Background
I am a Licensed Psychologist (#30423) and the Founder and Director of Open Doors Therapy and Neurodiversity School. I have specialized training in developmental and clinical psychology, and cognitive neuroscience.
With over 15 years experience working with teens and adults on the autism spectrum, I graduated with a PhD in Psychology from the University of Oregon, and went on to work for 5 years at the UC Davis MIND Institute, a world renowned research and treatment center for neurodevelopmental disabilities. Thereafter, I continued to specialize in group therapy and other approaches for teens and adults on the autism spectrum.
I identify as a heterosexual, cisgender woman of Puerto Rican and European decent, born and raised in California.
Why I Love Group Therapy
I love group therapy because I have seen the power it has to transform lives!
I believe group therapy can transform your life!
Before joining the group, you may feel alone, and misunderstood by others.
During the group, you'll feel understood, accepted and encouraged by the other group members.
This happens because I selectively place you in a group with others who are similar to you in terms of skill level and interests. Having things in common will make the group more fun and interesting for you, and will help you feel connected to the other group members.
In the group, you will gain the strategies, knowledge, and confidence to more effectively deal with stress, social situations, and other life problems.
My Specialization
My area of expertise is in conducting group therapy for teens and adults who are on the autism spectrum or neurodiverse.
While working at the MIND Institute, I developed with my colleagues a research-supported group therapy for adults on the autism spectrum and their families.
The program was highly successful and is the only group therapy program offered to adults with autism at the MIND Institute.
To learn more about my research-based group therapy, please watch this presentation I gave at the MIND Institute with my colleagues Dr. Marjorie Solomon and Steve Ruder.
What I do
After seeing the positive impact of group therapy for teens and adults on the autism spectrum, I decided to further specialize in group therapy and relevant therapeutic approaches.
I have carefully selected elements from evidence-based therapy approaches that I think are most relevant to helping people with autism and their families. In particular, I have found that internal family systems (IFS) is an approach that helps neurodivergent people feel confident, empowered, balanced, self-compassionate and more able to connect with others. I am IFS Level 3 trained. In addition, I pull from other therapeutic approaches, including acceptance and commitment therapy (ACT), cognitive behavioral therapy (CBT), social skills training, person-centered therapy, consultation model, motivational interviewing, group therapy, somatic therapy, and mindfulness. I have integrated these into a cohesive and unique group therapy service specialized for teens and adults who are neurodiverse or on the autism spectrum, and their families.
Given the high rates of autism in the bay area, especially Silicon Valley, I was surprised at the lack of services for teens and adults on the autism spectrum. This is what compelled me to start a practice in the heart of the Silicon Valley.
Contact Us
If you're ready to make positive changes in your life and help those that you love, contact us today.
Sometimes it may feel hard or overwhelming to figure out what type of service is best for you or to take that first step of reaching out. We understand this and will help guide you through the process of getting started and figuring out which service will suit you best.
Free 30-min Phone Consultation
License
- California Board of Psychology (Psychologist #30423)
Education
(2012 to 2014) NIH T32 Postdoctoral Fellowship
Autism Research Training Program (ARTP)
M.I.N.D. Institute
University of California, Davis
Sacramento, CA
- Specialization: Neurodevelopmental Disorders
- Emphasis: Transition in Youth with ASD
(2007 to 2012) Doctor of Philosophy, Psychology
University of Oregon
Eugene, Oregon
- Specialization: Developmental Psychology
- Emphasis: Autism Spectrum Disorder
- Supporting Area Project in Developmental Social Neuroscience
(2006 – 2007) Master of Science, Psychology
University of Oregon
Eugene, Oregon
- Specialization: Developmental Psychology
- Emphasis: Autism Spectrum Disorder
- Thesis: Perspective-taking Impairments in Individuals High in Autism Traits
(1997 – 2002) Bachelor of Science, Cognitive Science
University of California, San Diego
La Jolla, California
- Specialization: Cognitive Neuroscience
- Minor: Philosophy
Publications
Oswald, T. M., Winder-Patel, B., Ruder, S., Xing, G., Stahmer, A.,& Solomon, M. (2017). A Pilot Randomized Controlled Trial of the ACCESS Program: A Group Intervention to Improve Social, Adaptive Functioning, Stress Coping, and Self-Determination Outcomes in Young Adults with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(5), 1742–1760.
Oswald, T. M.,Winter-Messiers, M. A., Gibson, B., Schmidt, A. M., Herr, C. M., & Solomon, M. (2016). Sex Differences in Internalizing Problems During Adolescence in Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 46(2), 624-636.
Oswald, T. M.,Beck, J. S., Iosif, A. M., McCauley, J. B., Gilhooly, L. J., Matter, J. C., & Solomon, M. (2015). Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder. Autism Research, 9(4), 480-490.
McIntyre, N. S., Oswald, T. M.,Solari, E. J., Zajic, M. C., Lerro, L. E., Hughes, C., ... & Mundy, P. C. (2018). Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development. Research in Autism Spectrum Disorders, 54, 9-20.
Van Hecke, A., Oswald, T. M.,& Mundy, P. C. (2016). Joint Attention and the Social Phenotype of Autism Spectrum Disorder: A Perspective from Developmental Psychopathology. In D. Cicchetti (Ed.). Developmental Psychopathology, 3rdEdition. Hoboken, NJ: John Wiley & Sons.
McCauley, J. B., Zajic, M. C.,Oswald, T. M., Swain-Lerro, L. E., McIntyre, N. C., Harris, M. A., ... & Solomon, M. (2018). Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(5), 1825-1832.
Pfeifer, J. H., Masten, C. L., Moore, W. E., Oswald, T. M., Iacoboni, M., Mazziotta, J. C. & Dapretto, M. (2011). Entering adolescence: Resistance to peer influence, risky behavior, and neural changes in emotion reactivity. Neuron, 69,1029-1036.
Zajic, M. C., McIntyre, N., Swain-Lerro, L., Novotny, S., Oswald, T.,& Mundy, P. (2018). Attention and written expression in school-age, high-functioning children with autism spectrum disorders. Autism, 22(3), 245-258.
McCauley, J. B., Harris, M. A., Zajic, M. C., Swain-Lerro, L. E., Oswald, T.,McIntyre, N., ... & Solomon, M. (2017). Self-esteem, internalizing symptoms, and theory of mind in youth with autism spectrum disorder. Journal of Clinical Child & Adolescent Psychology, 1-12.
Mundy, P., Novotny, S., Swain-Lerro, L., McIntyre, N., Zajic, M., & Oswald, T.(2017). Joint-attention and the social phenotype of school-aged children with ASD. Journal of autism and developmental disorders, 47(5), 1423-1435.
McIntyre, N. S., Solari, E. J., Gonzales, J. E., Solomon, M., Lerro, L. E., Novotny, S., Oswald, T. M., & Mundy, P. C. (2017). The scope and nature of reading comprehension impairments in school-aged children with higher-functioning autism spectrum disorder. Journal of autism and developmental disorders, 47(9), 2838-2860.