Carly Brooks, LMSW, MS, is a pre-doctoral psychology intern at CBC where she conducts individual, family, and group psychotherapy with children, adolescents, and adults. Carly is a fifth-year doctoral student in the Combined School-Clinical Child Psychology Program at Ferkauf Graduate School of Psychology of Yeshiva University. She earned her Master’s degree in Social Work from Columbia University and her Bachelor’s degree in Human and Organizational Development from Vanderbilt University. Carly has received extensive training in providing evidence-based interventions for children and adolescents with mood and anxiety disorders and has been trained in adaptations of Parent-Child Interaction Therapy (PCIT) and Parent Management Training (PMT). Carly is intensively trained in Cognitive-Behavioral Therapy (CBT) and Dialectical Behavior Therapy (DBT). She also has extensive experience conducting psychoeducational and neuropsychological evaluations with children and adolescents.
Prior to working at CBC, Carly served as a psychology extern in the Anxiety Disorders Center at the Child Mind Institute. In this position, she provided individual and group CBT to individuals that present with generalized anxiety disorder, social anxiety, separation anxiety, obsessive-compulsive disorder, selective mutism, ADHD and depression. She also co-led exposure-based intervention groups for children and teens with selective mutism and social anxiety, a social skills group for children with ADHD, and a school-based trauma group.
Carly previously worked as a psychology extern at Montefiore Medical Center’s Rose F. Kennedy Center/Children’s Evaluation and Rehabilitation Center (CERC), where she provided attachment-based dyadic and family therapy to families with severe trauma histories. At Montefiore, she provided adult group therapy, individual therapy, and co-led a behavioral parent training program. Carly also completed an externship at the Cooke Grammar School, where she provided individual counseling and led social skills groups for children with cognitive and language-based learning disabilities. Carly engaged in the school consultation process to develop treatment plans for managing behavior and emotion dysregulation in the classroom setting.
Carly’s doctoral research examines case study research and its application to Regulation Focused Psychotherapy for Children (RFP-C).