Meet the Team

Dr. Kate Gibson is certified by PCIT International as a PCIT Therapist and Regional Trainer, and by Kurtz Psychology Consulting as a PCIT for Selective Mutism Therapist and Regional Trainer. She is Board Certified in Clinical Child and Adolescent Psychology. Dr. Gibson has dedicated her career to the provision of evidence-based treatments and has expertise in treating anxiety, OCD and related disorders, selective mutism, trauma, and behavioral challenges. She earned her Master of Arts in Forensic Psychology at John Jay College of Criminal Justice and her Doctor of Psychology in Clinical Psychology from the California School of Professional Psychology.

Robin Han is certified by PCIT International as a PCIT Therapist and is a postdoctoral fellow at Children's National Hospital. Her clinical and research interests include early childhood disruptive behavior, parenting interventions, and dissemination of these interventions to high-needs and/or racial/ethnic minority communities. She graduated from the University of Pennsylvania with a double major in Psychology and Communications and completed master's degrees in Urban Education at Johns Hopkins University and Psychology at West Virginia University.

Dr. Caroline Harvey is certified by PCIT International as a PCIT Therapist and Within Agency Trainer, and by Kurtz Psychology Consulting as a PCIT for Selective Mutism Therapist and Within Agency Trainer. She specializes in evidence-based treatment for children and families navigating oppositional defiant disorder, ADHD, selective mutism, and other childhood anxiety disorders. Dr. Harvey is passionate about empowering parents to effectively manage challenging behaviors while strengthening the parent-child relationship. She earned her Master of Science in School Psychology and her Doctor of Psychology in Clinical-School Psychology from the Ferkauf Graduate School of Psychology at Yeshiva University.

Dr. Hannah Hoch is certified by PCIT International as a PCIT Therapist. She is a licensed clinical psychologist and behavior analyst specializing in the education and treatment of children with behavior and developmental disorders. She is currently an adjunct professor in the Psychology Departments at Barnard College and Columbia College and the proud recipient of the 2015 Columbia University School of General Studies GSSC Excellence in Teaching Award. Dr. Hoch is also the proprietor of the Developmental Psychology Practice of Queens, where she provides therapeutic services to individuals with behavior disorders and their families in the NY area. Her clinical and research interests include reduction of challenging behavior and increasing language and social skills in children with ASD and related disorders. She earned her Doctor of Philosophy in Psychology from the CUNY Graduate Center Learning Processes and Behavior Analysis Psychology program.

Dr. Corey Lieneman is certified by PCIT International as a PCIT Therapist and Within-Agency Trainer, nearing completion of her Regional Trainer certification. She is a licensed clinical child psychologist at the Boys Town Center for Behavioral Health in Nebraska. Dr. Lieneman specializes in treatment, diagnosis, and research of behavioral dysregulation in children ages 10 and younger with particular focus on autism, ADHD, anxiety, and sleep concerns. She supervises predoctoral interns and trains postdoctoral fellows in PCIT and heads the PCIT consultation group at Boys Town.  Dr. Lieneman has authored more than 20 research-based publications, including a book, Time-Out in Child Behavior Management. She earned her Doctor of Philosophy in Clinical Child Psychology from West Virginia University (WVU). She also earned a master's degree in Clinical Child Psychology from WVU, a master's degree in Community Counseling from Villanova University, and a bachelor's degree from the University of Nebraska-Lincoln.

Dr. Cheryl McNeil is certified by PCIT International as a PCIT Therapist and Global Trainer and has disseminated PCIT to agencies and therapists in many states and countries, including Norway, New Zealand, Australia, Taiwan, Hong Kong, and South Korea. After a 28-year career at West Virginia University, she is now a Professor in the Department of Psychiatry at the University of Florida (UF). Dr. McNeil earned her Doctor of Philosophy in the Department of Clinical and Health Psychology at UF in 1989 and is excited to be conducting research at her alma mater. Her academic interests are focused on program development and evaluation, specifically with regard to managing the disruptive behaviors of young children in both the home and school settings. Dr. McNeil has co-authored many books (e.g., Parent-Child Interaction Therapy: Second Edition, PCIT-Toddler, Time-out in Child Behavior Management, Handbook of PCIT for Children with ASD, Short-Term Play Therapy for Disruptive Children), a continuing education package (Working with Oppositional Defiant Disorder in Children), a classroom management program (The Tough Class Discipline Kit), and a Psychotherapy DVD for the American Psychological Association (Parent-Child Interaction Therapy). She has a line of research studies examining the efficacy of Parent-Child Interaction Therapy and Teacher Child Interaction Training across a variety of settings and populations, including over 150 research articles and chapters related to the importance of intervening early with young children displaying a range of mental health concerns.

Erinn Victory is certified by PCIT International as a PCIT Therapist and Within Agency Trainer.  She is a doctoral student at West Virginia University under the mentorship of Dr. Cheryl McNeil.  Her research has primarily focused on the dissemination and implementation of PCIT and PCIT-Toddler in West Virginia to address adverse family outcomes associated with the opioid crisis.  Erinn's dissertation examines the effectiveness, acceptability, and feasibility of PCIT Adapted for Older Children using a multimethod design.  Her clinical and research interests include parenting, child maltreatment, posttraumatic stress, child disruptive behavior, and increasing access to evidence-based treatments, particularly for underserved populations.