Carolyn Bixby has over 34 years of experience managing details, streamlining tasks, and organizing everything under the sun. After earning her bachelor’s and master’s degrees, Carolyn has worked over the years as a teacher, an administrative assistant, and a stay-at-home Mom. Carolyn was born and raised in Chicago but has lived in New England with her husband of over 31 years since 1993. A strong believer in the power of kindness, Carolyn is motivated by the following quote from one of her heroes, Fred Rogers -- “There are three ways to ultimate success: The first way is to be kind. The second way is to be kind. The third way is to be kind.” When she’s not working, Carolyn can usually be found laughing with one of her two adult daughters or caring for her energetic Schnoodle puppy, Toby!
“Positive psychology is the scientific study of what makes life most worth living” (Peterson, 2008). Marion Fisher earned a master’s degree in counseling psychology and a Certificate in Advanced Educational Specialization in school psychology from Boston College. For over 20 years, Marion has worked with individuals across the lifespan, including school children, college students, and family systems. Most recently, her work has focused on assessing school-age students for learning style strengths and weaknesses, collaborating with high school students to devise appropriate strategies for successful college admissions, and working with young adults to triumphantly navigate relationships and suitable career paths. Her specialties include grief, mood disorders/anxiety, life transitions, school issues, peer relationships, eating disorders, trauma and life coaching. Marion enjoys her work at the FEW Center and looks forward to championing the success of each client.
Jenna Gamage is a licensed school psychologist. She received her master’s and Certificate of Advanced Graduate Studies (CAGS) in school psychology from William James College. Jenna currently works for the Holliston Public Schools conducting comprehensive evaluations and providing counseling and consultation services for middle and high school students and families. Prior to joining Holliston, Jenna completed her graduate-level internship with Dr. Murphy at a therapeutic program intended to support students with significant social, emotional, behavioral, and learning challenges. Lastly, Jenna’s areas of professional interest include evaluating students to inform educational planning decisions, supporting the mental and behavioral health of children and adolescents, providing crisis prevention and intervention, and conducting educational research.
Stephanie Kindya is a Licensed Educational Psychologist who has served as a counselor and evaluator for the FEW Center for the past five years. She received her bachelor’s degree from Duke University before pursuing her master’s in Developmental Psychology and Specialists Degree in School Psychology from Gallaudet University. Stephanie currently works in the Norwood Public School District, providing comprehensive evaluations, psychoeducation, consultation, and advocacy to children and families PreK-12. She specializes in strengthening family-school partnerships by helping families understand their child’s learning and social-emotional needs, assisting in navigating special education processes, and providing professional development at the district, building, classroom, and individual levels. In her free time, Stephanie enjoys distance running and trying out new recipes of all cuisines.
Dr. Jannon McKenna is a Licensed Educational Psychologist. She received her Bachelor of Science in Psychology from the University of Michigan before earning her master’s and doctoral degrees in counseling and school psychology from Northeastern University.
Dr. McKenna has been employed as a nationally-certified school psychologist since 2011 and is currently working with middle schoolers in the Newton Public Schools, providing assessments, counseling, consultation, and crisis intervention and prevention. Dr. McKenna has served as an adjunct faculty member at Northeastern University where she taught courses on cognitive assessment and research methods. Additional past experiences include working in a hospital behavioral neurology department; private practice; and elementary, middle, and high schools throughout Massachusetts. Her specialties include providing comprehensive evaluations, as well as supporting students with social and emotional challenges, learning disabilities, and attentional and executive functioning difficulties. Dr. McKenna’s priorities when working with children and adolescents are meeting their emotional, behavioral, and academic needs while utilizing students’ strengths and advocating to create safe, healthy, and supportive learning environments.
Dr. McKenna lives in Wrentham, Massachusetts, with her husband and two children. She enjoys playing and watching sports with her family, as well as traveling and baking.
Dr. Cutillo has been working with children, families, and young people in New England for over 10 years. She has had the opportunity to help families rebuild disconnected relationships and navigate through challenging behaviors utilizing a variety of therapy techniques tailored to fit the needs of each client. Jacque is also a Certified Practitioner of Collaborative Problem Solving, a therapeutic technique developed by Massachusetts General Hospital. Jacque’s specialties include working with children with challenging behaviors and helping families navigate transitions including school changes, relocations, and changes in marital status. Additionally, Jacque believes that engaging in therapy is a systemic process, and parents and other caregivers will be encouraged to attend sessions to develop tools and positive interaction patterns to facilitate change and growth.
Additionally, she received her doctorate in clinical psychology from North Central University in Prescott Valley, Arizona, a master’s in clinical and humanistic psychology from Michigan School of Professional Psychology in Farmington Hills, Michigan, and a bachelor’s in psychology from Kalamazoo College in Kalamazoo, Michigan.
Christine Renz is a licensed social worker and school adjustment counselor/school social worker who has over 20 years of experience working within community mental health agencies and schools helping those of all ages as they make positive choices regarding the challenges they face while navigating their paths in life. She believes when life gives us challenges, it can be helpful to have an outlet and support when facing them. Christine strives to provide an open, non-judgmental space for those looking to address issues around stress, anxiety, depression, relationships, life transitions, and coping with loss. She works with preteens, adolescents, and adults using a strengths-based, solution-focused approach to help develop skills to adapt to life changes and provide a comfortable environment to cope with difficult emotions. Christine holds a Bachelor’s Degree from The Pennsylvania State University and a Master of Social Work from Simmons University. Additionally, Christine has a CAGS in School Counseling from Assumption University.
Michelle Gaffney graduated from Stonehill College in 1996 and earned her master’s degree at Simmons School of Social Work in 2000. She has been working with children and families for over 20 years in a variety of settings, including community agencies, school districts, and private practice. She has extensive knowledge and experience in child and adolescent development, family systems, and educational advocacy. In addition, Michelle has a strong concentration in the area of trauma, earning a certificate in Relational & Multi-contextual Treatment of Trauma from Simmons. She offers support in many areas including, but not limited to, abuse/neglect, ADHD, anxiety, behavioral difficulties, depression, divorce, domestic violence, educational struggles, LGBTQ, mood disorders, ODD, substance abuse, and trauma. Michelle utilizes a strengths-based perspective, believing that all people can make positive changes in their lives, given the right support and guidance. Michelle would be happy to meet with a client for a consult; individual, couples, or family counseling; or in a group setting.
Jay brings his expertise and passion for helping people to the FEW Center in four core areas: therapy; guardianship reports; connecting people to resources; and nutrition and fitness consultation.
As a licensed social worker and school adjustment counselor, Jay has 15 years of experience working with children and adolescents with various social-emotional and behavioral challenges. He works with families to stabilize and support children and adolescents seeking to overcome challenges related to trauma, anxiety, and depression. Jay excels in connecting families who are overwhelmed by challenges related to autism to a wide variety of resources within the community. Jay also assists families with the guardianship process, writing clinical team reports necessary to obtain guardianship of children after age 18 to ensure that safe and proper medical, educational, and financial decisions will be made on their behalf.
Jay also works as a personal trainer and runs outdoor fitness classes in Walpole. He holds certifications in weight loss management and sports nutrition. Inspired by his own past struggles with weight loss, he understands the challenges and loves giving people tools to reach their strength and weight loss goals. He keeps things simple -- helping people make small changes that will have a big impact. Jay is available for nutrition consultations.
Jay is down-to-earth and a good listener. He looks forward to helping you work through challenges.
Brenna Vigneau completed her master’s degree at Rhode Island College School of Social Work in 2014. She has worked with children and families through community agencies for several years, focusing on childhood trauma, adoption and foster care, and probation-involved youth. Brenna earned a certificate in Trust-Based Relational Intervention (TBRI) -- a therapeutic model that trains caregivers to provide effective support and treatment for at-risk children -- from the Karen Purvis Institute of Child Development at Texas Christian University in 2017. In addition to TBRI, Brenna is trained in Trauma Focused Cognitive Behavioral Therapy, an evidence-based therapy that addresses the needs of children and adolescents with post traumatic stress disorder and other difficulties related to traumatic life events. Brenna utilizes these interventions, as well as elements of Solution-Focused Therapy and Motivational
Interviewing, to explore the challenges and impact that trauma can have on relationships, family dynamics, and identity. Brenna would be happy to meet with a client for individual or family counseling, as well as in a group setting.
Craig Murphy is the founder and executive director of the Family and Educational Wellness (FEW) Center. He is a nationally certified school psychologist. He received his MS and PhD in school psychology from the Pennsylvania State University. Dr. Murphy has spent over twenty years working in public schools. He is currently an Associate Professor of School Psychology at William James College and the clinical director of the Summit Therapeutic Program for the Bi-County (BICO) Collaborative in Walpole, Massachusetts. In his role at BICO, Dr. Murphy conducts comprehensive neuropsychological evaluations, risk assessments, and threat assessments for over 50 schools districts throughout Massachusetts.
Dr. Murphy has a passion for understanding, evaluating, and supporting mental health in children and families. His areas of expertise include conducting comprehensive evaluations, working directly with children and families, and consulting to school districts to overcome emotional and educational barriers to learning. Dr. Murphy looks forward to passing along the lessons learned from these experiences to families and school districts as the owner of the FEW Center.
Dr. Murphy has extensive research and grant-writing experience, which have led to securing over two million dollars in federal funding to evaluate and refine strategies and interventions used to support children with emotional and behavioral disabilities. His research efforts have focused on changing educator and parent perceptions of students with problem behaviors and fragile emotions, and integrating developmental factors into children's mental health treatment.
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