Sharon Levine, Ph.D. is a postdoctoral fellow at Silber Psychological Services who recently completed her doctoral internship at the University of Texas Health Science Center at San Antonio where she trained on their child, adolescent, and family track at Clarity Child Guidance Center. Dr. Levine earned her Ph.D. in School Psychology from the University of North Carolina at Chapel Hill and has experience providing psychological services to children and families in community outpatient, psychiatric inpatient, and school-based settings.
Dr. Levine has been trained in psychodynamic, cognitive-behavioral, and systems-based approaches to individual, group, and family psychotherapy. She has had extensive experience supporting individuals with various psychological and neurodevelopmental disorders and enjoys helping clients build insight and self-awareness as they navigate daily conflict and developmental transitions. Her clinical expertise includes support for children and adolescents experiencing anxiety and depressive disorders, school and learning challenges, and complex family dynamics. She also enjoys working with clients healing from backgrounds of trauma and with youth exploring their gender and sexual identities. Dr. Levine has also had advanced training in psychological assessment to address a wide range of concerns across the lifespan, including thought and personality disorders.
In addition to clinical services, Dr. Levine is passionate about community outreach, mentorship, and teaching. She has conducted research examining the value of classroom-based mindfulness interventions and the implementation of trauma-informed student supports. Currently, she is also involved in a local initiative aiming to increase access to mental health services in rural schools. Prior to her doctoral training, she was a middle and high school English teacher, a counselor for first-generation college students, and an instructional coach for first-year, K-12 teachers. Dr. Levine is a proud graduate of the Mississippi Teacher Corps program and sees her background in the classroom as invaluable to her clinical work.