Liza Mordkovich

Liza Mordkovich LCSW, LCAT Psychotherapist in private practice. CEO of Brooklyn Mindfulness and Psychotherapy group collective. Educator. Advocate. Coach. Entrepreneur.

We are a group practice of compassionate, licensed psychotherapists. We offer Cognitive Behavioral Therapy, Dialectical Behavioral Therapy, Art Therapy and Mindfulness in a supportive environment. We specialize in treating anxiety, perinatal mental health, parenting, substance use, couples and children and teens.

ACT Skill: Cognitive Defusion 🌊Our thoughts can feel incredibly convincing—especially when we’re anxious, overwhelmed, o...
09/05/2026

ACT Skill: Cognitive Defusion 🌊

Our thoughts can feel incredibly convincing—especially when we’re anxious, overwhelmed, or uncertain. But having a thought doesn’t automatically make it true, important, or something we need to act on.

In Acceptance and Commitment Therapy (ACT), cognitive defusion is the practice of creating a little space between ourselves and our thoughts. Rather than trying to eliminate difficult thoughts or argue with them, we learn to notice them for what they are: words, images, predictions, memories, and stories produced by the mind.

Instead of:
“I’m going to fail.”

Try:
“I’m noticing that I’m having the thought that I’m going to fail.”

That small shift can help us move from being inside the thought to observing the thought.

Think of thoughts like waves in the ocean. 🌊 Some are small, some feel enormous, and some arrive when we least expect them. We don’t have to stop the waves—and we don’t have to ride every one.

✨ Notice the thought.
✨ Name what your mind is doing.
✨ Allow the thought to be present without treating it as a fact.
✨ Bring your attention back to the present moment.
✨ Ask yourself: “What matters to me, and what action do I want to take right now?”

ACT isn’t about creating a life without uncomfortable thoughts or feelings. It’s about developing the flexibility to experience them without allowing them to determine every choice we make.

You can have the thought—and still choose your next step.

Brooklyn Mindful
brooklynmindful.com

ACT Skill: Notice, Name, Choose 🌿When difficult thoughts or emotions show up, our instinct may be to fight them, avoid t...
09/04/2026

ACT Skill: Notice, Name, Choose 🌿

When difficult thoughts or emotions show up, our instinct may be to fight them, avoid them, or get pulled into them. Acceptance and Commitment Therapy (ACT) offers another option: create a little space between what you’re experiencing and what you choose to do next.

👁️ NOTICE
Pause and gently observe what is happening in the present moment. What thoughts are showing up? What emotions or physical sensations do you notice? You don’t have to change them—simply recognize that they’re there.

💭 NAME
Put words to your experience. Try: “I’m noticing anxiety,” “I’m having the thought that I can’t handle this,” or “I’m noticing an urge to avoid this.” Naming the experience can help you see a thought as a thought rather than something you automatically have to obey.

🧭 CHOOSE
Ask yourself: What matters to me in this moment, and what small action would move me in that direction? You can experience discomfort and still choose an action that reflects your values.

ACT isn’t about eliminating uncomfortable thoughts and feelings. It’s about developing greater psychological flexibility—the ability to make room for your internal experiences while continuing to build a meaningful life.

🌊 You can’t always control the waves, but you can choose how you move through them.

IEP vs. 504 Plan: What’s the Difference? As children head back to school, families may hear the terms IEP and 504 Plan—b...
09/02/2026

IEP vs. 504 Plan: What’s the Difference?

As children head back to school, families may hear the terms IEP and 504 Plan—but they aren’t the same. Both can provide important protections and supports for students with disabilities, but they serve different purposes.

An IEP (Individualized Education Program) is provided under the Individuals with Disabilities Education Act (IDEA). A student must meet eligibility requirements under one of IDEA’s disability categories and need special education and related services because of the disability. An IEP is individualized and may include specialized instruction, accommodations, related services, measurable annual goals, progress monitoring, and specific information about how and where services will be provided.

A 504 Plan is provided under Section 504 of the Rehabilitation Act, a federal civil-rights law. It protects students whose physical or mental impairment substantially limits one or more major life activities. A student does not have to require special education to qualify. A 504 Plan commonly provides accommodations and supports that allow the student to access school and learning alongside their peers—such as extended testing time, preferential seating, breaks, assistive technology, modified attendance procedures, or supports related to a medical or mental-health need.

One of the biggest distinctions is this: an IEP provides an individualized special-education program, while a 504 Plan primarily focuses on equal access and removing disability-related barriers.

And remember: needing support is not a failure. The goal isn’t simply to have an IEP or 504 Plan—it is to make sure the plan your child has actually addresses their individual needs.

As the new school year begins, ask yourself: Are my child’s accommodations and services actually being implemented? Are they working? Is my child making meaningful progress?

If the answer is no, families have the right to ask questions, request a meeting, and advocate for changes. 💜

Every child deserves the opportunity to access their education, feel supported, and thrive.

Self as Context is a core skill in Acceptance and Commitment Therapy (ACT). It reminds us that we are not our thoughts, ...
09/01/2026

Self as Context is a core skill in Acceptance and Commitment Therapy (ACT). It reminds us that we are not our thoughts, emotions, fears, or worries—we are the person noticing them.

Our minds are constantly producing thoughts: “What if something goes wrong?” “I can’t handle this.” “I should have done things differently.” ACT doesn’t ask us to eliminate these thoughts or force ourselves to think positively. Instead, we practice noticing what our mind is saying without automatically treating every thought as a fact.

Try creating a little space between you and the thought:

Instead of: “I’m going to fail.”
Try: “I’m noticing that my mind is telling me I’m going to fail.”

That small shift can help us step out of autopilot. The thought may still be there, but we can choose what we do next based on our values rather than our fear.

You can notice anxiety without letting anxiety make every decision.
You can experience uncertainty without needing to solve it immediately.
You can have a difficult thought without having to believe, fight, or obey it.

💜 Awareness creates space. Space creates choice. And choice allows us to move toward what matters.

That’s the power of ACT.

ACT reminds us that we don’t have to get rid of difficult thoughts or feelings in order to reconnect with the present mo...
08/27/2026

ACT reminds us that we don’t have to get rid of difficult thoughts or feelings in order to reconnect with the present moment.

When your mind feels overwhelmed, try anchoring yourself in the here and now:

Pause and notice 3 things you can see, 3 things you can physically feel, and 3 things you can hear.

The goal isn’t to force anxiety, sadness, or uncomfortable thoughts to disappear. Instead, you’re practicing making room for what is happening internally while gently bringing your attention back to what is happening right now.

Sometimes the mind pulls us into the past or races ahead into the future. Anchoring can help us reconnect with the present and choose how we want to respond rather than automatically reacting to every thought or feeling.

You don’t have to control every wave. You can learn how to stay grounded while the waves come and go.

ACT Skill: Self as Context Our thoughts and emotions can feel incredibly powerful—especially when we’re anxious, overwhe...
08/26/2026

ACT Skill: Self as Context

Our thoughts and emotions can feel incredibly powerful—especially when we’re anxious, overwhelmed, or caught in a cycle of overthinking. ACT (Acceptance and Commitment Therapy) teaches us that while we experience our thoughts and feelings, we are not defined by them.

Self as Context is the practice of recognizing the part of you that can step back and notice what is happening internally.

Instead of:
“I am anxious.”

Try:
“I notice that I’m experiencing anxiety right now.”

Instead of:
“I’m a failure.”

Try:
“I’m noticing my mind telling me the story that I’m a failure.”

That small shift creates space between you and what your mind is saying.

Thoughts can change.
Feelings can rise and fall.
Circumstances can change.

But you can remain the observer—the awareness that notices these experiences without needing to become them.

The goal isn’t to eliminate uncomfortable thoughts or force yourself to think positively. It’s learning to notice what is happening, make room for the experience, reconnect with the present moment, and choose actions based on what truly matters to you.

You are not every thought your mind produces. You are the person noticing the thought—and deciding what comes next. 💜

Every child deserves the opportunity to thrive. 💜Children with learning differences are no exception. The right support ...
08/24/2026

Every child deserves the opportunity to thrive. 💜

Children with learning differences are no exception. The right support can make a meaningful difference—not only academically, but in a child’s confidence, independence, and sense of belonging at school.

An IEP should be more than a document. It should reflect your child’s individual strengths, challenges, learning needs, and goals—and the services and accommodations written into it should actually be implemented.

IEP advocacy can help parents better understand their child’s rights, prepare for meetings, communicate concerns with the school team, review current supports, and advocate for changes when a plan is no longer meeting their child’s needs.

You know your child. You deserve to have your concerns heard, your questions answered, and a meaningful voice at the table.

Brooklyn Mindful offers virtual IEP advocacy and parent consultation to help families feel more informed, prepared, and supported throughout the process.

💜 Every child deserves the chance to learn, grow, and thrive.

Back-to-school season can bring excitement—but for families of children with IEPs, it can also bring questions, concerns...
08/24/2026

Back-to-school season can bring excitement—but for families of children with IEPs, it can also bring questions, concerns, and uncertainty about whether the right supports are actually in place.

At Brooklyn Mindful, our virtual IEP advocacy services help parents navigate the special education process with greater clarity and confidence. Our advocates can work with you to review your child’s IEP, identify areas of concern, prepare for upcoming meetings, and help you understand the services, accommodations, modifications, and goals included in your child’s plan.

We can also attend IEP meetings virtually with you, help you communicate your concerns to the school team, ask important questions, and support productive conversations about what your child needs to succeed.

As your child heads back to school, consider asking:

Are the supports written into the IEP actually being implemented?
Are the current goals appropriate for my child’s needs?
How will progress be measured and communicated to me?
What happens if the current supports aren’t working?

You don’t have to navigate these conversations alone. Our advocacy services are available virtually, making it easier for families to receive support before, during, and after school meetings.

📚 Back to school is an important time to make sure your child’s IEP is more than paperwork—it should be a meaningful plan designed around your child’s individual educational needs.

Contact Brooklyn Mindful to learn more about our virtual IEP advocacy and parent support services.

As we head back to school, remember: an IEP is only effective when the supports written into it are actually being imple...
08/23/2026

As we head back to school, remember: an IEP is only effective when the supports written into it are actually being implemented and helping your child. 💜

One of the most important questions parents can ask is:

“Are the supports in my child’s IEP actually being implemented—and how is my child responding to them?”

Pay attention not only to grades, but also to your child’s emotional well-being, confidence, behavior, participation, and ability to access learning. An accommodation or service may look appropriate on paper but still not be meeting your child’s needs in practice.

If your child continues to struggle, you do not necessarily have to wait until the next annual review. Consider communicating your concerns to the school and requesting an IEP meeting to discuss your child’s progress and whether changes should be considered.

If the supports aren’t working, advocate for the IEP to be revisited.

Need help understanding the process or preparing to advocate for your child? Contact Brooklyn Mindful to speak with an advocate.

IEP advocacy is about more than attending meetings, reviewing paperwork, or checking boxes. It is about making sure a ch...
08/21/2026

IEP advocacy is about more than attending meetings, reviewing paperwork, or checking boxes. It is about making sure a child is truly seen, understood, and supported within their educational environment.

When a child is struggling, the conversation shouldn’t stop at, “Why can’t they keep up?” Instead, we can ask: What is getting in the way? What support is missing? What does this individual child need in order to meaningfully access their education?

Every child brings a different combination of strengths, challenges, learning styles, communication needs, and experiences into the classroom. An effective IEP should reflect the child in front of us—not simply the programs, services, or accommodations that happen to already be available.

Advocacy is not asking for special treatment. It is asking for an individualized plan that gives a child a meaningful opportunity to learn, participate, grow, and belong.

Parents and caregivers can be an incredibly important voice at the IEP table. Asking questions, requesting clarification, sharing what you see at home, and continuing to advocate when something isn’t working are all meaningful parts of the process.

The goal isn’t to make a child fit into an existing system. The goal is to identify the supports that allow that child to thrive within their school community. 💜

Address

26 Court Street, 352 7th Avenue
New York, NY
11201,10003

Telephone

+19177406291

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