ABOUT ME

About Jackie

Jackie Girgis is a Licensed Clinical Social Worker with more than 20 years of experience in behavioral health and community mental health. Licensed in California since 2008, she provides individual, couples, and family psychotherapy to clients located throughout California, with particular specialization in trauma treatment and the emotional and behavioral needs of children, adolescents, and families.

Jackie earned bachelor’s degrees in Psychology and Human Services from California State University, Fullerton in 1997 and a Master of Social Work degree from California State University, Long Beach in 1999. Her education provided a strong foundation in human development, psychological functioning, family systems, community-based care, and clinical social-work practice.

Throughout her career, Jackie has pursued specialized training in evidence-based treatments for trauma, children, and families. In 2008, she became a certified Parent-Child Interaction Therapy (PCIT) provider and trainer through the UC Davis CAARE Diagnostic and Treatment Center. Her additional training includes Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) through UC Davis, completed in 2016; advanced training in Child-Parent Psychotherapy (CPP) through the University of California, San Francisco, completed in 2018; and EMDR therapy training completed in 2021 from EMDR Center of the Rockies.

Jackie’s clinical work is informed by extensive experience serving children, adolescents, adults, caregivers, and families in community mental-health settings. She understands that emotional and behavioral concerns do not develop in isolation. Treatment therefore considers the client’s relationships, developmental history, environment, culture, strengths, stressors, and available sources of support.

Her approach may incorporate Cognitive Behavioral Therapy, EMDR, PCIT, trauma-focused interventions, person-centered therapy, mindfulness, psychoeducation, solution-focused strategies, caregiver coaching, and other clinically appropriate approaches. Treatment is individualized according to each client’s age, needs, circumstances, preferences, goals, and readiness for change.

In addition to direct clinical practice, Jackie has held clinical and program-leadership responsibilities and has provided clinical supervision, professional training, and consultation since 2008. Her supervisory and consultative experience includes community mental health, healthcare and medical social work, addiction and recovery, clinical documentation, risk assessment, ethical decision-making, case conceptualization, treatment planning, and professional development.

Jackie approaches therapy as a collaborative and respectful process. She works with clients to understand difficult experiences, recognize existing strengths, develop practical coping strategies, strengthen important relationships, and establish meaningful treatment goals. When working with children, she values the involvement of parents and caregivers and recognizes the important role that safe, responsive relationships can play in a child’s emotional and behavioral well-being.

Whether she is supporting a client, caregiver, family, developing clinician, or experienced professional, Jackie strives to provide a thoughtful, nonjudgmental environment in which questions are welcomed, challenges can be considered honestly, and growth can occur at a realistic and appropriate pace.

Jackie Girgis, LCSW

Licensed Clinical Social Worker,

California License No. 24895

SUCCESS STORIES

The following stories are based on general therapy stories. They are not based on any identifiable person, are not client or supervisee testimonials, and do not represent or guarantee treatment outcomes. Every person’s circumstances, treatment needs, participation, and progress are different.

Finding Space Between Worry and Action

An adult sought individual therapy after noticing that worry, perfectionism, and fear of disappointing others were affecting work, relationships, and the ability to rest. Even small decisions had begun to feel exhausting because every choice seemed to require predicting and preventing every possible outcome.

Through CBT, the client practiced recognizing anxious predictions, examining the evidence behind them, and developing more balanced responses. Therapy also focused on setting boundaries, tolerating uncertainty, and breaking overwhelming responsibilities into manageable steps.

Progress was gradual rather than perfect. Over time, the client became better able to notice when anxiety was taking over, pause before reacting, and choose a response based on present needs rather than fear. Difficult days still occurred, but they no longer automatically erased the progress that had been made.

Turning Daily Struggles Into Opportunities for Connection

A caregiver sought child therapy because everyday routines frequently resulted in frustration, refusal, and emotional outbursts. Both the child and caregiver had become caught in a cycle in which stress escalated quickly, making it difficult to feel connected or successful.

Through PCIT-based work, the caregiver learned and practiced specific skills for strengthening the relationship, giving clear directions, offering meaningful praise, and responding to challenging behavior more consistently. Sessions included education, observation, practice, and supportive coaching.

As these skills became more familiar, the caregiver began noticing positive interactions that had previously been overshadowed by conflict. Transitions became more manageable, communication became clearer, and both caregiver and child had more opportunities to experience cooperation and connection. The goal was not a perfectly behaved child or conflict-free home, but a stronger relationship and more effective tools for navigating difficult moments.

Growing From Clinical Knowledge Into Clinical Confidence

An early-career clinician entered supervision with a strong academic foundation but felt uncertain when translating theory into everyday clinical decisions. Complex cases, risk assessments, documentation requirements, and the desire to “get everything right” sometimes led to self-doubt and overly detailed notes.

Supervision provided a structured setting to slow down and examine clinical reasoning. The clinician practiced case conceptualization, risk-assessment conversations, treatment planning, documentation, boundary-setting, and ethical decision-making. Role-play and constructive feedback helped connect clinical concepts with practical application.

With continued practice, the clinician became more comfortable asking questions, identifying the most clinically relevant information, and explaining the reasoning behind treatment decisions. Confidence developed not from having every answer, but from learning how to think carefully, recognize limitations, seek consultation, and respond responsibly.

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