About Peer Play Mission

Meet our team

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  Francisco Rocco, PhD

  Director

  Developmental Psychology · CA license PSY 20894

  Dr. Rocco is a licensed clinical psychologist specializing in the assessment and treatment of developmental differences in young children. He earned his doctoral degree from the University of California, Santa Barbara, and recently retired from his position as Assistant Clinical Professor at the UCSF Multidisciplinary Assessment Center (MDAC), part of the Department of Pediatrics at San Francisco General Hospital.

  Over the past 20 years, Dr. Rocco has dedicated himself to building community and supporting children and families through a play-based, client-centered approach grounded in strong advocacy. During his time at MDAC, he oversaw thousands of diagnostic and early intervention cases and mentored dozens of early-career clinicians. Today, as director of the Peer Play Mission clinic, he continues to draw on his decades of experience to create a safe and welcoming play space where children and parents feel seen, valued, and cared for.

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  Gissela Norio, BA

  Clinical Coordinator

  Gissela ensures that every child and family receives compassionate, individualized support throughout their experience at Peer Play. She oversees the intake process, coordinates services, collaborates with families and multidisciplinary providers, and helps match children with the groups and programs that best meet their needs. The Clinical Coordinator also supports clinical staff, maintains quality standards, and helps create a welcoming, organized environment where children can build meaningful relationships, develop social-emotional skills, and thrive. Gissela has a BA in psychology from San José State University and 10 years of experience at Peer Play.

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  Carolina "CoiCoi" Duncan

  Carolina Duncan is a circus artist, clown, and educator who believes every child deserves to experience the joy of being seen, celebrated, and successful through play. With over 15 years of experience working with children and families, she uses movement, imagination, and creative exploration to help build confidence, communication, self-expression, and meaningful connections.

  As the founder of Duncan Playful Circus and director of Voltereta, Carolina creates playful, inclusive environments where children can learn at their own pace, embrace challenges, and discover what they're capable of. Her approach combines circus arts, creativity, and social-emotional learning to support each child's unique strengths while making every session fun, engaging, and full of possibility.

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  Jhon Alejandro Narváez Vásquez "Alejo"

  Alejo holds a degree in Physical Education and Sports in Colombia, with more than 10 years of experience in inclusive education for functional diversity, especially through integrative dance and artistic and corporal methodologies adapted to diverse learning needs.

  Throughout his career, he has worked as an instructor and facilitator in physical education, dance, circus arts, body expression, cooperative games, and socio-emotional development activities, promoting safe, inclusive, and creative spaces. His pedagogical approach combines learning through movement, teamwork, and the development of life skills, favoring the participation of all students, regardless of ability.

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  Mary Sol Gomez de la Riva

  Mary Sol is a musician and percussionist, an educator in the public school system for twenty years, a community organizer, and a facilitator of wellness practices (Chi Kung, guided meditations, and drum and song circles) for youth and adults. She enjoys teaching uplifting, improvisational rhythm workshops and creating inclusive environments for all those she works with.

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  Clinical Psychology Interns

  Our Clinical Psychology Interns are advanced graduate trainees working toward licensure under the supervision of licensed clinical professionals. As valued members of the Peer Play team, they help facilitate social groups, support children's social-emotional development through play-based interactions, assist with intake appointments and observations, and communicate with families to help ensure a collaborative and supportive experience. Their training is grounded in evidence-based, relationship-centered care, allowing them to contribute meaningful support while continuing to develop their clinical skills in a supervised learning environment.