Dr. Mosk is a licensed psychologist with over 20 years of experience working with people across the lifespan.

She has specialized training in working with children and adolescents, providing comprehensive neuropsychological evaluations.

She has successfully diagnosed and provided recommendations for subtle to complex learning problems and attention issues that can interfere with optimal success in the educational environment.

She has written over 400 testing reports with useful relevance in public and private schools. Additionally, she has helped many college students attain accommodations for their learning challenges.

Dr. Joh began her career as a testing psychologist in 2003 at Kennedy Child Study Center where she gained extensive experience in conducting evaluations for school-age children. Since then, she has assessed thousands of New York City children and teenagers, ranging from 3 to 18 years old, each presenting various challenges and unique needs. Her area of expertise includes comprehensive evaluations for Attention-Deficit Hyperactivity Disorder, Learning Disorders, and Autism Spectrum Disorder.

Dr. Joh earned her PhD from the University of Connecticut. Following a two-year formal postdoctoral training in clinical neuropsychology at Fielding Graduate University, she recently achieved diplomate status through the American Board of School Neuropsychology.

Outside of her professional life, Dr. Joh is an avid runner, having completed numerous half marathons, and aspires to run her second NYC Marathon in the near future. She also enjoys nurturing her artistic side by attending figure drawing classes.

Michelle is a third year PsyD student in the School Psychology Program at Rutgers University. She received her MA in Clinical Psychology from Montclair University in 2019. Michelle has extensive experience and passion for working with school-aged children and adolescents, having previously served as a paraprofessional, substitute teacher, and marching band instructor. Prior to joining Envisage, Michelle also completed a school-based practicum wherein she worked closely with a Child Study Team to support students within self-contained classroom environments. Currently, Michelle is engaged in research on how Self-Regulated Learning (SRL) assessments can be used to develop tailored interventions for academically struggling students.

Hannah is a fourth-year PhD candidate in the School Psychology program at Fordham University with a specialization in Therapeutic Interventions. She received her B.A. in Psychology with a concentration in Educational Psychology from the University of Nebraska-Lincoln in 2019.

During her time at Fordham, she has had the privilege of working with a diverse population of students in both clinical and school settings to ensure they are receiving needed services and support. She has conducted and supervised several psychoeducational assessments for students with ADHD, OCD, and specific learning disabilities. Her work in schools has included developing behavioral intervention strategies for students with Autism Spectrum Disorder (ASD) in addition to providing counseling sessions for students. Hannah hopes to bring positivity and light into her relationships with students to help them feel seen and heard at each step of the assessment process.

Sabrina is a fifth-year PhD candidate in the School Psychology Program at Fordham University and will be receiving her Masters in Therapeutic Interventions this Fall. She received her B.A. in Psychology from Ramapo College of New Jersey with a minor in neuroscience.

Prior to Envisage, she worked students of a diverse age range in a variety of settings including independent, progressive schools as a co-teacher. She completed practicum at various public schools across northern NJ and the DOE as part of their child study teams, consulting with teachers about tiered interventions for students struggling behaviorally and academically. She also assisted in social support groups to build social emotional well-being among high schoolers. Sabrina has a passion for psychoeducational testing and working with students and families to be comprehensive and engaging during the assessment process. This passion was cultivated during her year and a half experience as a lead examiner and peer supervisor at the Hagin School Consultation Center at Fordham University. She looks forward to using her training and person-centered approach to assist students and families in understanding how best to help them succeed in and outside of the classroom.

Gitty is a fifth-year doctoral student in the Clinical Psychology Program at Long Island University-Brooklyn, where she also earned her Masters degree in clinical psychology. Gitty has been trained in a variety of therapeutic approaches for children and young adults, including psychodynamic, attachment-focused, Cognitive-Behavioral (CBT), and Dialectical Behavioral (DBT) therapies and is passionate about integrating these approaches in the interest of customizing treatment for unique needs of her patients and their families.

Prior to joining the team at Envisage, Gitty worked as a counselor at the High School of Fashion Industries and provided therapy and assessments at LIU-Brooklyn's college counseling center. She also completed an externship at Mount Sinai Beth Israel, offering individual and group therapy to adults in an inpatient unit, as well as outpatient psychotherapy to children and adolescents with trauma and attachment-related issues. Most recently, Gitty received additional training at Montefiore where she provided outpatient CBT for youth with anxiety and mood disorders and comprehensive DBT for adolescents with BPD and high-risk behaviors.

Gabriel is a fourth-year Ph.D. candidate in the School Psychology Program at Fordham University with a specialty in Therapeutic Interventions. He holds a Bachelor of Science in Business from the University of Rochester.

Prior to joining Envisage, Gabriel gained extensive experience in various professional settings. He completed a school-based practicum at the International School of Brooklyn, where he worked closely with teachers to support students in the classroom. His passion for testing and assessment led him to the Hagin Center at Fordham University, where he served as the primary evaluator for a range of psychoeducational and neuropsychological assessments. Additionally, Gabriel completed a practicum in a private neuropsychology practice in New York City, further honing his skills in the field. In addition to his graduate studies, Gabriel directs a language immersion program for children in New York City. In this position, he collaborates with parents, teachers, counselors, and community members to provide positive, immersive, and culturally rich learning experiences for each child attending the camp.