Dr. Rachel Deyong is a Post-Doctoral Fellow at The Southfield Center. Rachel received her undergraduate degree in Psychology from Binghamton University, earned her master’s degree in School Psychology at Queens College and completed her doctorate in Educational Psychology, specializing in School Psychology, at the City University of New York, Graduate Center. Rachel is passionate about bridging recent advances in psychology and neuroscience to real-world practice. Her approach is founded by a cognitive-behavioral orientation, a collaborative problem-solving approach that focuses on targeting specific challenges and working towards mutually satisfactory solutions, and ecological theory that considers the influence of external environments as contexts for human development. Rachel has particular expertise in ADHD, executive functioning, Theory of Mind, and data-driven behavioral interventions. Over the course of her career, Dr. Deyong has had the opportunity to work with children in a variety of clinical and research settings. She has extensive experience working with children, adolescents, and families in schools and serving students with special needs.
Prior to joining the team at Southfield, Rachel was a school psychologist in New York, NY. She spent four years working at an independent school for students who are twice-exceptional (2e) and went on to become the school’s Director for School Psychology. At the school, Rachel worked closely with high potential and gifted children with special and unique learning needs such as ADHD, Dyslexia, Autism Spectrum Disorder, anxiety, sensory processing challenges, language-based learning challenges, or underachievement, in grades K through high school. As a result of this work, Rachel brings strong clinical experience in many areas such as individual and group counseling, consultation, behavior modification, and data analysis.
Rachel has also worked on research projects at CUNY Graduate Center and NYU focusing on cognition, learning, and technology. Her independent research focuses on Theory of Mind, ADHD, and executive functioning. She has presented at professional conferences and is always exploring ways to bridge recent advances in cognitive neuroscience into a school setting. Rachel is passionate about working with children, families, and teachers to help improve children’s social, emotional, and academic development and overall well-being.
Rachel currently serves as the school psychologist for the Pear Tree Point School in Darien, CT.