I am Licensed Psychologist and Health Service Provider (Lic. #9724) with training and experience in clinical, research, and academic settings.
For well over a decade, I held leadership roles in professional organizations; authored papers in scholarly journals; presented to local, national, and international audiences; and conducted research.
My teaching, research, writing, and community projects pertained to evidence-based care, clinical training, group dynamics, childhood development, and diversity (including neurodiversity). Today most of my professional time is spent on patient care within my private practice and my leadership in organizational life is limited to the Nominating and Awards Committee of the Massachusetts Psychological Association.
My experience working with children in various capacities spans back to the mid-eighties. During preadolescence and adolescence, I taught dance to other children at a neighborhood studio. During my late teens, I worked with young children in an inner-city YMCA. In my early adult years, I taught private swim lessons and directed a children’s gymnastics program.
I obtained my Bachelors of Arts degree in Psychology from University of California, Los Angeles (UCLA). There, I discovered myself as a scholar and researcher, interested in issues pertaining to children and childhood.
The emphasis in my education at UCLA was developmental psychology with a focus on cognitive, perceptual, and emotional development. Research Assistant and Research Coordinator positions were in cognitive developmental and clinical developmental labs.
Following my graduation from UCLA, I worked at TIES for Adoption as a Research Coordinator. I interviewed dozens of parents regarding their pre-adoption expectations and their lived and felt post-adoption experiences.
I then completed my doctoral studies at Antioch University, New England (AUNE). Coursework addressed cognition, emotions, brain structures, healthy versus abnormal human development, health psychology, psychotherapy, psychopharmacology, supervision, consultation, community psychology, group processes, research, psychological tests / measurements, cognitive and projective assessment measures, ethics, the history of psychology, and much more.
PREDOCTORAL CLINICAL TRAINING
I enjoyed four years of part-time practicum/training experiences in clinic, school, and hospital settings followed by a one-year APA-accredited full-time internship at Franciscan Hospital for Children in Brighton, MA.
My internship included training within the Franciscan-McLean Residential Assessment Program. There, I assessed and treated children with trauma, OCD, Tourette's Disorder, Depression, Schizophrenia,
neurodevelopmental disorders, and much more.
Formal pre-doctoral assessment training was an important aspect of my early learning. Pre-doctoral training included psychological and neuropsychological assessment rotations at Antioch Psychological Services Center, Sanderson Academy, Dartmouth Hitchcock Medical Center and Franciscan Hospital for Children.
I first gained group psychotherapy expertise during my pre-doctoral years. I ran psychotherapy and support groups for adults and children in various settings. I taught students and professionals about group process. In addition to running and supervising groups in school, hospitals, and university settings, I also offered many presentations and workshops on group dynamics across the country at various conferences. My dissertation was titled, “Processes and outcomes in preadolescent girls’ school-based groups." For my study, I co-led and researched counseling groups in a New England K-6 school.
POST-DOCTORAL CLINICAL TRAINING
Two years of post-doctoral clinical experience at the Boston Institute for Psychotherapy concluded my clinical training. As a clinical fellow, I worked extensively in Boston private and public schools. I served children and parents in Roxbury, Dorchester, and South Boston. Previous intensive psychological and neuropsychological training served me well as I worked with schools, families, and local hospitals to attend to the complex mental health needs of young patients with complex trauma, economic adversity, and previously undiagnosed and untreated issues such as speech-language, mental health, learning, and thought disorders.
Pre and Post-Doctoral Research and Curriculum Development
I contributed to various research projects over the years, including research on childhood adjustment following parental divorce.
Post-doctoral research was completed at Massachusetts General Hospital. Within the MGH Center for Group Psychotherapy, I formulated a study aimed at uncovering health disparities.
At Antioch University, New England (AUNE), I taught Interventions and Tests and Measurements courses.
I had the rare privilege of serving as the American Psychological Association's (APA) Division 49 (Group Psychology and Group Psychotherapy) Representative for the APA Coalition for Psychology in Schools and Education. There I co-authored TEACH Teamwork with several colleagues.
Approach to Clinical Care
In my private practice, I customize treatment for the individual child. United protocol (Barlow, et. al), CBT, humanistic approaches, developmental research, and other credible ideas inform my work. I don't place any one theory above the pressing needs and concerns of each of my patients.
Karin Maria Hodges, Psy.D., PLLC is a training site for the William James College School Psychology Psy.D. Program.
Ms. Josefine Eriksson is a second-year advanced-standing doctoral student in the School Psychology Psy.D. program at William James College. She has a Masters Certificate of Advanced Graduate Study from Northeastern University. She is a Nationally Certified School Psychologist and a Board Certified Behavior Analyst (BCBA). She has a strong interest in research and has been involved in projects that studied early intervention, behavior disorders, and achievement gaps.
Ms. Eriksson has a wealth of experiences working with children and families. She has served as a master-level School Psychologist in public school settings, including Brookline and Wellesley. She currently works in the Bedford Public School District.
As a doctoral-level trainee, Ms. Eriksson completed a supervised clinical experience at the Brenner Assessment Center during the 2015-2016 academic year. While there, she conducted comprehensive psychological evaluations for children with emotional, behavioral, and academic disabilities.
For the 2016-2017 academic year, Ms. Eriksson will work as a doctoral-level trainee at Karin Maria Hodges, Psy.D., PLLC. She is particularly enthusiastic about providing direct service to children, including offering CBT and DBT-informed interventions; providing psychoeducation to parents; and coordinating care with other collateral contacts under the close supervision of Dr. Hodges.