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 various leadership roles in professional organizations; authored papers in scholarly journals; presented regularly to local, national, and international audiences; and conducted research. Those activities deepened my knowledge of clinical training, organizational dynamics, school communities, co-parenting, and childhood development.
At this time, most of my professional life is spent on delivering patient care and collaborating with colleagues for the benefit of my patients. Still, from time to time, I present my clinical insights to others with the aim to deepen my own thought process about clinical work and share knowledge.
Fall, 2019, I co-taught a J-WEL grant-funded course at Massachusetts Institute of Technology (MIT) titled, “Technologies for Mental Health and Wellness.”
I am a member of the American Psychological Association (APA) and Massachusetts Psychological Association (MPA)
My experience working directly 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.
REDOCTORAL 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.
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 developmental trauma, economic adversity, and previously undiagnosed and untreated issues such as speech-language, mental health, learning, and thought disorders. While disheartened by the enormous health disparities and lack of evidence based care in community settings, I also developed effective ways to work with underserved populations and discovered the critical importance of case
management and coordination of care in all treatment.
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.
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. I evaluated how relationships in counseling groups develop, and how such peer relationships in those groups relate to treatment outcomes.
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.
As noted, at MIT, I co-taught a J-WEL grant funded course titled, “Technologies for Mental Health and Wellness.” This was a 12-unit, course for undergraduate and graduate students, which was well attended and included a great deal of innovation and collaboration across disciplines. Also, at Antioch University, New England (AUNE), I taught more traditional clinical courses for doctoral students, such as “Interventions” and “Tests & Measurements.”
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. Treatment includes a holistic case management component. Unified Protocol for the Transdiagnostic Treatment of Emotional Disorder (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.
Selection of Peer-Reviewed Journal Articles
Benishek, L. E., Gregory, M. E., Hodges, K., Newell, M., Hughes, A. M., Marlow, S., Lacerenza, C., Rosenfield, S., & Salas, E. (2016). Bringing the science of team training to school-based teams. Theory into Practice, 55, 111-118.
Hodges, K., Greene, L., Fauth, J., Mangione, L. (2012) Brief Report: Processes and Outcomes in Prevention-Focused Time-limited Groups for Girls. International Journal of Group Psychotherapy, 62 (3), pp. 459-469.
Hodges, K.M. & Lorie, A. F. (2012) Ignoring the Social Elements: Research of Prevention-Focused Group Programs for Preadolescents and Adolescents (Research Review). International Journal of Group Psychotherapy, 62 (1), pp. 149-156.
Selection of Newsletter Articles
Hodges, K (2013). Report: Coalition for Psychology in Schools and Education, The Group Psychologist. Vol 23, No. 1, p. 23.
Hodges, K. (Spring, 2007). Hope in the Field of Psychology: Lost, then Found at MPA, Featured Article, Massachusetts Psychological Association.
Hodges, K. & Mangione, L. (Spring, 2005). Trial by fire: Lessons learned by a first time group therapist. The Group Circle
Hodges, K. (2020) Parenting Concerns: Preventing and Addressing Childhood Anxiety During a Pandemic. Webinar offered to Hingham SEPAC. May, 2020.
Hodges, Randall, Sungar, & Bookis (2019) Leading Parenting Groups: How to Teach the Art of Balancing Warmth and Control. American Psychological Association Convention, Summer, 2019.
Hodges, K (2019). Influencing the Classroom Climate with Psychological Science. Presented to CCHS Staff.
Hodges, K. (2019). Strengthening Schools: Encouraging Exposure to Vulnerability and Practicing Courage. Presented to the CCHS Guidance Department.
Hodges, Barlow, and Kaklauskas (2017) Integrating Research and Theory to Create Playgrounds for Learning. Presented at the Annual Meeting of the American Group Psychotherapy Association, New York, NY March 10.
Newell, M. & Hodges, K (2015) Teach Teamwork. Presented at American Psychological Association 117th Annual Convention in Toronto, Canada.
Hodges, K., Izbicky, N., and Small, P. (2011). How and for whom does socioeconomic status influence group psychotherapy outcome? Proposing a retrospective analysis. Poster presented at Harvard Education Day. Boston, MA.
Mangione, L. (Chair), Allen, S., Herschberg, R., Day, C., Booth, A, Austin, J., & Hodges, K. (Discussant). (2011). What did we learn? Doctoral students discuss facilitation of experiential training groups. Presented at the Annual Convention of the American Psychological Association. Washington, DC.
Hodges, K. & Wexler, D. (February, 2009). This Land is Your Land, This Land is My Land: Fostering One’s Sense of Belonging in the Organizational Group. Workshop presented at the meeting of the American Group Psychotherapy Association, Annual Conference, Chicago, IL.
Hodges, K (2008, August). Balancing Expression of Affect and Emotional Containment in a Residential Setting. In Mangione, L. (Chair), Hodges, K., Buonopane, R., Schmelzer, G., & Motherwell, L (Discussant). Therapists’ Use of Passion and Aggression in Adolescent Therapy Groups. Symposium presented at the American Psychological Association Annual Convention, Boston, MA.
Hodges, K., Abela, M., & Hawes, S. (2005, May). Multicultural Counseling: Navigating the Intersection between Social Values and Clinical Psychology. Workshop presented at the meeting of Psychologists for Social Responsibility and Counselors for Social Justice, Portland, OR.
Hodges, K., Dybdal, D. & Rutan, S. (2005, March). First steps in AGPA: Two group therapists-in-training reflect upon their first AGPA experience. Sponsored by the AGPA Women in Group Psychotherapy Special Interest Group. Open Session presented at the meeting of the American Group Psychotherapy Association, Annual Conference, New York, NY.
Hodges, K. & Mangione, L. (2004, February). Trial by fire: Lessons learned by a first time group therapist. Open session presented at the meeting of the American Group Psychotherapy Association, Annual Conference, New York, NY.
Borden, K., Hodges, K., La Fortune, J., & Tremblay, G. (2003, November). Increasing cooperation between divorced parents: A program evaluation. Poster session presented at the meeting of the New England Psychological Association, Salem, MA.
Thadani, V., Albertson, K. (AKA Hodges, K), & Stigler, J. (1999, August). What makes writing well-written: An examination of strong and weak writers’ knowledge about text. Poster Presentation, Cognitive Science Society, 21st Annual Meeting, Vancouver, BC.
Educational Offerings Online
Hodges, K., Bookis, A & Bookis, B (2018) Parenting 101: A Comprehensive Model Informed by Psychological Science. Link: https://youtu.be/9zbjPnANNnU
Teach Teamwork: An Evidence-Based Self-Guided Program on How to Work Effectively in Teams. This was a joint endeavor by University of Central Florida, The Coalition for Psychology in Schools and Education, and The Center for Psychology in Schools and Education. Link: www.apa.org/education/k12/teach-teamwork.aspx