"Although the world is full of suffering, it is full also of the overcoming of it."
- Helen Keller
- Helen Keller
I am available to contract with organizations, institutions, and practice groups to provide individual and group supervision to both post-graduate clinicians (ASW, MFT, PCC) and graduate students (MSW Interns, MFT/PCC Trainees) in California. Please see About page for a complete list of universities whom I have contracted with in the past, located under the Certifications section. I am also available to conduct trainings on Trauma-Informed Supervision.
I have obtained 21 continuing education units (CEUs) required for supervising ASW, AMFT, and APCC associates through the California Board of Behavioral Sciences (BBS). In keeping with the BBS regulations, I take the required six CEUs each renewal period and am able to provide proof of certifications upon request.
I have obtained 21 continuing education units (CEUs) required for supervising ASW, AMFT, and APCC associates through the California Board of Behavioral Sciences (BBS). In keeping with the BBS regulations, I take the required six CEUs each renewal period and am able to provide proof of certifications upon request.
- For rates: click here
- For trauma specializations: click here
- For modality specializations: click here.
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Supervision is an honor and an art form.
I genuinely love supporting growing clinicians on their professional and personal journeys. Being a clinical supervisor is a role that I take very seriously and with much commitment. I am dedicated to ensuring that I am constantly modeling and teaching the person-centered, trauma-informed, strengths-based, culturally-empathetic approaches that I expect my supervisees to practice in their work with clients. I have supervised clinicians in diverse roles and environments, such as outpatient mental health therapists, homeless service case managers, and jail in-reach providers. My goal is to partner with- and lead- strong, competent clinicians who exude the highest degree of ethics and care. |
Approach
My overall supervisory style can be described as a supportive, relational, empowering, and didactic parternship. The therapeutic models I draw from in my work with clients also influence my supervisory style (e.g. Trauma-Informed Care, Relational-Cultural Theory, Parts Work). I value consistency, reliability, organization, genuine use of self, empathy, and humility. I enjoy working with clinicians who are eager to learn and engage in the deep, personal work that also arises in this field; if we are to expect our clients to engage in this work, I believe we should do the same. The support a supervisee receives in supervision is highly influential in their work with clients, especially as it can be a parallel process for the therapeutic environment they provide. My goal is to foster a compassionate, non-judgmental, curious, and supportive space.
My overall supervisory style can be described as a supportive, relational, empowering, and didactic parternship. The therapeutic models I draw from in my work with clients also influence my supervisory style (e.g. Trauma-Informed Care, Relational-Cultural Theory, Parts Work). I value consistency, reliability, organization, genuine use of self, empathy, and humility. I enjoy working with clinicians who are eager to learn and engage in the deep, personal work that also arises in this field; if we are to expect our clients to engage in this work, I believe we should do the same. The support a supervisee receives in supervision is highly influential in their work with clients, especially as it can be a parallel process for the therapeutic environment they provide. My goal is to foster a compassionate, non-judgmental, curious, and supportive space.
Emphasis on Vicarious Trauma and Resilience
If you are an empath or Highly Sensitive Person (HSP), it's impossible to not experience a toll, specifically the emotional and somatic residue from being exposed to the suffering of others. And as much as it is considered to be the "cost" of the helping profession, it is sadly still often a taboo topic amongst helpers. If your schooling was like mine, you were also most likely not taught about this either; let's change that. If you work with me for clinical supervision, I will regularly check in with you about what you are noticing in yourself in response to the work, especially if you deal with trauma. I will of course also encourage you to seek out a trauma-informed therapist as well, as I believe that everyone in this field should be in their own therapy. I place an emphasis on trauma stewardship, a term coined by Laura van Dernoot Lipsky, which is a practice through which we tend to the hardship, pain, or trauma we are exposed to, with the goal of keeping ourselves healthy enough to stay in the field over the long-term.
If you are an empath or Highly Sensitive Person (HSP), it's impossible to not experience a toll, specifically the emotional and somatic residue from being exposed to the suffering of others. And as much as it is considered to be the "cost" of the helping profession, it is sadly still often a taboo topic amongst helpers. If your schooling was like mine, you were also most likely not taught about this either; let's change that. If you work with me for clinical supervision, I will regularly check in with you about what you are noticing in yourself in response to the work, especially if you deal with trauma. I will of course also encourage you to seek out a trauma-informed therapist as well, as I believe that everyone in this field should be in their own therapy. I place an emphasis on trauma stewardship, a term coined by Laura van Dernoot Lipsky, which is a practice through which we tend to the hardship, pain, or trauma we are exposed to, with the goal of keeping ourselves healthy enough to stay in the field over the long-term.
Evidence-Based Supervisory Models Used:
Psychodynamic Approach to Supervision
Integrated Development Model
Reference: Smith, K. L. (2009). A Brief Summary of Supervision Models.
Psychodynamic Approach to Supervision
- Draws on psychodynamic theory, which looks at the underlying drive of behaviors, feelings, and emotions and how they might relate to early experience
- Experiences such as affective reactions, defense mechanisms, transference, and counter-transferece are explored
- Three categories: client-centered, supervisee-centered, and supervisory-matrix-centered:
- Client-Centered
- Focuses on clients’ presentation and behaviors
- Supervisor’s role is didactic (e.g. a teacher), with goal of helping supervisee understand and treat clients
- Supervisee-Centered
- Supervision is more experiential than didactic
- Focuses on the content and process of supervisee’s experience as a clinician
- Allows for inclusion of processing supervisee’s counter-transference, anxieties, and learning difficulties
- Supervisory-Matrix-Centered
- Relational style of supervision, wherein supervisor’s role is to participate in, reflect upon, and process enactments
- Allows for examining interaction between supervisor and supervisee, including themes that arise within the therapeutic or supervisory dyads
- Looks at elements of parallel process, with respect to supervisor-to-supervisee and supervisee-to-clients
- Client-Centered
Integrated Development Model
- Primarily used with supervisees who are graduate students in training or new post-graduate clinicians
- Three levels of supervisee’s development:
- Level 1: supervisee is at entry-level and may have high motivation, as well as high anxiety and fear of evaluation
- Level 2: supervisee is at mid-level and experiences fluctuating confidence and motivation, often linking their own mood to progress with clients
- Level 3: supervisee is mostly secure, stable in motivation, has empathy tempered by objectivity, and uses therapeutic self in interventions
- Supervisor utilizes skills and approaches that correspond to the level of the supervisee
- Ex. When working with a Level-1 supervisee, supervisor would balance supervisee’s high anxiety and dependence by being supportive and more directive
- Ex. When working with a Level-3 supervisee, supervisor would emphasize supervisee's autonomy and engage in collegial challenging
- Process is not linear; supervisee may be in different stages simultaneously
- Ex. Supervisee may be at mid-level development overall, but experience high anxiety when faced with a new client situation
- Supervisor uses an interactive process, which encourages supervisee to use prior knowledge and skills to produce new learning
- As supervisee approaches mastery at each stage, supervisor gradually incorporates knowledge and skills from the next advanced stage
Reference: Smith, K. L. (2009). A Brief Summary of Supervision Models.
