Paméla Colón Grigas

My name is Paméla, I use they/them pronouns, and I am a psychometrist here at Parallel. I earned my M.S. in Clinical Psychology at the University of Connecticut, and my B.A. in Psychology at Purchase College. Most of my professional work has focused on marginalized group experiences and trauma and PTSD, but I am generally interested in helping people of all walks of life to understand and embrace the way their brains work and then cope with the challenges they face.

Happy girl surrounded by bubbles outlining features of a full psychoeducational learning assessment from parallel learning


Psychological Evaluations

Learning Evaluations

Social-Emotional Functioning

Mental Health

Testing Accommodations


Behavioral Difficulties


Elementary School

Middle School

High School







What advice would you give to a family who is on the fence about signing up for a learning assessment (or counseling/therapy)?

Seeking services isn’t a light decision nor one that should be made hastily, so hesitance is normal and understandable; the support seeking process requires that you open yourself up to others to ask for help, and I know that’s a really vulnerable place to be. My advice, generally, is to do your best to find providers that you feel you can trust and develop a relationship with, and work with organizations whose values and goals align with yours. Rapport and collaboration are essential for what we do, so look for the helpers that will work alongside you, transparently and with your input at the fore. Hopefully that will make you feel more comfortable.

Why are you passionate about helping students with learning differences?

My passion for helping students who face learning difficulties comes from my own difficulties as an adolescent. I did really poorly in school for a while and I felt very out of control, like I didn’t know what was happening to me, but when I got the help I needed I was able to graduate high school and do so much more than I ever thought I could. I know what it’s like to not only struggle personally, but to also face hardship in the support seeking process. This is what motivates me. I want to be the clinician for students that I wanted and deserved back then—one who cared about my specific challenges, wanted to get to know me, did not want to change essential parts of me, and never gave up on helping me achieve my goals.

What excites you about Parallel?

Parallel excites me so much because their core values so closely reflect mine. Parallel wants to provide support to students, families, and individuals in empowering, neurodivergency-affirming ways that seek to problem solve and support. Ultimately, I am impassioned about working with Parallel because their founder and the rest of the team are dedicated to changing the impersonal, harmfully routinized, and deficit-based models that are too often utilized in the field. I truly believe Parallel is committed to challenging and changing the ways that assessments and other support services are provided the field over, for the betterment of all involved.

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