Xitlali (pronounced sit-LAH-lee) strives to create a warm, welcoming, and inclusive space where clients feel truly seen and supported. Her approach is holistic and integrative, drawing from evidence-based and creative practices such as Cognitive Behavior Therapy, Dialectical Behavior Therapy, Play Therapy, Mindfulness, Narrative Therapy, and Art Therapy. Xitlali has experience working with teens, adults, and families. Recognizing that healing is not one-size-fits-all, she honors the uniqueness of each individual. She is passionate about helping clients gain insight into their emotions, develop effective coping skills, and navigate life’s challenges with resilience.

As a first-generation Mexican American, Xitlali can understand the difficulties and stigma that come from seeking mental health services. She brings a multicultural lens to her work and is deeply committed to serving a diverse population. Her aim is to foster a therapeutic space where cultural identity is respected and valued, and where clients can explore their experiences with compassion, insight, and the opportunity for meaningful growth.

Supervised by Jane Kim, LCSW

Who I see as clients:
I work with children, adolescents, and adults navigating anxiety, identity development, family dynamics, and life transitions. As a first-generation Mexican American, I bring a multicultural lens to my work and am deeply committed to serving a diverse population. Cultural identity is respected and valued in my sessions, creating a space where clients can explore their experiences with compassion, insight, and the opportunity for meaningful growth.

My mission:
My mission is to help people connect with their true selves- to live with greater authenticity, emotional awareness, and inner peace. I hope to guide others in healing from the patterns that no longer serve them and in cultivating a life that feels fulfilling, balanced, and true to who they are.

Why I chose the population I work with:
I’ve always been drawn to working with young people and families because these are the formative years when identity, emotional regulation, and resilience are developing. Supporting clients during this stage allows me to help them create skills they can carry into the future, for themselves, their families, and for generations to come.

Why I chose my degree:
I chose to pursue my counseling degree to better understand how people grow, heal, and connect, both within themselves and with others. I value the power of representation and am passionate about helping break down barriers and stigma surrounding mental health in underrepresented communities.

How I hope to help people:
I strive to create a warm, collaborative space where clients feel seen, supported, and safe to explore their inner world. Together, we examine how personal history and present experiences inform patterns, decisions, and self-perception to empower clients to make choices that reflect who they are and who they want to become.

A tool or technique I’m excited to share:
I’m passionate about using mindfulness, acceptance, and values-based techniques to help clients build self-awareness and emotional flexibility. These approaches foster resilience and align daily actions with deeper values, creating lasting change that extends beyond therapy sessions.

Requirements for my degree: I obtained a Master of Science in Clinical Psychology degree at Benedictine University. The requirements of my degree were to obtain 60 or more semester hours taking classes such as ethics, counseling techniques, social and cultural foundations, family, and children and adolescent development. It was a requirement to complete a year-long on-site internship. I completed 750 hours at my internship placement, Wayne/Winfield Area Youth and Family Services (WAYS). During my time with WAYS, I worked with adolescents and adults focusing on issues such as anxiety, depression, life transitions, relational conflict, low self-esteem and motivation, and school issues to name a few. Additionally, I facilitated a structured, adult anger management course and a conflict management group for elementary-aged students.