Eva
Nicolosi

My undergraduate degree is from New York University, with a major in Cinema Studies.  It was my Film Theory course, which included psychology, and my years of being a camp counselor at a family camp in the Boundary Waters of Minnesota that came together to propel me toward pursuing a graduate degree in psychology. 

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I attended Ferkauf Graduate School/Yeshiva University in New York, where I earned a Doctor of Psychology (PsyD) degree in School-Clinical Child Psychology.  This program provided extensive training in both school and clinical psychology.  I obtained my license as a Psychologist in NY (015105), where I am also a credentialed School Psychologist. 

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Because of my interest in neuropsychological assessment, I completed post-graduate training through a Long Island University extended course, Neuropsychological Process-Oriented Approach to Psychoeducational Assessment and Intervention.  In addition, I spent six years as an Adjunct Assistant Professor at Ferkauf, supervising second-year graduate students as they conducted and completed psychoeducational assessments. 

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Since moving to California in 2015, I have earned my California Pupil Personnel Services credential as a School Psychologist and have also become a Licensed Educational Psychologist (4261).

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Being a parent has certainly enhanced my professional life as a psychologist, and I am learning so much from raising my two children.  Since completing graduate school, I have had over twenty-two years of experience working in schools as a school psychologist, where I have become very familiar with and knowledgeable about both Special and General Education processes and procedures, including IEP’s.   I have worked in all levels of education, including pre-K through college and in all types of special education and general education settings.  Throughout this time, I have also engaged in private practice for both assessment and therapy.

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Through working in the schools and in private practice, I have gained extensive experience with diagnosing and understanding how to provide support for children, adolescents, and young adults with Learning Disorders or Disabilities (including, but not limited to, Dyslexia, Dysgraphia, and Dyscalculia); ADHD and Executive Functioning weaknesses; Autism Spectrum Disorder; other social/emotional/behavioral difficulties (including anxiety/mood disorders and other childhood behavioral and cognitive disorders); and students in need of Standardized Test Accommodations.