Who We Are
Our Story and Values
Accelerate When Possible, Support When Necessary, Enrich Always
It is often very difficult for 2e learners to find any setting where both areas of remarkable talent and areas of significant challenge are simultaneously understood and nurtured, and where social-emotional growth is prioritized without compromising intellectual or academic pursuits.
Our Mission is to create just that – a haven for learning and growth, where social-emotional support, skill-building, and talent development are delivered simultaneously, in one place, in a comprehensive and well-coordinated program tailored to the learner's specific needs. We focus on nurturing mutually respectful relationships, healthy self-esteem and effective communication skills in the context of enjoyable activities.
Our vision is to help create paradigm shifts in the worlds of Education and Therapeutic disciplines, where "2e" becomes commonplace and widely understood, where measurement instruments no longer supersede in-depth perspectives, where education and therapy don't need to be separated.
We envision learning to become universally personalized, where school and life are no longer separate.
We see classrooms as innovative think-tanks, where interests are at once respected and expanded, where autonomy is praised and connected to a healthy appreciation of the freedom of others, and where individuality is embraced and simultaneously paired with a sense of service to society.
From our Founder:
As a psychiatrist, I started this project because I deeply believe that no diagnostic measure could possibly encapsulate the richness of a human mind and that no diagnostic term could ever place a cap on potential.
As a parent, I wished for therapeutic support to be embedded within all educational and recreational activities, for everyone, such that there was no longer any distinction between “therapy” and “life”, "therapist" and "teacher".
I wished for anxious brilliant children to relax, let go, run around, learn to bike, learn to swim, and just be “children” while still being mathematicians, astronauts, musicians, artists, doctors, engineers, inventors, coders and everything in between. I wished for them to learn how to communicate how they felt, safely and effectively, and I wanted the world to learn how to hear them, even if they didn’t utter any words. I wished for them to have a safe “launching pad”, where they could acquire the skills necessary to fully embrace the opportunities of life, and the confidence to meet any challenge that comes their way.
Our History
Our Vision
At 2e4Me Academy, our remarkable team consists of qualified staff who are deeply passionate about supporting our unique kids. Each member is committed to creating an inclusive environment where every child feels valued and understood.
Inspired by the positive feedback from our kids, we know our staff's warmth and understanding make all the difference in their educational journey. Join us to see how our staff creates a wonderful place for your children!
Our Team
Our Leadership Team
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Founder, Certified Collaborative & Proactive Solutions Provider, Board Certified Psychiatrist Licensed in the State of California
Dr. Jabri has been practicing as a psychiatrist in various clinical settings since 2014, and has enjoyed teaching children since 1998, and graduate-doctoral level students in academic and community settings since 2010.
Dr. Jabri designed the 2e4Me Program because she needed something exactly like it.
Dr Jabri enjoys working with our students directly as an "undercover" therapist" while teaching many of the Science and Social-Emotional learning classes herself.
The students call her "Ms Lamis" as they view her as their teacher or "principal".
Dr. Jabri achieved certification in Collaborative & Proactive Solutions (CPS/LITB) through Lives in the Balance with Ross Greene, PhD. She fosters an environment where children are encouraged to express their concerns truthfully and trust that they are heard. She specializes in helping teachers and families understand the unsolved problems that are preventing students from meeting expectations, and then engage students in solving those problems collaboratively. Learn more by visiting the Collaborative & Proactive Solutions (CPS/LITB) www.livesinthebalance.org model, as well as Bridges Academy's dual differentiation and Badges models https://bridges.edu/how-we-know-what-we-know/.
Centering on these models unlocks the path forward in the classroom, the playground, and everywhere.
Dr. Jabri also offers psychiatric assessments, individual and family counseling.
*Collaborative & Proactive Solutions(CPS/LITB) was first developed in 1998, is owned and developed by Dr. Ross Green, PhD at Lives in the Balance in Portland, ME.
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Educational Psychology Lead Therapist
Our very own Zen Master! Father, coach, therapist and so much more - Steve is the absolute essence of our program. He has 20 years of experience working with children and adults, supporting and scaffolding areas of developmental need. He helps everyone problem-solve effectively, within a collaborative framework which validates the child's feelings and encourages self-advocacy. Steve helps everyone include the children as partners identifying, describing and solving problems which underlie common challenges. Steve is masterful at implementing strengths-based strategies to teach each child the essential skills they need. He is extremely patient, attentive, thoughtful, empathetic and respectful.
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Educational Therapy & Curriculum Design, Director of Education in Science & Mathematics
Dr. Locoh-A is a talented, enthusiastic, and seasoned educational therapist.
She earned a doctoral degree in Learning Sciences from the University of Illinois at Chicago, specializing in Mathematics and Science education. She possesses a wealth of experience in K-12 and post-secondary education, with a focus on comprehensive assessment, strengths-based curriculum design and foundational learning skills. Dr. Locoh-A enjoys working directly with each of her students, tailoring curricular content and format to suit every learner's interests, strengths and needs. Her passion for teaching Mathematics and Science is infectious and has spread to everyone around her.
Dedicated to teaching children the way they learn best, her boundless creativity, engaging nature, and personalized approach make her a perfect fit for the gifted and twice exceptional learners at 2e4Me Academy. Ever since joining us in December 2023 she has significantly elevated the educational experience of all her students, and inspired them to embrace the Growth Minds
Board of Directors
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Founder, Certified Collaborative & Proactive Solutions Provider, Board Certified Psychiatrist Licensed in the State of California
Dr. Jabri is the founder and Program Director of 2e4Me Academy Inc. She is a Board-Certified Psychiatrist, educator, and mother of a twice-exceptional son. Dr. Jabri designed our comprehensive program by merging the clinical principles of Dr. Ross Greene's Collaborative and Proactive Solutions model, with the educational principles of strengths-based learning, dual differentiation and talent development. In addition to directing the 2e4Me Academy programs, Dr. Jabri runs a private practice in Newport Beach, California, with a special focus on helping neurodivergent individuals and their families thrive across the lifespan. Dr. Jabri offers Medication Management, Screening and Assessment, Second Opinion, Parent/Family Counseling, and Individual and Group Counseling. She is dedicated to helping individuals and families understand neurodevelopment and twice exceptionality.
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Co-Chairman of the Board of Directors
Ariel Eckfeld, PhD, is a licensed pediatric neuropsychologist who specializes in evaluating children, adolescents, and young adults with complex presentations, especially twice-exceptional youth. Dr. Eckfeld earned her undergraduate degree with a dual major in Neuroscience & Behavioral Biology and Psychology at Emory University, then worked at NYU’s Institute for Pediatric Neuroscience. She completed her Ph.D. in clinical psychology at UCLA, working in various academic and hospital settings, including CHLA and CHOC. Dr. Eckfeld has been a longstanding member of the scientific and academic communities, presenting neurocognitive and neuroimaging (i.e., MRI) research at several international annual conferences. She currently works in private practice at a multidisciplinary clinic, consults for a pharmaceutical company, guest lectures within the Orange County community, and supervises graduate students’ assessments at the UCLA Psychology Clinic.
Dr. Eckfeld is the proud parent of twice-exceptional children, one of whom attends 2e4Me Academy. She is passionate about supporting this unique community.
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Co-Chairman of the Board of Directors
Hillary Murphy is a dedicated advocate for neurodiverse individuals, combining her professional expertise and personal experience to support families and children with complex needs. She currently serves on the Boards of 2e4Me Academy Inc. in Newport Beach and Helping the Behaviorally Challenging Child (HBCC) in Tustin, working to improve education and mental health resources for twice-exceptional (2e) children.
Before dedicating herself to advocacy, Hillary ran her own successful design firm for 15 years, honing her creativity, strategic thinking, and leadership skills. This entrepreneurial background gives her a unique perspective on problem-solving and project management, which she now applies to her advocacy work and board leadership.
Hillary is currently in the Certification Program at Think:Kids in the Department of Psychiatry at Massachusetts General Hospital which owns and develops Collaborative Problem Solving®(CPS/TK). She helps parents navigate the challenges of raising 2e children, offering guidance and practical strategies to support their children's growth. As the parent of a twice-exceptional child, she brings both personal insight and professional expertise to her work, making her a compassionate and effective resource for families.
Hillary lives in Newport Beach with her husband, Ryan, and their two children. Her mission is to build inclusive systems that celebrate the unique strengths of neurodiverse individuals and empower them to thrive.
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Member of the Board of Directors and Founder /CEO of Helping the Behaviorally Challenging Child (HBCC)
Debra Ann Afarian founded HBCC located in Tustin, California in 2013 after a career as a commercial dancer and stay-at-home mother of 2 sons, born in 1994 & 1995. As the parent of a formerly challenging, and twice-exceptional child, she saw firsthand how behaviors were misunderstood. She now makes it her mission to enlighten others that adult/child power struggles can be understood in a whole new way which then breaks the cycle of misunderstanding challenging, complex behaviors as defiant, attention seeking and/or poorly parented. She has developed programming that helps parents, caregivers, educators, and clinicians understand that challenging behaviors are the result of key skills that need to be built in areas like frustration tolerance, flexibility, emotional regulation and communication of needs/thoughts. HBCC provides training, coaching and therapy using neurodivergent affirming approaches. Debra Ann was originally trained at the now dissolved “CPS Institute” and has been using Collaborative Problem Solving®(CPS/TK) since 2003. She became certified in Collaborative Problem Solving®(CPS/TK) in 2011 through Think:Kids, a program in the Department of Psychiatry at Massachusetts General Hospital in Boston. She is passionate to provide case management in helping the behaviorally challenging child to Impact Outcomes and Change Lives.
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Member of the Board of Directors
Joan McCarthy’s journey into advocacy and education began with her most important role - becoming a mother. Raising twice-exceptional (2e) children inspired her to educate herself on health, neurodiversity, educational policy, and the need for inclusive learning environments.
With a background in homeschooling and education, along with firsthand experience as a 2e parent, Joan brings valuable insight into alternative learning models. She is also a trained policy advocate, passionate about protecting the rights of neurodivergent children and ensuring they have access to the support they need to thrive. A successful business owner in Orange County for nearly two decades, she also brings strong leadership and a commitment to community engagement. She lives in Orange with her husband, three children, and a lively household of pets.
As a board member of 2e4ME Academy, she is working towards building homeschooling and enrichment programs that meet the unique interests of our students, where All learners are supported and empowered to thrive.
Advisory Board
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Advisory Board Member
Michael Burke is a dedicated father, seasoned lawyer and astute business strategist. He has advised clients in national and international matters, including marina and airport development projects; hotel projects; and technology transfers and logistics with the US Department of Defense and State Department. He represents corporate clients in shareholder and partnership disputes, white collar and regulatory compliance cases, and trade secret matters. Previously, Michael was an attorney at the international law firm of Morrison & Foerster; a judicial law clerk for the US District Court and the Ninth Circuit Court of Appeal; and a policy consultant at the RAND Corporation, a global nonpartisan think tank. Michael studied law at UCLA School of Law, business strategy at Cornell University’s Graduate School of Management, and has undergraduate degrees in cognitive science, psychology, and political science.
On the personal front, Michael is married and is the father of two extraordinary girls with special needs, including a daughter that is a student at 2e4Me Academy. He is a passionate advocate for those on the autism spectrum and with other learning challenges. He serves on boards and committees of some of the leading organizations in this field, including UCLA’s Center for Autism Research and Treatment (CART); UC-Irvine’s Center for Autism and Neurodevelopmental Disorders (CAND); and the In STEPPS Academy (a non-profit school for autistic children). He has also advised school districts on effective delivery of programs and services to their students with special needs. Michael has been honored by the United States Congress for his contributions in these fields.
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Advisory Board Member
Kim Vargas is the Director of Admissions at the Bridges Graduate School and Bridges Academy Online. She has professional history in the education of twice exceptional students. After receiving her bachelor’s degree in Education from the University of Southern California, Kim obtained her Master’s Degree in Special Education for the Gifted and Talented from California State University at Los Angeles, where she studied under noted Gifted and Talented expert, Dr. Barbara Clark. She recently returned to Cal Poly University, Pomona to acquire a special education teaching credential for mild to moderate learning disabilities.
Kim taught in the South Pasadena Unified School District as the visiting teacher for students requiring in-home educational services. Over the years, Kim provided differentiated high school courses to accommodate the unique needs of her students,which ensured their academic success and satisfied credit requirements. She is the parent of a twice exceptional son and graduate from the Bridges Academy.
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Advisory Board Member
Dr. Lin Lim has a Ph.D. in human development psychology from Boston University, an Academic Graduate Certificate in twice-exceptional education from Bridges Graduate School of Cognitive Diversity in Education, and an Academic Graduate Certificate in Mind, Brain, and Education from Johns Hopkins University Graduate School of Education. Being a first-generation immigrant raising second-generation Asian American teens, she has a special interest in sustainable well-being and complex outlier
lifespan development through a relational cultural dynamic systems perspective.
Dr. Lim volunteers for gifted-related non-profits, currently serving on the board of Gifted Homeschoolers Forum (GHF), the PECAB advisory for the National Association of Gifted Children (NAGC), PGRetreat, and has been the president of Supporting Emotional Needs of the Gifted (SENG) since 2022. She is currently a Dean at Bridges Graduate School of Cognitive Diversity in Education, pursuing an MBA at UCLA, and founder of Quark Collaboration Institute Inc. She is an international presenter, author, and creator of NEST!® Visit her website at zenliving.com and contact her through linkedin.com/in/linlimgoh
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Advisory Board Member
Karen is a New Jersey native who is embarking on her third career. Her first was as a modern dancer, with a BA in dance from Rutgers University and an MA in dance from New York University. Besides working with Toronto Dance Theatre, she was also a member of the dance departments at both Chapman University and the University of California, Irvine. Her second career was as a teacher at The Prentice School in Santa Ana for nine years. She then became the principal of the junior/senior high school for the next twelve. Karen holds a multiple subject and administration credential from UCI, a special education credential from Chapman, and a Slingerland Training certificate from USD. As of 2022, Karen has earned several credentials from the California Commission on Teacher Credentialing, which include an Administrative Services Credential, Specialist Instruction Credential in Special Education, and Multiple Subject Teaching Credential.
While at Prentice, Karen also was a founding board member of the New Vista School in Laguna Hills. Karen currently holds an educational therapy certificate from the University of California, Riverside. Concurrently she has begun a private practice that focuses on educational case management. In collaboration with a referring therapist, educational lawyer or school, Karen works with the student, the parent, the school counselor, the teacher, and/or the therapist. Her primary responsibility is to keep everyone in the loop as she supports the student to successfully navigate through the curriculum; thus allowing the student to remain at school. Consequently, if a student needs to transfer to another educational institution, Karen will also aid in this process.