Current Interns: 2024-25 Academic Year

Tahani Chaudhry, M.A.
George Mason University

Tahani Chaudhry is a doctoral candidate in the Clinical Psychology program at George Mason University. Her research focuses on the role of religious institutions, particularly religious leaders, in the resilience of survivors of intimate partner violence and the impact of religious help-seeking on their wellbeing. Her clinical work prioritizes incorporating social factors and cultural strengths into evidence-based therapeutic interventions with underserved communities. Tahani is also the Research and Resource Development Coordinator at Peaceful Families Project, a nonprofit organization dedicated to eliminating gender-based violence in Muslim communities. Her work at PFP includes collaborating on curriculum development and community trainings, leading multiple community research studies and various initiatives including the PFP male allies’ group. Tahani is passionate about establishing community collaborations to guide her research and translate research into practice in minoritized communities.

Farahdeba Herrawi, M.A.
University of Massachusetts Boston

Farahdeba Herrawi (she/her) is a doctoral candidate in the Counseling Psychology program at the University of Massachusetts Boston. Farah’s clinical and research interests center on immigrant and refugee health and human rights. She also has an interest in ethical and medical-legal issues related to academic-industry relationships and understanding the ways in which neoliberal ideology advances the medicalization of distress. Clinically, Farah has worked across various settings, including community mental health clinics and hospitals. Through her clinical work, she has supported under-served and never served communities in the greater Boston area. Her doctoral dissertation explores community-defined understandings of mental health and illness by Afghan immigrants living across the U.S. Specifically, she is interested in identifying and addressing systemic barriers faced by immigrant communities, emphasizing the field of psychology’s responsibility to promote the right to health.

Lushna Mehra, M.S.
Florida State University

Lushna Mehra (she/her/hers) is a doctoral candidate in the Clinical Psychology program at Florida State University. She earned a B.S. in Clinical Psychology with a minor in Latin from Tufts University. With diverse experiences across community mental health, forensic settings, and homelessness programs, Lushna’s clinical interests especially lie in empowering marginalized individuals coping with complex trauma, anxiety, psychosis, and depression. She takes an adaptable approach to psychotherapy, integrating evidence-based modalities, such as CBT, DBT, CPT, STAIR, ACT, and MI, to meet evolving client needs. Valuing collaboration within multidisciplinary teams, Lushna aims to provide holistic care. She is committed to culturally responsive practices that acknowledge the multifaceted determinants of health. Lushna’s research focuses on identifying psychosocial and sociocultural factors that contribute to the biological risk of developing psychopathology in early life. For example, her dissertation examined the influence of parent and child experiences of everyday discrimination on the biological risk for childhood anxiety. Lushna is also passionate about researching ways to enhance mental health service efficacy and utilization for diverse clients. She envisions integrating her clinical and research interests to advocate for combined systems of identification and prevention strategies for vulnerable populations. Also central to Lushna’s advocacy efforts is promoting the recruitment and retention of diverse trainees. This commitment led her to co-found Dismantling Systemic Shortcomings in Education and Clinical Training (DiSSECT) to develop a toolkit to aid health service psychology graduate training programs in improving the infusion of antiracist initiatives across training areas.

Jessica Reed, PsyM
Graduate School of Applied and Professional Psychology
Rutgers, The State University of New Jersey

Jess (she/her/hers) Reed is a doctoral candidate in the Clinical Psychology program at the Graduate School of Applied and Professional Psychology at Rutgers University. Her core interests revolve around empowering marginalized survivors through trauma-informed care. She utilizes a relational psychodynamic approach to therapy and integrates person-centered and systems-focused perspectives to holistically support the needs of her clients. At the heart of her clinical work lies multiculturalism, where she explores how factors related to identity, privilege and marginalization shape clients' sense of safety in the world, and with her in therapy. Her commitment to social justice has led her to pursue consultation, teaching, and research in various Diversity, Equity, and Inclusion (DEI) positions throughout her time in graduate school. Her dissertation explores the relationship between Adverse Childhood Experiences (ACEs), Racial identity development, and Mental Health outcomes in African Americans and holds aspirations to use the findings promote culturally-informed, attachment-based interventions in the future. Outside of her professional life, she enjoys adventure and thrills —she has been skydiving (twice) and recently started taking trapeze classes!

Hannah Brody, PsyM
Graduate School of Applied and Professional Psychology
Rutgers, The State University of New Jersey

Hannah Brody is a doctoral candidate in the Clinical Psychology program at the Graduate School of Applied and Professional Psychology at Rutgers University. Her clinical and research experiences center on transdiagnostic treatments, including cognitive-behavioral therapy (CBT), dialectical behavior therapy (DBT), and acceptance and commitment therapy (ACT). Hannah utilizes a holistic, systems-based approach throughout clinical care, considering factors of personal identity, culture, history, and the lived environment. She has experience working with individuals and families throughout the lifespan and providing psychological care within outpatient, inpatient, and medical settings. Hannah is dedicated to building more accessible pathways to effective mental healthcare; she is thrilled to be part of the Montefiore psychology team.

Regina Roberg, M.S.
Suffolk University

Regina Roberg (she/her) is a doctoral candidate in clinical psychology at Suffolk University in Boston, MA. She earned bachelor’s degrees in psychology and Hispanic studies from Brandeis University, and a master’s degree in clinical psychology from Suffolk University. Regina is intensively trained in acceptance and commitment therapy (ACT) and exposure and response prevention (ERP) for anxiety and obsessive-compulsive and related disorders and has also received training in grief and trauma-focused cognitive behavioral therapy (TF-CBT) and parent-child interaction therapy (PCIT) for children and families impacted by substance use. Her clinical and research interests center around supporting youth and caregivers struggling with OCD, anxiety, and trauma using a collaborative, culturally-informed approach that integrates Acceptance and Commitment Therapy (ACT) and Compassion-Focused Therapy (CFT). In addition, Regina is enthusiastic about providing affirming care for LGBTQ+ and neurodivergent youth, and she strongly values advocating for minoritized youth and families in her research, clinical, and public policy efforts. In her free time, Regina enjoys cooking, swimming, and spending time in nature with loved ones.

Elisa Cameron-Niang, LMHC, LPC, BC-TMH
The City College of New York, CUNY

Elisa Cameron-Niang (she/her) is a doctoral candidate in the Clinical Psychology program at The City College of New York, CUNY. She is passionate about providing responsive, culturally-informed care to traditionally underserved individuals and families throughout the lifespan. She utilizes a relationally oriented, psychodynamic approach to treatment and has specialized training in multiple modalities such as dialectical behavior therapy, emotion focused therapy, and family systems work. Elisa holds an intersectionality lens and actively attends to her own positionality and the positionality of those with whom she works. She pays attention to dynamics of race, power, and privilege and sees them as important dynamics within and outside of the therapeutic space. Elisa aims to provide transformative experiences for the individuals and families she works with by encouraging self-reflection, promoting acceptance, broadening perspectives, and creating supportive conditions for growth. For her dissertation, Elisa is conducting a mixed-methods study that explores early relational experiences and how they inform the identity development and integration processes for multiracial people. She is examining how relational factors inform how Black-White multiracial individuals come to understand themselves as racial beings and how they negotiate having both privileged and oppressed racial heritages. In her free time, Elisa enjoys trying new foods, playing sudoku, and creating musical mash-ups.

Sylvie Wong, Ed.M., M.Phil.
Teachers College, Columbia University

Sylvie Wong is a doctoral candidate in the Counseling Psychology program at Teachers College, Columbia University. She has directed her clinical craft and research efforts towards improving the quality of and access to mental health care for historically marginalized populations who have experienced complex trauma. Sylvie takes an integrative approach to therapy where she balances cognitive-behavioral interventions (e.g., CBT, DBT, ACT) to ameliorate symptoms with relational psychodynamic approaches to deepen understanding of the self and others. Above all, she works in a relationally attuned way that seeks to understand each patient’s lived experience and honor their complexities and uniqueness. She has worked with children, adolescents, and adults including families and couples at Mount Sinai Morningside Comprehensive Adolescent Rehabilitation and Education Service (CARES), Maimonides Medical Center, and New Alternatives for Children. She is particularly passionate about working with caregiver-child dyads and transitional age youth (i.e., adolescents and emerging adults) from racial/ethnic minority and immigrant communities.

Garrett Thomas, M.S.
Pennsylvania State University

Garrett Thomas is a doctoral candidate in the Clinical Psychology program at Penn State University. He earned his Bachelor’s degree in Neuroscience from Bowdoin College in 2017 where he was involved in athletics and conducted an independent study assessing the effects of a mindfulness-based intervention on mood, stress, and burnout in injured student-athletes. More recently, Garrett earned his Master’s degree in Psychology from Penn State University. Garrett’s doctoral research has largely focused on the effects of secondary factors, like co-occurring depression and anxiety, on cognitive performance and outcomes in neuropsychological populations. Garrett is also interested in personalized medicine and the role of individual factors associated with neuropsychological evaluation, and his dissertation is focused on developing a machine learning model that can be used to predict recovery timelines following sports-related concussion. Clinically, Garrett is eager to continue his training in neuropsychological assessment across the lifespan with a particular emphasis on traumatic brain injury and other neurological conditions. In the future, he plans to complete a neuropsychology post-doctoral fellowship and pursue board certification in clinical neuropsychology.