Award-Winning Abnormal psychology
Tutors
Award-Winning
Abnormal psychology
Tutors
Private 1-on-1 tutoring, weekly live classes for academic support, test prep & enrichment, practice tests and diagnostics, and more to elevate grades and test scores.
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As an enthusiastic educator with a Master's in Social Work from the University of Texas at Arlington, I bring over 5 years of experience in tutoring, focusing on College and University Admissions and preparation for the LMSW exam. My teaching philosophy emphasizes creating a supportive and engaging environment that empowers students to articulate their thoughts and reach their academic objectives. I tailor my approach to accommodate individual learning styles, employing practical examples and personalized strategies that foster both confidence and understanding. I am deeply motivated by my commitment to student success, and I find great joy in guiding them through their educational journeys. In my free time, I enjoy traveling and learning about new ways to innovate mental health care.
I am committed to providing academic support to students to help them reach their full potential. With a background in education and a passion for empowering learners, I strive to create a supportive and engaging learning environment. My goal is to inspire students to develop critical thinking skills, improve their study habits, and achieve academic success. By building strong relationships based on trust and respect, I aim to make a positive impact on each student's educational journey.
I'm not tutoring or buried in my textbooks, you will either find me rock climbing at the Triangle Rock Club, playing Ultimate Frisbee, working on my car, or enjoying the great outdoors (beaches, mountains, forests--you name it, I love it). On rainy weekends I enjoy tinkering with computers and old electronics, playing Pokemon, or picking at my guitar.
I am an interdisciplinary educator with an Ed.M. from the Harvard Graduate School of Education and a B.A. from Dartmouth College. My background is primarily in integrated arts learning and museum education and I specialize in visual arts, history and art history, and object-based learning. In all subjects, I take a creative, inquiry-based and learner-centered approach, designing opportunities for each unique individual to meet their learning goals.
I am a recent graduate from a masters program in biostatistics at Columbia University. I received my Bachelor of Arts in biological sciences, with a focus in neurobiology at Northwestern University. In August, I will be starting a doctoral program in biostatistics at NYU. I was a teaching assistant at Columbia University in my department and also have tutored graduate students and undergraduates privately as well. My primary areas of tutoring are math and statistics coursework in addition to math sections on standardized tests such as the GRE and GMAT. I am very passionate about helping students feel more confident and excited about math. In my spare time, I enjoy running, playing piano, and spending time with friends and family.
I am a graduate of Wesleyan University, where I received my Bachelor of Arts in Sociology with High Honors. With eight years of experience working in education, I've tutored students in math, science, history, and English, as well as helped students prepare for standardized tests. I've guided adults towards passing the US Citizenship Exam and taught English in India, where I lived for six months. Whenever I work with a student I personalize the lessons to fit their particular learning style, since I know every student is unique and having the right fit can make all the difference in making learning fun and effective. My strengths are tutoring the social sciences and humanities, as well as making math and standardized tests approachable to students that normally don't like those subjects. In my spare time I like traveling, spending time in the outdoors (climbing & backpacking), meditation, and playing soccer. Next fall I will be beginning my PhD in Education at Harvard University.
I am a rising sophomore at Harvard College and am about to declare as a Mechanical Engineering concentrator, working towards a Bachelor of Science degree. I've always enjoyed sharing my knowledge with my peers and those around me and have done so in both formal and informal settings. I've been a tutor for both Math and Spanish programs in high school and enjoyed the strides I made with students. I am willing to tutor any subject I have a background in, but am strong in mathematics, the sciences, Spanish, history, writing, and ACT prep. I enjoy teaching mathematics most due to the joy I can see in children once they master a topic and can answer even pointed questions meant to stump them, and maybe even put their knowledge to real world use. As a tutor, I like to give a strong foundation to orient my student, and then gradually grant them more freedom and independence until they can feel themselves grasp the concept, pointing out pitfalls or common errors along the way; teachers who used these methods on me always left the most lasting impressions. Outside of my studies, I really enjoy listening to music, both old favorites and new interests, reading classics, and gaming/playing basketball with my friends.
I am proud to be a part of Varsity Tutors! I am originally from San Antonio, TX; I completed my undergraduate education at Rice University in Houston where I received a bachelor's degree in Biochemistry and Cell Biology. Currently, I am in my second year of medical school at Baylor College of Medicine.
I'm Solange - a recent graduate from Harvard where I studied Sociology & Women's Studies. I've been tutoring for eight years now, and have worked with a wide range of ages and in a wide range of subjects. Some of my specialties are college prep/test taking II worked in the admissions office on campus); social sciences; and literature/writing.
I am a junior Mechanical Engineering major at Yale, and I hope to become a Naval Aviator after college. I am also a varsity sailor, and enjoy playing music with friends when I can get some free time. I have been tutoring my fellow students throughout my entire academic career, and I would best describe my tutoring style as one that adapts to each students' needs. For example, I have always tried to frame questions in a different way so that the student can better understand the question. Some students need visual representations of numbers and systems to understand them, and others benefit more by understanding the concepts behind each formula. I prefer to tutor in math and physics, and especially with real world application problems. I hope to help students improve their standardized test scores and their understanding of the math and sciences so that they can achieve their academic goals!
I am a graduate of Washington University in St Louis, where I received my Bachelor of Arts in History with minors in Humanities and Anthropology. Since graduation, I have worked as a tutor, teacher, and director of tutors at a charter public middle school in Boston. During this time I also received my Masters in Mild to Moderate Disabilities from Simmons College. I have worked extensively with students with a range of abilities, including students with specific learning disabilities, emotional impairments, dyslexia, and ADHD. My teaching experience has given me a deep understanding of the knowledge and habits essential to academic success and has given me the opportunity to hone a variety of strategies that ensure students at each level can achieve their academic goals. While I tutor a broad range of subjects, my favorite ones are Reading, Elementary/Middle School Math, History, and Test Prep. In my experience, tutoring is the most rewarding when a student has that "aha!" moment and achieves a new level of understanding and confidence in his/her abilities. I am a firm believer in the transformative power of education, and I see my role to be that of a facilitator and coach who is there to help the student reach his/her goals through individualized support and rigorous practice. In my free time, I enjoy reading, running, practicing my Spanish, and discovering new music. I am also an avid traveler and just got back from a 3 month trip to South America. I look forward to the opportunity to work with you!
I am an aspiring applied mathematician, with particular interest in image processing and climate science. I graduated in May 2017 from Washington University in St. Louis with a bachelor's in physics and mathematics, and am beginning a PhD program in September 2017 at the University of Chicago in Computational and Applied Mathematics. I've tutored introductory physics students for three years and enjoyed it thoroughly, as a chance to help other students while revisiting fundamental concepts to enhance my own knowledge. I'm eager to continue reaching out and helping students of math and physics to succeed and, furthermore, to appreciate the beauty and power of these subjects.
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Frequently Asked Questions
Students often find the distinction between normal and pathological behavior challenging, especially when symptoms overlap across multiple disorders. Diagnostic criteria from the DSM-5 require precise understanding of symptom clusters, duration, and functional impairment—details that are easy to confuse when studying similar conditions like bipolar disorder versus major depressive disorder, or generalized anxiety disorder versus social anxiety disorder. Additionally, students struggle with understanding the biological, psychological, and social factors that contribute to disorders, and how to apply the biopsychosocial model to real case studies rather than memorizing isolated theories.
This is critical in abnormal psychology because many studies show associations between variables without proving cause-and-effect. For example, research might show that people with depression have lower serotonin levels, but that doesn't prove low serotonin causes depression—it could be the reverse, or both could result from a third factor. A tutor can help you evaluate study designs: randomized controlled trials provide stronger causal evidence than correlational studies or case studies. Learning to identify confounding variables, selection bias, and reverse causality will help you read empirical research critically and avoid overstating findings when writing papers or discussing disorders.
Case studies provide rich, detailed descriptions of individual experiences with mental disorders, helping you understand how symptoms manifest in real life and how treatment unfolds over time. However, case studies are limited because they involve single individuals and can't be generalized to entire populations—a key distinction students often miss. When using case studies in essays or discussions, treat them as illustrative examples that support broader research findings, not as proof of a theory. A tutor can help you analyze cases systematically by identifying presenting symptoms, differential diagnoses, potential etiological factors, and treatment outcomes, which deepens your understanding of how disorders actually present beyond textbook definitions.
Rather than memorizing criteria verbatim, focus on understanding the logic behind them: why does major depressive disorder require five symptoms for at least two weeks, and why must one be depressed mood or loss of interest? This reflects the need to distinguish depression from normal sadness and ensure symptoms are persistent enough to cause real impairment. Create comparison matrices for similar disorders (e.g., ADHD vs. anxiety disorders, or bipolar I vs. bipolar II) to highlight what distinguishes them clinically. A tutor can help you practice applying criteria to case vignettes, which builds the clinical thinking you'll need for exams and papers—you'll recognize that a patient with three depressive symptoms doesn't meet criteria, or that the two-week duration is crucial for diagnosis.
Experimental designs (where researchers manipulate variables) allow for causal claims, but are often unethical in abnormal psychology—you can't randomly assign people to experience trauma or develop a disorder. Instead, researchers use correlational studies, longitudinal designs, and quasi-experiments, each with different strengths and limitations. For example, a longitudinal study following people over years can suggest causality better than a one-time survey, but still can't prove it definitively. Understanding these trade-offs is essential for critical reading: when you see a study claiming that childhood abuse causes adult anxiety, ask whether the design actually supports that claim or only shows association. Tutors help you evaluate methodology systematically so you can write evidence-based arguments and avoid overstating research findings in papers.
Symptoms and their meanings vary across cultures—what appears as hallucinations in one context might be spiritual experience in another, and the DSM-5 recognizes this with its cultural formulation interview. Students often overlook how diagnostic criteria developed in Western, individualistic contexts may not apply equally across cultures, leading to both over-diagnosis and under-diagnosis. For instance, depression may present differently in cultures that emphasize somatic symptoms, and anxiety disorders may be understood through different frameworks in non-Western contexts. When analyzing disorders or cases, consider how cultural background shapes symptom expression, help-seeking behavior, and treatment acceptability—this critical perspective strengthens essays and demonstrates sophisticated understanding beyond memorizing diagnostic criteria.
Evidence-based arguments require you to support claims about disorders with empirical research, not intuition or single anecdotes. For example, rather than asserting "trauma causes PTSD," you'd cite specific studies showing the relationship, acknowledge that not all trauma survivors develop PTSD, and discuss factors that predict who does (resilience, social support, prior mental health). You should distinguish between correlational findings and causal mechanisms, acknowledge limitations and alternative explanations, and avoid overgeneralizing from small samples or case studies. A tutor can help you structure arguments that integrate multiple studies, address counterarguments, and present a nuanced position—skills that elevate your writing from descriptive to analytical and prepare you for AP-level expectations or college-level coursework in psychology.
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