Dr. Rachel Ladds is a postdoctoral fellow with a background in School and Clinical Psychology.
Personal Statement:
I am passionate about providing high-quality care in a warm, safe, and nonjudgmental environment. I believe that a strong therapeutic relationship is at the heart of meaningful change, and I strive to create a space where children, adolescents, young adults, and families feel welcomed, understood, and less alone.
My therapeutic style is relational, supportive, and collaborative, while drawing from evidence-based approaches to meet each individual’s needs. I take the time to genuinely get to know each person I work with, understand what is important to them, and build on their strengths. Rather than taking a one-size-fits-all approach, I integrate evidence-based strategies in a way that feels developmentally appropriate, practical, and authentic to the person and family in front of me.
I have particular experience working with children, adolescents, and young adults navigating anxiety, depression, school-related stress, life transitions, and relationship difficulties. I also have experience supporting neurodivergent individuals, including those with ADHD, Level 1 Autism, and twice-exceptional (2e) profiles.
I recognize that every child and family is different, and I tailor treatment to each person’s needs, strengths, and goals. When appropriate, I work closely with parents, schools, developmental pediatricians, psychiatrists, and other providers to ensure that care is collaborative and well coordinated.
In addition to therapy, I conduct comprehensive neuropsychological and autism evaluations. I understand that the evaluation process can sometimes feel daunting or overwhelming, and I strive to make it as supportive, collaborative, and manageable as possible. My goal is not only to provide diagnostic clarity, but also to help individuals and families better understand their strengths and challenges and leave the evaluation process with meaningful, individualized recommendations and a clearer path forward.
Qualifications
Rachel earned her doctorate in School-Community Psychology from Hofstra University. She has experience providing care to individuals across the lifespan, with a particular focus on children, adolescents, and young adults. She also has extensive training in neuropsychological and psychological assessment across school and community settings.
Rachel has trained and worked in a variety of settings, including schools, outpatient clinics, and hospitals. These experiences have strengthened her ability to understand individuals within the context of their everyday lives and to collaborate effectively with families, educators, and multidisciplinary providers to provide comprehensive, individualized care.
My Toolbox
My work is grounded in relational, evidence-based, developmentally responsive, and strength-based approaches, including:
- Cognitive Behavioral Therapy (CBT)
- Dialectical Behavior Therapy (DBT)
- Acceptance and Commitment Therapy (ACT)
- Cognitive Processing Therapy (CPT)
- Mindfulness-Based Approaches
- Play-Based Therapy
- Executive Functioning Coaching
- Parent Coaching
- Strength-Based Approaches
- Neuropsychological, Psychoeducational, and Autism Evaluations
