As Yale Child Study Center (YCSC) faculty, staff, and interns continue to work together to address the ongoing behavioral health crisis in the United States and around the world, the Center is proud to officially welcome the following community members on faculty this summer, in addition to those announced in April. “As we continue to experience a dramatic increase in referrals for behavioral health needs, we remain committed to developing our faculty, who have outstanding promise as innovative researchers and clinicians, and who have the ability to lead scientific transformative in child behavioral health,” commented Mayes.
Taryn Anderson, LCSW: After earning a bachelor’s degree in psychology from Yale, Anderson earned her master’s degree in social work from Quinnipiac University. During her graduate training, she completed internships at High Roads Elementary/Middle School in Wallingford, Connecticut and Hamden Children’s Center Extended Day Treatment Program. Prior to earning her MSW, Taryn worked at Elm City College Preparatory Middle School as an office coordinator and behavioral specialist. For the past four and a half years, she has worked as a clinician in multisystem therapy at the Wheeler Clinic in Waterbury and New Haven.
Ayotunde Ayobello, MD: Before completing his residency in psychiatry at Virginia Tech Carilion School of Medicine and Research Institute in Roanoke, Virginia, Ayobello earned his medical degree at Crimea State Medical University in Ukraine, shortly after the Russian annexation of Crimea in 2014. He then completed his child and adolescent psychiatry training at the Yale Child Study Center. A self-taught oil painter, he enjoys creating paintings with psychiatric and psychological sub-themes. He is the recipient of the Yale Poorvu Fellowship for Teaching and Learning 2021, in support of The Heritage and Legacy Project, an inclusive art project promoting diversity, equity and inclusion. Ayobello is interested in the medical humanities, particularly at the intersection of psychiatry and the visual arts.
Kiersten Caportorto, LCSW: After graduating from graduate school in December 2021, Caportorto passed her licensing exam in April 2022 and is excited to begin her social work journey and career at Yale. She looks forward to learning a variety of clinical skills from her new YCSC colleagues as she begins her new role with the Intensive Home Psychiatric Services for Children and Adolescents (IICAPS).
Hector Chaidez Ruacho, LCSW: Prior to joining Yale, Chaidez Ruacho completed her Masters of Social Work at the University at Buffalo – SUNY. As a Mexican immigrant, licensed clinical social worker, he hopes to use his trauma-informed and human rights lens to reduce barriers to care among Latino, immigrant, and Spanish-speaking families. Her interests include migration bereavement, trauma, and the use of clinical care grounded in cultural humility that recognizes the strengths of all cultures. As a member of the Ambulatory Clinical Services team, Chaidez Ruacho will continue to support families through trauma-specific and other evidence-based interventions.
Kalée De France, PhD: In her role as a research associate at the Yale Center for Emotional Intelligence, De France’s research focuses on emotion regulation, as well as poverty and emotional development in children. Before obtaining his M.Sc. and Ph.D. In developmental psychology at Queen’s University in Kingston, Canada, De France completed her undergraduate degree in criminology and psychology and worked as a counselor for youth involved in justice. In graduate school, his research has largely focused on how young people deal with their emotional experiences, as well as the consequences of these on well-being, and to what extent.
Erin Dillman, LMSW: After earning a bachelor’s degree in psychology from Southern Connecticut State University, Dillman went on to earn a master’s degree in social work with a concentration in violence prevention from the University of Connecticut. During her graduate training, she completed an internship at Yale Children’s Day Hospital IOP where she worked with children and adolescents suffering from anxiety, depression and trauma. Prior to Children’s Day Hospital, Erin worked as a behavioral therapist with children with a range of developmental and behavioral disabilities.
Preston Ebaugh, MD: A Florida native from Miami, Ebaugh stayed in the sun for much of his training, which included undergraduate studies at the University of Miami, a master’s degree in medical science at the University of South Florida and his doctorate in medicine from the University of South Florida Morsani. College of Medicine. For his residency, he trained at Dartmouth-Hitchcock Medical Center in psychiatry. After completing residency requirements, he was matched with the Yale Child Study Center for a fellowship in child and adolescent psychiatry. He now continues his work at the Center as an assistant professor.
Mackenzie Fay, PLC: After attending the University of Connecticut to earn a Bachelor of Arts in Psychology, Fay went on to earn a Master of Arts in Clinical Mental Health Counseling from Fairfield University. A licensed professional counselor with a background in yoga and meditation, she also holds a 200-hour yoga certification from the Kripalu Center for Yoga and Health and incorporates her training in these areas into her work. She has experience working with children, adolescents and their families for several years in the provision of intensive home-based psychiatric services for children and adolescents (IICAPS) and has worked with young adults in college settings where she provided individual therapy.
Lauren Naples, EdD: As a research associate at the Yale Center for Emotional Intelligence (YCEI), Naples research focuses largely on developing social and emotional skills to improve the well-being of students with diverse learning needs. Nationally certified as a mental health counselor specializing in play therapy, she joined YCEI after earning a doctorate in special education and disability studies from George Washington University. Her work focuses on collaborating within research-practice partnerships to develop and adapt strengths-based strategies that promote access to effective SEL teaching for the widest range of student diversity.