Dr. Kiesa Kelly
Welcoming You to ScienceWorks Behavioral Healthcare!
When clients finally receive the right diagnosis and engage with self-affirming, specialized therapy, they are able to move toward self-acceptance and begin the journey of life-long growth and fulfillment. It has been such a joy to support the personal growth of my college students (in my role as a university professor), my child (a wonderful 19 year-old person), and now with clients. I also love weight-lifting, playing Zelda, my dog "Cosmo," and eating outdoors with my partner and parents.
Specialized Services
About Me
I earned my PhD in Clinical Psychology, with a concentration in Neuropsychology from Rosalind Franklin University of Medicine and Science. I completed practica, internship, and an NIH-funded post-doc at the University of Chicago, University of Wisconsin, the University of Florida, and Vanderbilt University, respectively.
As a neuropsychologist by training, I have 20+ years of experience with psychological assessments. My NIH post-doctoral fellowship focused on ADHD, both in a research and clinical capacity. As the parent of a queer, autistic person with a history of OCD, I have current personal experience with neurodivergence and have recently sought out training from experts in the field who use a neurodiversity affirming framework and modern assessments that capture ADHD and autism in previously undiagnosed adults, particularly women and non-binary folks.
My therapy training in graduate school focused on Obsessive-Compulsive Disorder (OCD). OCD torments gentle, fun, loving people with the ironic belief that they may be a monster. What if I'm dangerous? Immoral? Contaminated? Living in a simulation? A different gender/sexual orientation than I think? What if things aren't just right or I have a terrible illness? Compulsively avoiding feared outcomes becomes life-consuming. Scary, taboo themes are common. It's OCD, not you. I see you. There is no reason to hide in shame; I already know you are good. You will, too. OCD is painful, but treatable with Inference-based Cognitive-Behavioral Therapy (I-CBT), Exposure Response Prevention (ERP), and Acceptance and Commitment Therapy (ACT).
ERP (in combination with ACT) is a fast-working and effective but sometimes intimidating evidence-based treatment for OCD. It doesn't work for everyone and for some folks it is too threatening to try. I am among a small yet growing group of therapists in the US additionally trained in Inference-based CBT - a more cognitive, less intimidating, and science-backed ERP alternative.
Autistic and ADHD neurotypes often occur with each other, as well as with OCD. I-CBT may be preferrable to ERP for neurodivergent individuals because of its emphasis on demystifying the faulty thinking driving OCD, rather than forcing folks to tolerate a behavioral intervention.
Trauma/Post-traumatic Stress Disorder (PTSD) are often present in folks with OCD. My preferred approach for treating trauma is Eye Movement Desensitization Reprocessing (EMDR), which provides evidence-based treatment with minimal talk and no homework.
Insomnia, difficulty falling and/or staying asleep can be treated in as few as 6 sessions of Cognitive Behavioral Therapy for Insomnia (CBT-I). CBT-I is the most effective treatment in all of behavioral health. Insomnia occurs more frequently in folks with ADHD/autism, PTSD, and OCD; sometimes OCD doubts focus on sleep and insomnia.
Get in Touch with Dr. Kelly for Therapy and Assessments
I enjoy helping folks identify the best path forward, even if that's not with me.
931-223-1095
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Dr. Kelly's Experience and Credentials
Recent Training and Professional Consultation
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EMDR Basic Training (VIA EMDR: Jamie Pendon + Maren Lubig)
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Group consultation (VIA EMDR)
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EMDR for Attachment Injuries, Debra Wesselmann
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The Flash Technique: Basic Principles and Protocols, Phillip Manfield, PhD & Nina Zadurian
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Neuroaffirming ADHD and Autism Assessments, Individual Consultation with Dr. Paige Victorine, Psy.D, Nouveau Psychological Wellness, PLLC
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I-CBT Training (OCD Training School; Catherine Goldhouse, Amanda Petrik-Gardner)
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Group Consultation with Bronwyn Shroyer (EMDR+I-CBT)
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Group Consultation with Michael Heady (OCD and Anxiety)
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CBT-I Training (Evidence-based Insomnia Interventions for Trauma, Anxiety, Depression, Chronic Pain and More, Colleen E. Carney, PhD & Meg Danforth, PhD) and individual Consultation with Jessee Dietch, PhD; cbtiweb.org)
Professional Memberships
Education
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PhD, Clinical Psychology: Rosalind Franklin University of Medicine and Science
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Concentration in Neuropsychology
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M.S., Clinical Psychology: Rosalind Franklin University of Medicine and Science
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A.B., Psychology and Neuroscience: Bowdoin College
Post-Doctoral Positions
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NIH National Research Service Award Postdoctoral Fellow, Vanderbilt University, Nashville, TN; University of Florida, Gainesville, FL
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Training grant, entitled: Dual Pathway Models of ADHD: A High-Density ERP Study, combined conduction of an original research study examining cognitive control processes in children with ADHD, clinical neuropsychological work with children, and undergraduate teaching experience.
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Postdoctoral Associate, Clinical and Health Psychology, University of Florida, Gainesville, FL
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80% research in Clinical-Cognitive Neuroscience lab and 20% conducting child neuropsychological evaluations. Lab work involves design and implementation of electroencephalographic research, data analysis, computer programming, manuscript preparation, and lab management.
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Pre-Doctoral Training
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The University of Wisconsin-Madison Psychiatric Institute and Clinics, Adult Individual Psychotherapy
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Interpersonal and cognitive behavioral therapy with adult outpatients with a variety of disorders, including Major Depression, Adjustment Disorder, and Generalized Anxiety Disorder
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Conducted intake evaluations resulting in reports including diagnoses and treatment recommendations
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The Chicago Medical School - Anxiety Disorders Clinic
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Cognitive Behavioral Therapy Practicum
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Exposure and response-prevention cognitive behavioral therapy for adult and pediatric patients with a variety of anxiety disorders, including Obsessive-Compulsive Disorder, Panic Disorder, and Trichotillomania
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Assessment and treatment planning, development and facilitation of exposure hierarchies, case management, and facilitation of a treatment group
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The University of Chicago - Biological Sciences Division
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Advanced Adult Neuropsychology Practicum
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Conducted neuropsychological assessment with a wide variety of adult populations
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Referral sources include hospital clinics, community-based physicians, and litigation
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The University of Florida Health Science Center
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Internship Program in Clinical Psychology
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Conducted neuropsychological, child, medical psychology, and general clinical assessments with both pediatric and adult inpatients and outpatients presenting with a wide range of psychological and cognitive difficulties
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Individual and group therapy with adults and children using primarily a cognitive-behavioral approach, with experience in Parent- Child Interaction Therapy (PCIT)
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Selected Grants
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Principal Investigator, Dr. Kiesa Kelly, Funded Tennessee Board of Regents Student Engagement, Retention, and Success (SERS) Grant: IMPACT Scholars: a pilot program utilizing ePortfolios to increase engagement in High Impact Practices (HIPs) in underrepresented populations at Tennessee State University
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National Institute on the Teaching of Psychology (NITOP), Poster Award
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Principal Investigator, Dr. Kiesa Kelly, Funded NIH R25 BPENDURE Grant Titled “Enhancing Neuroscience Diversity with the Tennessee State University – Neuroscience Education and Research Vanderbilt Experience (TSU-NERVE)
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Society for the Teaching of Psychology – APA Division Two Scholarship of Teaching and Learning Grant
Selected Publications
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Kelly, K., & Patrice, K. The impact of culturally relevant teaching on African American undergraduate student performance in General Psychology. Journal of Black Psychology, 45(1), 52- 62, doi.org/10.1177/0095798418825168
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Kelly, K., Jones, L., Brinthaupt, T., Hart, W. Psychology Educators of Tennessee (PET). A regional learning community for psychology teachers. Psychology Teaching Review, 22(2), 74-80.
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Kelly, K.G. Student Response Systems ("Clickers") in the Psychology Classroom: A Beginner's Guide. Office of Teaching Resources in Psychology Online.
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Larson, M.J., Kelly, K.G., Stigge-Kaufman, D.A., Schmalfuss, I.M., Perlstein, W.M. Reward context sensitivity impairment following severe TBI: an event-related potential investigation. International Neuropsychological Society, 13(4):615-25
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Seidenberg, M. Kelly, K.G., Parrish, J., Geary, B., Dow, C., Rutecki, P., Bell, B., Jones, J., Hermann, B.P. Ipsilateral and contralateral MRI volumetric abnormalities in chronic unilateral temporal lobe epilepsy and their clinical correlates. Epilepsia - High Impact Epilepsy Journal. 46(3):420-30.
Selected Presentations on Diversity, Equity, and Inclusion
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Kelly, K. Doing it over and over again, expecting a different result: graduate admissions for workforce diversity & racial equity. Cleveland State University, Department of Psychology, invited speaker Viking Series.
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Kelly, K., Cox, T. Strengthening Student-Faculty Relationships by Addressing Microaggressions, presented at Memphis in May Student Affairs Conference.
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Kelly, K., Cox, T. Strengthening Student-Faculty Relationships by Addressing Microaggressions, presented at College and University Professional Association for Human Resources (CUPA-HR).
