about rebecca

Rebecca's expertise is in making sense of the intricate interplay of factors that come together to allow for development, relationships, and participation in family and community life. The thread that binds her professional life is her devotion to the processes that make us human. At heart, Rebecca is a lover of complex dynamic systems, a weaver of theory into practice. 

Rebecca's eclectic origins include an undergraduate degree in stage direction from NYU and ten subsequent years teaching theatre students to analyze and apply perceptual processes to creative performance projects. She spent six years an early childhood educator and founding teacher, developing curriculum for kindergartners at a model school created by parents for their autistic children to focus on social emotional development. Determined to make sense of it all, Rebecca returned to New York University to complete her Master of Science in Occupational Therapy in 2008... and to dabble as a research assistant in the Infant Language Lab. 

In the time since, she has participated in countless hours of training, mentoring, and master classes in the DIR/Floortime model through Profectum, earning Trainer’s Level Certification in 2022. She continues to serve the growth and development of the model through presentations, mentoring, and participation in several work groups, including the collaboration between Profectum’s DIR and Erikson’s Facilitating Attuned Interactions (FAN) model. She was appointed to Assistant Faculty in 2023. 

Rebecca completed an Infant Mental Health externship in 2018 and the Napa Infant-Parent Mental Health Fellowship in spring 2024. She is endorsed by the Washington Association of Infant Mental Health. An insatiable learner, Rebecca is ever in pursuit of new ideas and professional development. Her particular interests include the impact of trauma, adversity, and nervous system state on attachment and developmental processes. 

In addition to her clinical work, Rebecca has lectured locally and nationally, providing training, reflective consultation, and mentoring for parents, educators, and other infant mental health professionals. She strives to be an ally, co-conspirator, and advocate for relational health, social justice, neurodiversity-affirming and trauma responsive practices, in her professional writing and participation in planning committees and work groups.