Henry Street Settlement

Meet our School-Based Mental Health Clinic Team!

Kelly Lennon-Martucci, LCSW (she/her)
Director of School Based Mental Health
Language(s): English
Kelly Lennon-Martucci, director of School-Based Mental Health Services at Henry Street Settlement since 2012, oversees mental health clinics in nine public schools. After graduating from the University of Vermont with a bachelor’s degree in social work, Kelly worked in the foster care field, providing home-based crisis intervention and behavioral support to foster families. Upon earning a master’s degree of social work from Columbia University, she became a psychiatric social worker at a New York City hospital, where she worked in the psychiatric emergency department and the child and adolescent outpatient clinic.  Additionally, she developed the hospital’s first school-based mental health clinic. In 2014 Kelly received the Emerging Leader Award from the National Association for Social Workers in NYC, and in 2016 received the “40 under 40” New York Non-Profit Rising Star Award from New York Nonprofit Media. Kelly’s passion is program development and clinical work, guided by social justice. She is SIFI certified and has received post-master’s certificates in clinical supervision, adolescent psychotherapy, DBT in schools, and trauma-focused cognitive behavioral therapy (TF-CBT). Kelly is a registered yoga teacher, has a private practice in NYC, and is an adjunct professor in field advisement and teaches SIFI at the Hunter Silberman School of Social Work.

Jaclyn Vasaturo, LCSW (she/her)
Therapist, Internship Coordinator and Supervisor
PS 140 and PS 20
Language(s): English
Jaclyn graduated with honors from Marist College with a bachelor’s in social work going on to NYU where she graduated with honors with her master’s in social work. As a 200-hour registered yoga teacher, Jaclyn utilizes mindfulness in her direct practice and has participated in trainings such as mindfulness as a stress reduction tool, accepted commitment therapy, solution-focused brief therapy, among other modalities such as DBT and crisis de-escalation and intervention and is SIFI certified. In 2019, Jaclyn piloted a resilience-based and trauma-focused group, Bounce Back, in which she was trained in February 2019. Jaclyn often utilizes CBT in her work with clients and families and approaches each client and family with a strengths-based perspective.

Nathalie Sarju, LCSW (she/her)
Therapist
PS 134 and PS 20
Language(s): English
As a therapist for children and their families, Nathalie’s style engages her creative side and aims to strengthen families and empower children. To ensure a healthy and effective client relationship, she focuses on each client’s strengths to assist in developing a strong, trusting relationship. In upholding a client-centered approach, she provides her clients with the ability to navigate through sessions at their own pace in a calm, comforting space. Nathalie applies techniques of trauma-informed therapy, engage children in play therapy and sand therapy, and utilize mindfulness practices and art therapy to provide a holistic clinical treatment for each client. In her practice Nathalie embraces all aspects of client’s stories with an open mind, full heart, and attentive ears.

Alyssa (Aly) Gemma, MHC-LP (she/her)
Therapist
Orchard Collegiate Academy, University Neighborhood Middle School, Manhattan Charter II, PS 140
Language(s): English
After completing an internship with Henry Street Settlement School-Based Mental Health, Aly graduated from Fordham University Graduate School of Education with a master’s in mental health counseling. She promotes a holistic approach for children, adolescents, and families while utilizing a client-centered approach. Aly incorporates CBT, mindfulness, play therapy, and sand tray therapy techniques into treating various conditions such as trauma, ADHD, anxiety, depression, and behavioral/adjustment issues. She is passionate about creating a supportive and comforting environment that allows clients the time and space to process and grow.

Sofia Schachner, LMSW (she/her)
Therapist
PS 188
Language(s): English, Spanish
Sofia received her master’s in social work from Columbia University and had the pleasure of being an intern at the School-Based Mental Health Clinic at PS 134 during her second year of her graduate program and is now a full time therapist at PS 188. Sofia has an extensive background in the mental health field, having worked in laboratories specialized in anxiety disorders and trauma since she was an undergraduate student at The University of Texas at Austin. After her undergraduate degree, she worked at Stanford University as researcher on a project that compared three trauma-informed treatment modalities for children. Utilizing a strengths-based approach with all her clients and their families, Sofia implements therapeutic techniques from interventions such as CBT and TF-CBT, solution-focused therapy, task-centered approaches, and family therapy. Sofia seeks to provide a safe and welcoming therapeutic space for youth and to help them develop the skills to thrive and flourish wherever they go.

Alina Augustin, LMSW (they/them)
Therapist
PS 126
Language(s): English
Alina is a first-generation Haitian-American and a kid at heart. They attained a bachelor’s degree in psychology from Bard College and a master’s in social work from Hunter College. They are a strength-based child psychotherapist who works to create a comfortable space for kids to feel safe and be themselves. Through their experience coaching, teaching, and listening to children ages four to 16, they have developed a knack for relating with children through children’s media, games, and movement to help them to express themselves freely and confidently. In individual sessions, Alina uses CBT, ACT, and other supportive techniques to help children identify and express emotions. Alina also emphasizes the use of the therapeutic relationship for healing and relationship building. Alina’s goal is to not only help their clients grow, but to grow alongside them as well.

Ethan Merians, LMSW (he/him)
Therapist
PS 142 and PS 20
Language(s): English
Ethan graduated from Lesley University with an undergraduate degree in human services, and then completed his MSW at the Silberman School of Social Work. He was introduced to school social work though his internship at a special education New York public school and quickly realized how much he enjoyed being a social worker in a school setting. Ethan believes in working with clients and their families to identify and develop their strengths, and then use those strengths to overcome the obstacles that life presents. He often uses CBT in therapy and aims to help clients realize the connection between their thoughts and actions, and learn to empower themselves to choose the best decisions for themselves.

Mei Maeda, MHC-LP (she/her)
Therapist
Orchard Collegiate Academy, University Neighborhood Middle School, Manhattan Charter II
Language(s): English, Japanese
Mei graduated with honors from Smith College with a bachelor’s degree in psychology. She subsequently interned with Henry Street Settlement’s School-Based Mental Health Clinic and completed her master’s degree in mental health counseling at The City College of New York, CUNY. Mei’s therapeutic focus centers on working with children, adolescents, and their families, guided by a client-centered, trauma-informed, and strengths-based approach. She values working collaboratively with clients to meet them where they are in their journey and adapts her approach to best align with their unique goals and needs. She employs techniques from various therapeutic modalities such as CBT, play therapy, art therapy, and mindfulness to promote holistic, embodied healing. Mei is dedicated to creating a supportive, affirming, and non-judgmental therapeutic space for clients to explore, grow, and express their authentic selves.

Lilia Vidal, MSW (she/her)
Therapist
PS 134 and PS 20
Language(s): English
Lilia graduated from Boston University with a bachelor’s degree in sociology and then pursued a master’s in social work at New York University. She is passionate about working alongside youth as they learn to navigate the world around them. Lilia utilizes a client-centered and strengths-based approach while implementing aspects of CBT, mindfulness, art, and play. She strives to create a collaborative, safe, and supportive environment where young people are able to express themselves, explore their emotions, and work towards achieving their goals.

Branny Mendoza, MSW (she/her)
Therapist
PS 140
Language(s): Spanish, English
Branny is a graduate of Hunter College with a degree in sociology and went on to complete her MSW at Hunter’s Silberman School of Social Work. She was introduced to social work through a youth peer advocacy position at a non-profit organization while she completed her associate’s degree in psychology. Branny recently completed an internship at an Article 31 Clinic where she worked with children and older adults providing psychotherapy. She has worked with homeless youth in New York City, empowering them as they navigate numerous challenging systems. Branny implements therapeutic techniques in her practice such as CBT, TF-CBT, play therapy, and narrative therapy. Branny seeks to provide children and youth a safe and open environment where they can explore their strengths and abilities as they overcome life challenges.

Afterschool Social Workers

Chelsea Brito, MSW (she/her)
Therapist
PS 134
Language(s): Spanish, English
Chelsea holds a bachelor’s degree in sociology from Stony Brook University and a master’s in social work from Fordham University. With a passion for serving diverse populations facing various challenges, she has extensive experience working with children, adolescents, and families navigating disabilities and autism spectrum disorder. She has also supported at-risk youth in the foster care system and individuals with substance use disorders during withdrawal management. Chelsea’s approach involves crisis intervention, drawing from trauma-focused therapy and employing de-escalation techniques and stress management strategies. She embraces a collaborative, client-centered approach rooted in strength-based principles, creating a safe environment for clients to explore their authentic selves, process their experiences, and develop essential tools for thriving. Integrating modalities such as CBT, TF-CBT, DBT, play therapy, and mindfulness practices, Chelsea supports clients in pursuing their goals and navigating their recovery journey. Committed to her clients’ well-being, she tailors interventions to meet their unique needs, promoting holistic healing and personal growth while embodying values of empathy, empowerment, and resilience in her practice.