Headspace and Ginger are now Headspace Health. Learn more about our offerings for workplaces of all sizes.
Ginger Training Institute
Through multidisciplinary collaboration, we aim to train the next generation of coaches and therapists to deliver care in our unique and burgeoning telemental health space.
Our skilled faculty and supervisors are committed to providing high quality training, support, and mentorship, based on a foundation of diversity, equity, inclusion, and belonging.
Learn more about our training programs:Behavioral Health Coach Training→Clinical Training→
Ginger provides its members with access to virtual mental health support through a multidisciplinary, team-based care model. Behavioral health coaches, therapists, psychiatrists, and member support specialists work together to provide comprehensive care and improve treatment outcomes for members.
Upon signing up for Ginger, members have access to text-based coaching services and a library of self-guided, skill-building content. Coaches help members create an action-oriented plan to focus on the present and work towards goals for the future.
If a member needs extra support, a coach will then add a therapist to the member’s care team. Therapists at Ginger are psychologists and licensed masters-level mental health clinicians who provide goal-oriented empirically-based teletherapy through video. A psychiatrist is added to the care team when medication management is needed.
The integration of human care and technology at Ginger offers trainees an opportunity to learn how innovative care models are making mental healthcare delivery scalable and accessible to people around the globe.
Ginger is devoted to diversity, equity, inclusion, and belonging. DEIB is integrated into all aspects of the training program and is foundational to the experience at Ginger.
Ginger invests in cultural competency and ongoing training for care providers and the entire company on topics relating to LGBTQ+, racial trauma, veterans, traditionally underserved groups, economically disadvantaged groups, and more. Ginger’s diverse group of coaches and clinicians are trained to support any member of any community.
In 2021, Ginger merged with Headspace to form Headspace Health, the world's most comprehensive and accessible mental healthcare platform. We’ve created the world's most comprehensive and accessible mental healthcare platform, offering mindfulness and meditation tools rooted in science, plus coaching, therapy, and psychiatry for every mind at any moment. The Ginger Training Institute is a part of Headspace Health.
The Ginger Training Institute’s Behavioral Health Coaching Program provides a comprehensive curriculum with immersive training activities designed to prepare students to earn a Certificate in Behavioral Health Coaching (CBHC). This course of study will provide learning and application of evidence-based best practices in health and wellness coaching and in the field of behavioral health coaching.
Our program is rooted in the Headspace Health values of Diversity, Equity, Inclusion, and Belonging which is threaded throughout as students learn about the vast social inequities of health, Social Determinants of Health, cultural humility, and how to provide culturally responsive and identity-affirming care.
The Headspace Health - Ginger - Ginger Training Institute Behavioral Health Coach Training Program is an Approved Health and Wellness Coach Training & Education Program by the National Board for Health and Wellness Coaching (NBHWC). Graduates of this program are eligible to apply for the HWC Certifying Examination to become National Board Certified Health & Wellness Coach (NBC-HWC). Learn more about the NBHWC and becoming a NBC-HWC here.
Students have the opportunity to learn from a multidisciplinary team of experienced coaches, therapists, psychologists, social workers, and psychiatrists committed to providing high quality training and mentorship to the next generation of mental health professionals. Behavioral health coaching program faculty create a safe, engaging, and transformational environment in which students can learn, connect, develop, and thrive.
Katie Bauer, MA, CNE, CH, CFC she/her/hers
• MA, Communication - California State University, Long Beach
• BS, Political Science Major and Women’s Studies Minor - University of Oregon
• Certified Nutrition Educator - Bauman College
Alicia Booker, MA, CPEC she/her/hers
Manager, Coach Training
• MA, Counseling - Montclair State University
• BA, English - Rutgers University
• Certified Personal and Executive Coach - The CaPP Institute
Noel Chan, PhD, NBC-HWC she/her/hers
Course Instructor, Ginger Training Institute
• Postdoctoral Fellowship, Integrative Medicine - Harvard Medical School
• PhD, Pharmacology - Weill Cornell Graduate School of Medical Sciences
• Certified Positive Psychology-focused Health & Wellness Coach - College of Executive Coaching
Sarah Daniels, MS, MA she/her/hers
• MA, Marriage and Family Therapy and Graduate Certificate in Systemic Multicultural Counseling - Appalachian State University
• MS, Animal Behavior - University of Wyoming
• Certified Mindful Health & Wellness Coach Candidate, March 2022 - Guiding Mindful Change Coaching Program
Shelby Garay, NBC-HWC, FMCHC she/her/hers
Sr. Manager, Coaching, Ginger Training Institute
• M.Ed, Higher Education and Social Justice Education Certificate, University of Massachusetts, Amherst, December 2023
• BBA, Management, University of Massachusetts, Amherst
• Functional Medicine Certified Health Coach - Functional Medicine Coaching Academy
Mary Alice Keator, MSC., NBC-HWC she/her/hers
Course Instructor, Ginger Training Institute
• DAc. Acupuncture, Integrative Healthcare - Massachusetts College of Pharmacy and Health Sciences (May 2023)
• MSc. Traditional East Asian Medicine - North East College of Health Sciences
• BS, Neurological Psychology, Art Therapy - State University of NY
• Certified WellCoach - WellCoaches School of Coaching
• Certified Lifestyle Medicine Coach - American College of Lifestyle Medicine
Jonathan Kole, MD, MA he/him/his
Sr. Director of Psychiatry
• MD, Psychiatry - University of Pennsylvania
• MA, Bioethics - University of Pennsylvania
• BA, Double major Biology and Psychology - University of Pennsylvania
• Board Certified: Pediatric Medicine, Adult Psychiatry, Child Psychiatry
Meghan Mitchell, MDiv/MM, NBC-HWC, CHHC, LMT she/her/hers
• MDiv/MM, Divinity and Metaphysics - Esoteric Theological Interfaith Seminary
• BS, Counseling and Public Health - Charter Oak State College
• Certified Holistic Health Coach - Institute for Integrative Nutrition
• Licensed Massage Therapist, State of Connecticut #4558
Rhonda Peterson, MA, NBC-HWC she/her/hers
• MA, Professional Counseling - Liberty University
• MA, Human Services, Marriage & Family - Liberty University
• BS, Psychology; Minor, Sociology - Troy University
Chrystal Ramos, MS she/her/hers
• MS, Clinical Counseling - Grand Canyon University
• BS, Psychology - University of Arkansas, Pine Bluff
Ceria Tarver, MS, NBC-HWC she/her/hers
Sr. Coaching Operations Associate
• MS, Professional Counseling-Grand Canyon University
• BS, Psychology-University of Phoenix
Our program is based on 3 modalities of learning:
Instruction: Engaging, leading-edge, research-based curriculum delivered live, virtually and as webinars.
Action: Learning by doing, through discussion and practice coaching in regular, weekly Live Education and Training Sessions (LETS Connect). Student cohorts are facilitated by a course instructor in a safe, supportive environment.
Reflection: Ample time and opportunities for written monthly self-reflection on in-group learning, peer-to-peer practice coaching sessions, and module content.
Live Education and Training Sessions with Peer and Faculty Connection (LETS Connect)
Students will participate in 36 required weekly live sessions via Zoom that are held in cohorts of 15 students in a safe and supportive environment. Each session is 3.25 hours
Sessions will take place over ten (10) months and are led by experienced NBC-HWC faculty course instructors. They consist of lesson presentations, large and small group discussions, and weekly application of the current module content in practice coaching sessions.
Weekly Practice Coaching
During the second half of each LETS Connect, students will participate in trios to each conduct a 20-minute practice coaching session utilizing coaching skills learned in that week’s LETS Connect session. Students will receive 10 minutes of peer feedback and participate in a group debrief session. Each student will also serve in the role of client and observer for another student during each session.
Peer Coaching Sessions with Faculty Feedback - Practical Skills Development (PSD)
Students will participate in three peer coaching sessions with another student and an NBC-HWC faculty course instructor during the live training sessions. These sessions provide valuable coach practice, as well as the experience of being a client, along with both peer and faculty feedback. Students will receive 30 minutes of detailed faculty feedback following each session, and will submit a self-evaluation during the following week.
Students will reflect on the topics and skills learned in each module and write a reflection about one key learning and how they will use it in the coming month. Course instructors will review module reflections and provide students with written feedback.
Other Modalities of Learning
Students will watch recorded webinars, engage in required and recommended reading, written assignments, quizzes, journaling exercises, and will watch both live and recorded coaching sessions.
Weekly Faculty Office Hours
Students can attend weekly office hours with faculty members to discuss curriculum or any aspect of the program, get support for staying on track, or to discuss career goals.
Extracurricular Practice Coaching Sessions
Students are encouraged to conduct regular practice coaching sessions with their peers outside of LETS Connect practice coaching sessions. Students who are interested in coaching students from another cohort than their own may sign up to participate.
Private Course Discussion Group
Students will participate in a private, faculty-moderated all-class discussion group where they can connect with other students for updates, resources, and discussion of curriculum content.
Estimated Time Commitment
Students can expect to spend a minimum of 6-8 hours each week on coursework including:
A weekly 3.25-hour live, virtual training and education session, which includes practice coaching sessions.
Asynchronous coursework followed by short quizzes
Self-paced weekly reading assignments with written reflections
By the end of this program you will be able to:
Demonstrate understanding and application of coaching tools and skills which demonstrate dignity, respect, cultural humility, appreciation of each individual’s diverse and intersecting identities and social determinants of health to provide culturally responsive and competent care.
Build and maintain rapport with clients in a client-centered relationship rooted in unconditional positive regard that guides the client to their own self-discovery and solutions. The coach sets the expectation of themself as not an expert who diagnoses or advises, yet instead a facilitative partner who supports the client in setting relevant and realistic goals.
Understand and communicate your scope of practice as a health coach, distinguishing between your role and related professions with appropriate referrals; determine if a client is appropriate for coaching.
Demonstrate NBC-HWC core coaching competencies in practice coaching sessions with peers and receive feedback from both peers and faculty.
Explain the coaching process to a client, including the specific stages, exploration of values, vision, purpose and priorities, ongoing follow-up sessions, maintenance, and termination.
Establish a coaching agreement with a client that sets clear expectations, confidentiality, and accountability measurements.
Demonstrate the ability to establish and maintain a positive and psychologically safe environment through rapport building, active listening and presence, that facilitates client self-expression, discovery, and intrinsic motivation for behavior change.
Demonstrate the ability to expand a client’s perspective and discourse for deeper self-reflection by utilizing the tools of Motivational Interviewing and values, vision, and strengths-based exploration.
Assist the client in choosing realistic and self-determined goals that focus on the process of sustainable behavior change achieved through small steps and growth from setbacks and small wins.
Demonstrate the ability to elicit the client’s intrinsic motivation for change and develop self-efficacy based on their individual values, preferences, strengths, and optimal state of health and well-being, not external factors.
Understand and apply principles of Positive Psychology that prioritize positive emotions, strengths, efforts, optimism, open-mindedness, and a growth mindset for the client.
Help clients develop a rich support system, both personally and in their communities, to enable their ongoing success both during and after the coaching relationship.
Understand the need for a whole-person perspective that recognizes multiple aspects of one’s health, including the impact, risk factors, and measurement standards of various chronic disease states such as hypertension, diabetes, obesity, cardiovascular disease, high cholesterol, metabolic syndrome and the role of inflammation in disease.
Understand the health behaviors, social and behavioral risk factors and social determinants of health for common topics of lifestyle medicine including healthy weight, nutrition and hydration, physical activity, sedentary lifestyle, sleep, stress, and emotional wellness, avoiding tobacco and substance use/abuse, positive mental health, self-awareness of thoughts, feelings, and behaviors whether positive or negative.
Help clients explore and discover a sense of meaning or purpose and how it is linked to positive health outcomes and achievement of sustainable behavior change.
Understand and adhere to the NBHWC Code of Ethics, legal standards, and high level of professional conduct required of healthcare providers, while maintaining ethical and professional treatment of each client; coach self-awareness around emotional regulation, lifestyle behaviors, and self-care.
Professional conduct and legal competencies to include: confidentiality, conflicts of interest, HIPAA, demonstrating unconditional positive regard, dignity and respect for all people, honoring diversity and cultural sensitivity, true representation of your training, experience credentials, maintaining scope of practice and referring to other professionals as appropriate, maintaining professional boundaries, informed consent, relevant federal and state regulations that affect health coaching, and seeking supervision and consultation as needed.
Helping clients to develop skills for managing stress, low-moderate anxiety and depression, grief and loss, adjusting to and managing change, mindfulness techniques including the power of meditation in coaching, DBT, CBT, and ACT interventions in coaching; utilizing principles of positive psychology and strengths-based approaches in coaching.
Prioritize and practice personalized coach self-care through various tools, techniques and practices to support emotional well-being, physical, and mental health.
Month 1: Orientation and Foundations of Health and Wellness Coaching
Foundations of Health Coaching/Scope of Practice
Foundations of Positive Psychology
Foundations of Strengths-Based Coaching
Creating a Client-Centered Relationship
Building Trust & Rapport
Month 2: Foundations of Coaching Structure
Health and Wellness: A Whole Person Perspective and Health Inequity Barriers
Preparation, First and Early Coaching Sessions
Routine, Ongoing Coaching Sessions through Termination
Active Listening, Presence, and Sharing Information Appropriately
Module 3: Foundations of Coaching Process
Foundations of Motivational Interviewing
Exploring Values, Purpose, Meaning, and Intrinsic Motivation
Applying the Transtheoretical Model of Change - Stages of Change
Goals and Goal Setting Strategies
Professional Conduct, Code of Ethics and Legal Compliance in Coaching
Module 4: Effective Communication Tools in Coaching
Positive Psychological Resources to Support Behavior Change
Reflective Listening to facilitate client self-discovery
SMART and SMARTER Goals
Working through Ambivalence, Resistance and Obstacles to Change
Module 5: Expanding Perspective: Culturally Responsive and Identity Affirming Care
Building a Foundation of Cultural Competency in the Coaching Relationship
LGBTQ+ affirmative coaching and Intersecting Identities
Enhancing Client Awareness and Broadening Perspectives
Expanding and Focusing the Conversation - Evoking Change Talk
Module 6: Health & Wellness Promotion, Disease Prevention Part 1
Pre-diabetes, Diabetes, and Metabolic Syndrome
Obesity and Physical/Sedentary Lifestyle
Healthy Weight and Optimal Nutrition
Sleep and Sleep Hygiene
Environmental and Structural Support Systems and Social Determinants of Health
Module 7: Health & Wellness Promotion, Disease Prevention Part 2
Hypertension, Lipids and Cardiovascular Disease
Arthritis and inflammation
Substance Use, Harm/Use Reduction
Client Emotions and Energy
Module 8: Supporting Mental Health, Fostering Mindfulness and Mindset
Prioritizing Mental Health through Behavior Change
Mindfulness, Meditation, Gratitude, and other Relaxation Techniques to Support Stress Management and Emotional Well-Being
Coaching Clients with Mild Anxiety and Mood Disorders, Making Referrals
Integrating spirituality into coaching
Module 9: Coaching Competently and Confidently in the 21st Century
Coaching Best Practices
Cultivating Self-Efficacy and Self-Compassion
Coach Self-Care Strategies and Tools
In order to successfully complete Ginger’s Behavioral Health Coaching Program and receive a certificate of completion students are required to:
Read and sign the Enrollment Agreement
Attend and actively participate in 36 Live Education and Training Sessions (LETS Connect). Each session is 3 hours, 15 minutes in
Watch/listen to all recorded webinars and coaching demo videos.
Complete required reading assignments
Participate in discussions/instructor-led questions on private discussion boards.
Complete all required quizzes
Participate as a coach in two Practical Skills Development (PSD) coaching sessions of 20 minutes in length, which are observed by an NBC-HWC faculty member.
a. Students must submit a short self-reflection on their PSD coaching session.
b. Students must participate in a 90-minute feedback session with an NBC-HWC faculty member.
Participate as a client in two (2) Practical Skills Development (PSD) coaching sessions of 20 minutes in length which are observed by an NBC-HWC faculty member.
Participate as a coach in one (1) Practical Skills Assessment (PSA) coaching sessions of 20 minutes in length which is observed by an NBC-HWC faculty member.
a. Submit a short self-reflection on the PSD coaching session that they were a coach.
b. Participate in a 30 minute feedback session with an NBC-HWC faculty member.
c. Receive a Passing Grade on their PSA.
Participate as a client in one (1) Practical Skills Assessment (PSA) coaching sessions of 20 minutes in length which is observed by an NBC-HWC faculty member.
Ginger complies with the requirements and spirit of Section 504 of the Rehabilitation Act and the Americans with Disabilities Act Amendments of 2008. Students may self-identify and seek adjustments by notifying the Program Director. Ginger seeks to reasonably accommodate students with disabilities on an individual basis if supported by specific information and assessment data documented by appropriate licensed professionals.
Who may apply
1. Current full-time Headspace Health employees with a minimum of six months employment with the company.
2. Individuals that are not employees of Headspace Health.
3. Have an associate’s degree or higher or 4,000 hours work experience in any field (if you plan to sit for the NBHWC national board exam).
We encourage all who are interested to express their goals, experience, and education in their application.
For More Information
Please complete the following Interest Form
How to apply
Interested candidates can complete the following Application
The Ginger Training Institute’s Clinical Training programs provide a comprehensive training experience for doctoral-level psychology trainees. We are committed to providing outstanding training, supervision, and mentorship to future psychologists, with particular emphasis on diversity, equity, inclusion, and belonging.
The training program provides an immersive experience that not only allows trainees to hone their skills in teletherapy, but also allows opportunities to develop skills in our measurement based, collaborative care model. Trainees in our program gain experience collaborating with professionals across the organization and have opportunities to learn about the variety of functions within a digital health company.
At Ginger, we are committed to creating a world where mental healthcare is accessible to all, and where socioeconomic status and social determinants of health are no longer obstacles to high quality care.
Clinical supervisors are committed to providing high quality training and mentorship to the next generation of mental health professionals. As experienced, skilled, and caring clinicians, they’re dedicated to the mission of expanding access to those who need it. Supervisors create a warm and fun environment in which trainees can learn and thrive.
Kenli Urruty, PhD she/her/hers
Director of Training
• PhD, Combined Clinical/Counseling/School Psychology - Utah State University
• MS, Counseling Psychology - Utah State University
• BS, Psychology - Colorado State University
I am a licensed psychologist who has spent most of my career working with the adult and emerging adult population. Prior to coming to Ginger, I worked in university counseling centers across the country. Most recently, I was the Associate Director of Operations and Internship Training Director at the University of Colorado Boulder Counseling and Psychiatric Services. My clinical interests include anxiety, depression, relationship issues, social justice and multicultural concerns, and supervision and training.
I love providing clinical supervision and mentorship. My style as a supervisor is caring and supportive. I truly value developing authentic relationships with supervisees and having a front row seat to the life-changing work they do.
Juliana Guitelman, Ph.D she/her/hers
Program Manager, Practicum Training
• PhD Counseling Psychology, University of Florida
• MS Counseling Psychology, University of Florida
• BS Psychology, University of Florida
I am a licensed psychologist and have spent my career working with a variety of presenting concerns. Prior to Ginger, I spent time in University Counseling Centers and Hospital affiliated outpatient clinics. My clinical interests are interpersonal dynamics, family of origin issues, identity development, social justice and multicultural concerns and sexual functioning concerns.
I am passionate about clinical training and enjoy providing supervision. My supervisory style is warm and open. I hope to provide a safe space for supervisee’s to develop professionally, clinically, and personally.
Katie VanBuskirk, PhD she/her/hers
• PhD, Clinical Psychology–San Diego State University/University of California San Diego Joint Doctoral Program
• MS, Clinical Psychology–San Diego State University
• BA, Psychology–Vassar College
I am a licensed psychologist who has spent most of my career working with adult populations particularly struggling with depression, anxiety, and adjustment to life transitions and medical conditions. Prior to coming to Ginger, I worked in hospital settings working with individuals living with a wide range of challenges using cognitive-behavioral therapy, acceptance and commitment therapy, and mindfulness-based approaches.
My clinical interests also include early and preventative mental health interventions such as coaching and content development, supervision, and mentorship. I appreciate getting to supervise not only to support and collaborate with earlier career therapists but also to foster an environment of mutual and lifelong learning.
Bobby Byrom, PhD he/him/his
• PhD, Counseling Psychology - University of Nebraska - Lincoln
• MA, Psychology - Pepperdine University
• BA, Communication Studies - San Diego State University
I am a licensed counseling psychologist and hold the role of Supervising Psychologist at Ginger. I consider myself a generalist practitioner who emphasizes a common factors approach to therapy. Prior to Ginger, I spent several years providing therapy for university counseling centers in Nebraska and Utah.
My clinical interests include supervision and training, social justice and multicultural concerns, positive psychotherapy, anxiety, depression, and relationship issues. My style as a supervisor is informed by these same interests, with an emphasis on fostering authentic and caring supervisory relationships. In keeping with a longstanding profile tradition, I identify as a Ravenclaw.
Patricia E. Taylor, Ph.D. she/her/hers
Director of Therapy
• Ph.D., Developmental-Clinical Psychology - University of Maine
• M.A., Developmental- Clinical Psychology - University of Maine
• B.A., Psychology - University of Rochester
I consider myself a generalist psychologist, providing care for a wide variety of presenting problems across the lifespan. Prior to coming to Ginger, I worked in a variety of roles and settings including at an urban community mental health center, and in a private practice where I conducted neuropsychological and psychoeducational evaluations for children and adolescents ages 2-18. Most recently, I worked at a group private practice providing care for a wide range of individuals and families in New Hampshire. My interests include anxiety, depression, exposure therapy, dialectical behavioral therapy (lite), evidence-based treatment, supervision, and training.
I am passionate about clinical supervision and training. I have benefited from fantastic mentors across my training and career, and am excited to continue in this tradition with the next generation of psychologists. Both in managing and supervising, I enjoy getting to know supervisees, cultivating their clinical interests, and mentoring them in launching their careers.
Krystle Berkoski, Psy.D. she/her/hers
Senior Manager of Quality Assurance and Clinical Training
• Psy.D., Marywood University
• MA, Clinical Psychology, Marywood University
• BS, Psychology and Criminal Justice, University of Scranton
I am a licensed psychologist and the Senior Manager of Quality Assurance and Clinical Training at Ginger. My training in clinical psychology is as a generalist practitioner, and as such, I have experiences in various settings and with diverse populations. These experiences guided me toward interests in the adult and young adult populations, mood disorders, healthy relationships, trauma, multicultural concerns, and clinical training and supervision. My approach to psychotherapy is intentionally integrative and holistic to ensure consideration of the whole person. The modalities I utilize in my practice include Interpersonal Psychotherapy, mindfulness, somatics, and CBT.
Clinical training and supervision has been a passion of mine since the beginning of my career. I have conducted supervision for individuals and groups of graduate students, social workers, counselors, and psychologists, from beginner-level trainees to fully licensed professionals. My approach to supervision is integrative and linked closely to my psychotherapy style. I prioritize the development of secure professional relationships so that growth can be explored openly and unconditionally. A developmental framework informs my relational approach, ensuring supervisees get individualized support and direction at any level of training.
Dena Scott, PsyD she/her/hers
Director of Adolescent Services
• PsyD, Clinical Psychology - The Wright Institute
• MA, Applied Psychology - Teachers College, Columbia University
• BA, Psychology - San Francisco State University
I am a licensed clinical psychologist that was called to the field of psychology at the young age of 10. As a clinician, I view mental health, equity, inclusion and justice as directly connected. My work in community mental health, schools, private practice, and consulting has allowed me to continuously learn and grow as a social justice oriented clinical psychologist. Prior to coming to Ginger, a few of the roles that I held included Regional Director of Intensive Mental Health Services at Children's Institute and Senior Administrator of Mental Health Services at Mirman School. My interests include racial trauma and healing, childhood trauma and healing, family systems, identity development, social justice, and supervision and training.
Supporting clinicians in the field is something I consider a privilege. Supervision has provided an invaluable opportunity to learn, mentor, model, and develop authentic relationships with supervisees. I am committed to creating a space in supervision that allows for vulnerability, challenging conversations, collaboration, and affirmations throughout what I consider to be one of the most rewarding journeys.
Zainab Suara she/her/hers
Postdoctoral Psychology Fellow, DEIB Track
• PhD in Clinical Psychology, University of Hartford
• MS in in Public Health, Meharry Medical College
• MA in Clinical Practices in Psychology, University of Hartford
• Bachelors of science in Biology, Howard University
As for her therapeutic approach, Zainab aims is to make therapy a more comfortable space, which can be a daunting task when an individual is asked to share their vulnerabilities with a complete stranger. Unconditional positive regard, as it is defined is the basic acceptance and support a person regardless of what the person says or does, is integral to the work she strives to do. This viewpoint is valuable especially for those whose words, actions, and beliefs have been devalued and undermined in the past not only at the individual but systematic level as well. Outside of the office, Zainab enjoys spin classes, sushi, and spending time with friends and family.
Rebekah Jazdzewski she/her/hers
Psychology Postdoctoral Fellow in Product Track
• PhD in Clinical Psychology, Palo Alto University
• MS in Clinical Psychology, Palo Alto University
• BA in Psychology, Point Loma Nazarene University
Rebekah has worked across the lifespan from 5 to 80-years-old. She has specialties in trauma, bipolar disorders, substance use disorders, and health behavior change.
Rebekah has worked across the lifespan from 5 to 80-years-old. She has specialties in trauma, bipolar disorders, substance use disorders, and health behavior change.
Ariel Ferguson she/her/hers
Psychology Postdoctoral Fellow, DEIB Track
• PsyD Clinical Psychology, Roosevelt University, Chicago, IL
• MA Clinical Psychology, Roosevelt University, Chicago, IL
• BS Psychology, University of Iowa, Iowa City, IA
My approach to therapy is warm, supportive, and relational. Depending on the needs of each individual member, I utilize an integrative approach, emphasizing authenticity and curiosity through culturally sensitive, psychodynamic, and strengths-based frameworks. I also believe feedback is essential in therapy - I make an intentional effort to check-in with members about their experience and progress. Above all else, I am passionate about creating an environment of collaboration and I am excited to support you in moving towards your goals!
My friends have described me as an optimist - I am energetic, thoughtful, and tend to see the silver lining in many situations. I value meaningful relationships and connecting with others, and I find that the best therapeutic relationships often occur when we both lean into vulnerability (and laughter!). Outside of work, I am usually spending time with my friends, fiance, and goldendoodle puppy (Kendi), or practicing (and teaching) hot yoga!
Michael Poon he/him/his
Psychology Postdoctoral Fellow
• PhD Clinical Psychology, Adelphi University
• MA Psychology in Education, Teachers College, Columbia University
• BA Psychology, Binghamton University
Michael utilizes an integrative (components from different schools of psychotherapy) approach to care according to the distinct needs of each client. My clinical experience ranges across treatment settings (e.g., hospitals, schools, VA) and the developmental lifespan (children to older adults). Through a collaborative process, we will a) identify presenting issues; b) explore biological, psychological, and social contributors; c) establish goals and create an individualized treatment plan; d) process distress while developing skills to achieve/maintain mental well-being.
You will find he is easy to talk to, adaptable, and will have your needs at the forefront of my mind. He strives to provide a safe, non-judgmental space. He is open to keeping sessions serious or more light-hearted with humor along the way. Whether you are struggling to climb up a steep mountain, sliding down a hill, or stuck in the mud, he will do his best to be a calm and steadying presence as you take steps forward. When he's out of the office, Michael enjoys playing soccer, eating good food, and traveling.
Justin Kimber he/him/his
Postdoctoral Fellow on the research track
• PhD Counseling Psychology, University at Albany, State University of New York
• MA Psychology, University of Buffalo, State University of New York
• BS Psychology, University of Buffalo, State University of New York
He approaches therapy from a humanistic, relational, and multicultural framework; and integrates numerous evidence-based cognitive and behavioral techniques.
In his spare time, he enjoys riding his bike, CrossFit, and traveling.
Gabrielle Armer she/her/hers
Psychology Postdoctoral Fellow
• PsyD in Clinical Psychology, Wright State University
• PsyM in Clinical Psychology, Wright State University
• BS in Psychology, Southeast Missouri State University
Gabrielle is passionate about empowering her clients to discover ways they can live authentically and intentionally. She prioritizes collaboration with her clients in order to identify goals and to discuss what approaches to therapy resonate with them. She aims to nurture therapeutic relationships that are safe, understanding, and genuine. Therapy can be tough sometimes which is why she also enjoys using humor and self-compassion techniques in order to honor her clients' challenges and achievements.
Other activities: Outside of the office Gabrielle is an avid hiker, dog and plant mom, movie lover, and reader. She enjoys live music and checking out new restaurants.
Tiphani Moss she/her/hers
PsyD, Psychology Postdoctoral Fellow
• Doctorate in Clinical Psychology, Wright State University
• Master of Clinical Psychology, Wright State University
• Bachelor of Science in Psychology, Concentration in Behavioral Neuroscience, Wright State University
I see every person as the expert on their own lives. I also believe in the significance and transformative nature of validation and fostering personal power with my clients. I take an integrative approach that utilizes a framework of Feminst and Client-Centered theories, and collaboratively work with each client to adapt my approach individually based on their needs.
Outside of work, Tiphani loves listening to podcasts and watching reality tv shows. Tiphani also enjoys engaging in creative pursuits, such as music, art, and fashion.
Joanne Raptis she/her/hers
Clinical Psychology Postdoctoral Fellow, Product Track
• BA in Psychology : Barnard College
• PhD in Clinical Psychology: St. John’s University
• Clinical Psychology Internship: Rochester Institute of Technology
I lean into both the art of science of therapy- empowering individuals with evidence based techniques to design happier, healthier, and more values-based lives. Collaboratively we identify goals and then step by step work to edit environments, mold behaviors, restructure thoughts, and re-write narratives to create positive internal and external change.It is incredibly important to me that my clients feel safe and supported, and so I strive to be warm and encouraging at every step in the process. I deeply enjoy the creativity in planning and the growth and that comes living out one’s goals and values.
Both inside and outside of session, I am passionate about self-development, but you will also find me creating art, dancing, hiking, or walking outside at any chance I have!
Bob Sommer he/him/his
My name is Bob Sommer (he/him) and I am a psychology practicum extern at Ginger. I graduated in 2017 from the University of Massachusetts Amherst with a Bachelor of Science in Psychology and a minor in Jazz Performance. Following my undergraduate education, I worked for three years as a clinical research coordinator at the Massachusetts General Hospital. I currently live in Florida where I am a third-year PhD student in Counseling Psychology at the University of Miami. As a therapist, I find it important to engage with clients as people, not "patients," and greatly enjoy getting to know our members and their unique story through therapy. I take a non-directive and collaborative stance, while also encouraging active work towards specific, measurable goals. My approach is organic, empathic, and accepting. I also provide insight and clinical impressions, aimed at encouraging clients to uncover what is best for them and to increase the level of genuineness in our interaction. In my free time, I love to play the drums, watch soccer, and try new restaurants.
Carrie Bohmer she/her/hers
Carrie Bohmer (She/Her) is a practicum clinician here at Ginger/Headspace Health. She is originally from Virginia but is currently working towards her PhD in Counseling Psychology at the University of Nebraska-Lincoln. She completed her M.S. in Counseling Psychology at the University of Kentucky in May 2021. In therapy, she emphasizes collaboration and the expertise of the client in formulating a plan to improve the lives of her clients. In her free time, she enjoys going to the dog park with her two dachshunds and binge-watching Netflix reality TV!
Ginger’s postdoctoral fellowship is designed for those who have completed both an APA accredited doctoral program in clinical or counseling psychology and an APA accredited internship. Ginger postdocs work closely with a licensed psychologist to complete supervised clinical experience to obtain licensure. In addition to weekly clinical supervision, postdoctoral fellows also participate in a weekly didactic seminar, a weekly case consultation group, and other meetings with the team at Ginger.
Currently, Ginger offers three specialized tracks for the postdoctoral fellowship:
Diversity, Equity, Inclusion, and Belonging (DEIB) track:
The DEIB track offers postdoctoral fellows the opportunity to work closely with the Ginger team to support internal DEIB efforts. This may include conducting needs assessments, developing presentations, and researching best practices. The DEIB track offers postdocs the opportunity to hone their clinical skills while also looking at DEIB from an organizational lens.
Research and Evidence track:
The Research and Evidence track offers postdoctoral fellows the opportunity to work with the research team at Ginger on projects evaluating the impact of on-demand mental healthcare. This may include conducting literature reviews, performing qualitative and/or quantitative data analyses, and assisting with journal manuscript development and presentations. The Research and Evidence track offers postdocs the opportunity to gain clinical experience while also continuing to develop their skills in scientific research.
The Training track provides the opportunity to continue honing skills in clinical supervision and program development. Postdoctoral fellows in this track will work with our training team to develop seminars for practicum trainees and specialized training for our full time clinicians.
Applicants are encouraged to apply to the track(s) that best fits their interest and skills. To apply to the 2023-2024 postdoctoral fellowship, please visit our careers page.
In the meantime, you are welcome to reach out to Kenli Urruty at email@example.com with questions or to discuss the program.
Ginger’s practicum/externship training is for advanced doctoral students in clinical and counseling psychology.
During the Ginger practicum experience, students will be closely supervised by licensed psychologists on the Ginger team and will participate in a weekly didactic training seminar on a variety of topics relevant to their work at Ginger, with a particular emphasis on training in diversity, equity, and inclusion. Therapy sessions will be video recorded and students will be provided weekly feedback on their skills. In addition to close contact with supervisors and the Practicum Manager, the Ginger practicum experience will provide the opportunity to learn about Ginger’s unique service delivery model, including the opportunity to collaborate with behavioral health coaches and leverage in-app content to help clients gain skills and meet treatment goals. The practicum experience will also provide the opportunity to gain exposure to a breadth of functions within the company, including marketing, sales, and product development. The remote nature of the training experience will allow students to connect with trainees from other doctoral programs, as well as Ginger staff members from across the country.
The Ginger practicum placement will be 10-20 hours per week. Students will work with the Practicum Manager to determine their schedule. All students will gain experience in providing individual therapy via telehealth. Additional opportunities to create and conduct classes/workshops may be available. Students will also participate in a weekly didactic seminar on a variety of topics relevant to the work at Ginger
Who may apply
Ginger’s practicum placement is open to clinical and counseling psychology doctoral students who have at least two years of prior clinical experience.
We encourage all who are interested to express their goals, experience, and education in their application.
Please submit the following materials through the following application link:
Applications will be reviewed until positions are filled.
A current curriculum vitae
A brief statement (1 page or less) describing you interest in the practicum program at Ginger
Contact information (email and phone number) for two professional references who have direct knowledge of your clinical skills