Jacob Greebel holds a Master of Education degree in General and Special Education and a Master of Social Work degree from Columbia University from Bank Street College of Education and the Columbia School of Social Work respectively. His professional journey was inspired by personal experiences as a 2e student, driving his commitment to diverse learning environments and earning certification as a dyslexia consultant. A compassionate and dedicated clinician, Jacob focuses on empowering individuals and families through the application of a systems-based social work model. Specializing in giftedness, learning disabilities, social/emotional issues, and asynchronous development, Jacob employs evidence-based therapies to foster resilience, self-advocacy and well-being. Guided by principles of empathy, respect and cultural competence, he collaborates closely with his clients, families and other clinicians to achieve growth and healing thgrough a strengths-based approach to treatment.

Nicole Levine, MA, MFA, LCAT-LP holds a Master of Arts in Creative Art Therapy Counseling from Hofstra University as well as a Master of Fine Art from Stony Brook University.  Nicole has extensive in-person and telehealth art therapy experience with children in medical and educational settings, as well as being an art instructor with students from middle school through college. She finds the creativity, insights and spontaneity of art to be an amazing tool when combined with traditional psychotherapy to help children and adolescents explore self awareness, gain insights and begin the work to be their best selves. Art therapy counseling uses art as a mode of communication between therapist and client, tapping into the creative process and encouraging discovery of self-expression, personal insight and fostering of emotional well-being. She is also deeply interested in post-partum parenting and parent-child dynamics and their effect on the family system. Nicole is a visual artist with painting and pastels as her mediums of choice. She is delighted to bring her experience, creative talents and her passion for working with children and adolescents in individual therapy and with TDC’s group programs to the practice. 

Ashley Bove, LMSW, is excited to bring her life-long passion for engaging with neurodivergent youth to her work with the clinical practice. Ashley has worked in both school and inpatient settings, and is able to forge meaningful connections with her tween and teen clients. In addition to her work in the clinical practice, Ashley also works as a school counselor at FlexSchool, a school serving neurodivergent students in Bronxville, NY. At FlexSchool, she has developed and facilitated social skills groups for neurodivergent youth, using a strengths-based approach. An advocate for the children she works with, Ashley has led and co-led several workshops on the relationship between neurodivergent and neurotypical siblings, and the influence of technology on twice-exceptional children. Ashley earned a master’s in social work from New York University’s Silver School of Social Work and her undergraduate degree from James Madison University. Between her studies, Ashley joined the Peace Corps as a Youth in Development volunteer in rural Thailand, an experience that profoundly impacted her understanding of the importance of interdependence, respect and open-heartedness in relationship building.on text goes here

Kae Peterman(they/them) is a neurodivergent graduate student currently pursuing a Dual Master of Social Work and Public Health Program at New York University. They currently provide administrative services for the clinical practice of Melissa Sornik, LCSW PLLC and are a social work intern with Equality Mental Health, where they work with a largely LGBTQ+ client-base. Additionally, they are a Graduate Research Assistant in the Complex Public Health Disasters Lab. They have previously worked with neurodivergent youth at Tech Kids Unlimited as a social work intern. Prior to starting their degree, they gained experience volunteering with the Trevor Project and the Pride Center of New Jersey, as well as organizing mutual aid through a Little Free Library in New Brunswick, NJ. At the same time, they were working as a copywriter in healthcare advertising. They have also tutored young people, taught free dance classes, and contributed to molecular biology and neuroscience research. They hope to use their diverse background to support and advocate for neurodivergent and LGBTQ+ individuals, communities, and families.

Maratea Cantarella is a social worker providing clinical and parent coaching services and is affiliated with the clinical practice of Melissa Sornik, LCSW PLLC. She has a particular interest in working with parents of children who are gifted, twice exception, and neurodivergent. Mara graduated with honors from the Silberman School of Social Work at Hunter College’s MSW program in 2022. Prior to that she served as the executive director of Twice Exceptional Children’s Advocacy (TECA) from 2015 through 2023. At TECA, she developed and facilitated support groups for parents of 2e children and teens, developed and moderated many panels and workshops for TECA’s annual conference, and created a national online database listing services and resources for twice exceptional children and their families. Before joining TECA, Mara spent two decades as a development professional, working and consulting with an array of non-profit organizations. Mara received her BA in philosophy from Bryn Mawr College. She lives in Brooklyn, NY with her husband, their two young adult children and three cats.

Kim Pine Dougharty received her Master of Arts degree in Creative Art Therapy Counseling degree from Hofstra University She has completed a Masters of Arts in teaching coursework and holds a Bachelor of Arts with an emphasis in Studio Art from the University of Puget Sound. Kim has worked as an art instructor in school settings with students in grades PreK through 12. She has also provided art instruction to groups and individuals.  

Kim has a particular fondness for children with learning differences. She finds the creativity and spontaneity of art therapy perfectly matches the energy and openness of children. Art Therapy counseling uses art as a mode of communication between therapist and client, tapping into the creative process and encouraging discovery of self-expression, personal insight and fostering of emotional well-being. Kim has parented, her own twice exceptional kids, making her keenly aware of the unique challenges this population experiences, and the understanding and modifications they require. She is delighted to offer the option of art therapy for children and adolescents, both individually and in groups to the practice. Kim is a visual artist, with collage and ceramic sculpture as her mediums of choice. She has also been a board member of Twice Exceptional Children’s Advocacy since 2015.

Max Sornik, LMSW, is a clinician who has worked with children and adolescents including gifted, twice exceptional, and neurodivergent learners since 2006. His career began at age fourteen, when he served as a mentor in a respite program for autistic youth. Over the years, he has supported young people in many different educational and clinical settings and has developed a deep understanding of students who think differently, feel intensely, and thrive with individualized approaches.

Max earned his Master of Social Work degree from SUNY Binghamton and has experience in both clinical practice and school counseling. This blended background helps him understand the social and emotional challenges that show up in classrooms, friendships, and daily life. He works especially well with students who struggle with peer conflict, emotional regulation, executive functioning, or the complicated inner world that often comes with being gifted or neurodivergent.

As a clinician, Max brings creativity, patience, and a genuine ability to connect. He also draws on his own lived experience with ADHD, which allows him to meet young people with real empathy and an authentic understanding of the frustration, intensity, and confusion that can come with a differently wired brain. He helps clients feel less alone in their experience and supports them in building practical strategies that actually make sense for their lives.

Max provides individual psychotherapy, coaching, and mentoring for students in elementary school through high school. He is also a co facilitator of Collaborative Creativity Lab, a program that blends creative exploration with emotional growth. His therapeutic work often includes curiosity-driven projects, hands-on activities, and opportunities for students to express themselves in meaningful ways.

Max is a lifelong musician and a certified recording engineer who studied Studio Recording Technology. When it fits the moment, he incorporates music, sound design, and other creative tools into the therapy process. His grounded and intuitive style, combined with his honest and thoughtful way of relating to young people, helps clients feel genuinely understood and supported as they grow.