BAYLA PARNES, APN

PSYCHIATRIC NURSE PRACTITIONER

Bayla Parnes, APN, is a psychiatric nurse practitioner who provides competent and compassionate care for patients with a variety of conditions ranging from anxiety to severe psychopathology. She sees patients from the ages of 18 to 65 with a particular interest and specialized training in the area of reproductive psychiatry. 

Before joining The C.L.I.N.I.C., NP Parnes maintained a private practice, as well as being a prescriber at CHEMED’s behavioral health department. NP Parnes has a wealth of clinical nursing experience having been a charge nurse and then the Director of Clinical Education at the Specialty Hospital of Central Jersey. 

NP Parnes holds a BSN as well as a masters in nursing management from Kean University. She then went on to pursue her APN/PMHNP from Monmouth University. NP Parnes has an impressive history of volunteerism and service for the community.

CHANA ROBBINS, LMSW

SOCIAL WORKER

Chana Robbins, LMSW, is a graduate of Wurzweiler School of Social Work. She uses a range of modalities, including CBT and DBT, within a psychodynamic and relationship based framework to help children and adolescents overcome behavioral and emotional challenges. She also provides supportive parenting guidance to enhance the impact of a child's therapy.

MIRI ANEMER RUBINFELD, MA

SCHOOL PSYCHOLOGIST / CLINICAL CARE COORDINATOR / PRACTICE MANAGER

Miri Anemer Rubinfeld serves as the Clinical Care Coordinator / Practice Manager at the C.L.I.N.I.C.

Miri attained her Master’s Degree in School Psychology. She then continued on to get her Certificate of Advanced Graduate Studies. She has extensive assessment experience, having worked in both public and private schools as well as private practice. She has worked with diverse populations with a variety of educational needs.

RABBI MENASHE GROSS

CASE MANAGER & GEMARA SKILLS EXPERT 

For many Bachurim, the concept of Gemara seems overwhelming. It is written in an unfamiliar language without punctuation, the steps are not clearly defined, the pattern of discourse is unfamiliar, and the flow is often not readily apparent. 

Rabbi Menashe Gross helps boys confront these challenges by demystifying the Gemara and familiarizing them with its process. He works with them to build a set of text and thinking skills, helping them to systematically identify, dissect and understand each step in a sugya. Where before they may have viewed the Gemara with frustration and anxiety they begin to see the Gemara discussions as a puzzle to which they now have many of the clues. They begin to see how each step fits with the other and how a larger picture emerges. As they progress and perceive the symmetry in the Gemara dialogues and the chain of reasoning that leads to a clear objective,  they feel more at ease, and more confident in their Gemara learning.

Rabbi Gross has studied specialized literature on adolescent development, with a focus on thought processes in order to improve talmid resources for Gemara learning.  He takes a strong personal interest in his students and derives much satisfaction from seeing a bachur grow with his new skills into a more confident, more self-satisfied individual. It is no secret that success breeds success and with a bachur’s enhanced self-esteem there is a ripple effect in such areas as conduct, interaction with peers and parents, and a positive attitude toward learning and mitzvos. 

Rabbi Gross, an alumnus of the Mesivta of Long Beach, went on to learn in the Yeshiva of Philadelphia, Yeshivas Rav Dovid Soloveitchik, ZT’L, and  Beth Medrash Govoha.

Mrs. Devorah Pinkus serves as an academic and social skills coach at The C.L.I.N.I.C. In this capacity, she works with students with individual differences and their parents to help address their educational, social and emotional needs. 

Mrs. Pinkus has more than two decades of experience in the field of education, working with students across the continuum, in the mainstream classroom as well as specialized programs and in one on one settings. 

Additionally, Mrs. Pinkus developed and ran a specialized education and social skills program for intellectually gifted children, and she currently serves as a learning specialist and coach for Torah Umesorah’s Diverse Learners Initiative program. 

Rochel Lazewnik, Ph.D., has her doctorate in speech-language pathology with a specialization in language and literacy. She practiced as a speech-language pathologist for over 20 years, working with children from birth through adolescence, and currently mentors other speech-language pathologists. 

She is an Associate Professor for the School of Arts, Sciences, and Education at Daemen University/TTI (Special Education Master’s Degree Program). She conducts clinical research and presents at national, state, and local conferences, and serves as an early childhood consultant. She considers an individual’s strengths, interests, challenges, and learning styles to better understand an individual’s profile and then scaffold intervention. 

Additionally, she emphasizes developmentally appropriate and evidence-based practices when planning language interventions, as well as empowers families and educators with carry-over into other settings. 

Chana Handler is an ASHA certified speech-language pathologist working with children for over 20 years. She specializes in supporting speech and language acquisition through play and other developmentally appropriate contexts. Chana has additional training in literacy instruction and developmental approaches for language learning.

Sara Hendler holds a Bachelor of Science from Excelsior College and a Master of Arts in speech-language pathology from the University of Cincinnati. She is trained in the Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech (LIPS) and Visualizing and Verbalizing programs as well as executive function and Kriah programs. She works with the preschool and school-aged population. Sara loves working with children and prioritizes each child's strengths and needs to enable them to reach their utmost potential.

Devorah Prengler received her Master’s degree, summa cum laude, in speech-language pathology from the University of Cincinnati. Devorah has experience working with clients in various school, rehab, and early childhood settings. She has specialized training in the Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech (LIPS), Visualizing and Verbalizing (V&V), and Kriah programs.

Devorah strongly believes in creating individualized therapy goals and utilizing evidence-based strategies for each client. She believes in parental involvement and enjoys collaborating with parents to define the most appropriate and personalized goal plan for their child. Devorah understands the crucial role language plays in daily life, appreciating its intricate elements such as reading, comprehension, and foundational structures. Devorah especially enjoys helping children and adolescents explore social nuances and emotional themes in order to enhance interpersonal relationships. She is passionate about empowering her clients to express themselves effectively and confidently.

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Miriam Drebin received her Bachelor's and Master's degree in speech-language pathology from Touro University. Miriam has worked with a variety of populations including regular education students, as well as developmentally challenged individuals, both in school and clinical settings. She has experience working with the pediatric and adult population, in individual and group settings, and can easily relate to all ages. Miriam is trained in the Lindamood Phoneme Sequencing Program (LiPS), Visualizing and Verbalizing program, and various Kriah and executive functioning programs. She uses in depth assessments to determine the most appropriate therapeutic intervention method to help each individual client attain success.