Pediatric Behavioral Health

About Dr. Sauck


Dr. Sauck

Dr. Sauck is a clinical psychologist who specializes in treating depression, anxiety, trauma and other child and adolescent behavioral problems.  In 2010, she obtained her Ph.D. in clinical psychology from Clark University. Dr. Sauck then  completed both her pre- and post-doctoral training at UMass Memorial Community Healthlink’s Youth and Family Services, where she currently serves as director of Victim Services.  

Dr. Sauck utilizes cognitive behavioral therapy in treating individuals and families, also integrating techniques derived from Solution-Focused and Motivational Interviewing.  She believes that working collaboratively with parents via parent support sessions is key to producing positive and long-lasting change in their children.


Areas of Practice
  • Cognitive Behavioral Therapies, including Trauma-Focused
  • Solution-Focused Brief Therapy
  • Motivational Interviewing
  • Individual and Family Therapy
  • Portuguese-speaking populations

Dr. Sauck's Helpful Tip

Promoting Emotional Wellness

Self-Determination Theory (Deci & Ryan, 1985) suggests that we operate best when we have healthy doses of connection, autonomy, and efficacy.  These are things that can be fostered in children and adolescents by important people in their lives.  As parents, how can you foster these in your kids?

CONNECTION

  • Checking in with kids about their day, telling them a little about yours
  • Playing, laughing, and joking together
  • Having a meal together
  • Knowing about their talents, interests, dislikes, and growing edges
  • Actively listening to them so that they feel heard and understood

AUTONOMY

  • Giving choices, even if forced choices (i.e., “Do you want to brush your teeth with the blue or the red tooth brush? Before or after you put on your pj’s?”)
  • Letting them be part of planning (i.e., “What should we have for dinner tonight?” “Is there anything you want to do this weekend?” “Do you want to go to his birthday party?”)

EFFICACY

  • Helping them understand that their effort has a corresponding effect (i.e., “You worked so hard on that puzzle, and you solved it!” “You were a little too tired to study last night, so maybe that’s why you didn’t get the grade you wanted”)
  • Giving them appropriate and consistent consequences for their actions.  Time-outs, privilege removal, etc. for misbehaviors and praise/rewards for good behavior
  • Providing structure and routine so that they can learn to anticipate consequences to their behavior and adjust their actions accordingly
  • Setting appropriate expectations, based on ability, age, personality so that success can be achieved