Meet Jaz,
Jasmine Gomez-Drummer, M.A., is a clinician, educator, and emerging consultant whose work sits at the intersection of trauma, identity, and systemic experience. Her approach is grounded in the understanding that mental health is shaped by the environments people move through, the identities they hold, and the systems they are navigating. She is particularly interested in how race, lived experience, and structural inequities influence psychological well-being, engagement in care, and long-term outcomes.
Her clinical work spans children, adolescents, and adults with histories of complex and developmental trauma. Jasmine provides both therapeutic services and comprehensive psychological and forensic evaluations, working closely with multidisciplinary systems to assess risk, attachment, and family dynamics. She integrates interpersonal, trauma-informed, and expressive approaches, with an emphasis on creating spaces that feel both grounded and culturally attuned.
Jasmine is currently completing her Doctorate in Clinical Psychology at William James College, where she also earned her Master of Arts in Professional Psychology. She received her Bachelor of Arts in Africana Studies, with a minor in Psychology, from the University of Arizona.
In addition to her clinical training, Jasmine serves as an Adjunct Instructor at Middlesex Community College in Lowell, Massachusetts, where she teaches Introduction to Psychology through an inclusive and applied lens, encouraging students to think critically about the relationship between theory, identity, and real-world contexts.
She has also engaged in international, community-based work, including collaborating with local partners in Guyana to facilitate suicide prevention and psychoeducational workshops for youth, families, and community members.
Jasmine’s ongoing work continues to focus on trauma, racial identity, and burnout, particularly within underserved and historically marginalized communities. Grounded in her academic and clinical training, her work reflects a broader commitment to both individual healing and systemic change.
Our Framework
At its core, the framework creates space to slow down and examine how identity and environment interact in real time. It highlights experiences such as visibility, code-switching, and the negotiation of belonging, particularly for individuals from underrepresented or marginalized backgrounds. Through this lens, TiL supports greater awareness, intentional engagement, and lasting shifts in how individuals and communities move through these spaces, without requiring the loss of authenticity.
TiL framework is grounded in the understanding that individuals do not navigate academic and professional spaces in isolation, but through the lens of their identities, lived experiences, and the environments they occupy. It centers the often unspoken pressures within high-performance spaces, including the need to adapt, manage perception, and navigate expectations that are rarely made explicit.