown Brooklyn, NY
Dr. Ida Jeltova
Jennifer Robertson
Sigourney Barman
Recent posts
Childhood attachment shapes adult personality and relationships. Learn how EMDR, DBT, IFS, and attachment-focused therapy can build earned security.
For gifted neurodivergent individuals, another person's inconsistent or illogical self-expression doesn't just feel confusing — it can set off a chain reaction in the body that arrives well before any conscious thought has a chance to intervene.
If you've ever heard the term Pathological Demand Avoidance and wondered where it fits in the autism conversation, you're not alone. There's growing debate among researchers, clinicians, and families about whether PDA is a standalone condition or, as many now believe, a distinct profile within the autism spectrum , particularly among autistic individuals who are high-functioning or have been late-identified.
Executive Functioning Across Development: How to Support Children, Teens, and Young Adults Executive functioning skills—including planning, attention, emotional regulation, impulse control, organization, working memory, and flexible thinking—are essential for success in school and life. Yet these skills do not develop all at once. Executive functioning develops slowly and unevenly, well into early adulthood, and requires intentional teaching, practice, and support. Parents and educators often expect children and teens to manage themselves independently before their brains are developmentally ready, especially during stress. This article explains how executive functioning develops from early elementary through college and outlines what effective support looks like at each stage.