Julia Maney

I am a doctoral student in the School Psychology Ph.D. program at Fordham University with experience supporting children, adolescents, and families across school, outpatient, and community-based settings. Throughout my training, I have worked with children presenting with a wide range of social, emotional, behavioral, and learning needs, including ADHD, anxiety, autism spectrum disorder, executive functioning challenges, emotion regulation difficulties, and social skills deficits. I am particularly passionate about serving youth from historically underserved communities and those involved in child welfare systems, where access to consistent, supportive mental health services is often limited.

My professional experiences have included working as a Registered Behavior Technician (RBT) with children with autism, providing executive functioning and social-emotional learning coaching to students across developmental levels, and facilitating play-based social skills and executive functioning groups. These opportunities have reinforced my belief that children learn best when interventions are engaging, strengths-based, and connected to their everyday environments. I enjoy helping children build practical skills that increase confidence, independence, and success across home, school, and social settings.

My therapeutic approach is collaborative, developmentally responsive, and grounded in evidence-based practice. I strive to create a warm and supportive space where children feel understood and empowered to take an active role in their growth. I believe meaningful change occurs when families, schools, and providers work together, and I prioritize collaboration with caregivers, teachers, and other members of a child’s support system.

My clinical training includes Cognitive Behavioral Therapy (CBT), Dialectical Behavior Therapy (DBT), Parent-Child Interaction Therapy (PCIT), and PCIT-SM. I draw from play-based and experiential interventions with younger children while incorporating structured skill-building, problem-solving, and coping strategies with older youth. I have also gained experience conducting psychoeducational and neuropsychological assessments to better understand children's cognitive, academic, behavioral, and emotional functioning and inform individualized recommendations.