"Tell me and I forget. Teach me and I remember. Involve me and I learn."
​- Benjamin Franklin

Individual and Group Supervision
I offer both individual and group virtual (live, HIPAA-compliant video-conferencing) clinical supervision to the following graduate students and post-graduate clinicians in California: ​MSW Interns, MFT/PCC Trainees, and Associates (ASW, MFT, and PCC). 

Non-Profit Organizations, Private Practices, Universities, and Practicum Sites
I am also available to contract with organizations, institutions, and practice groups to provide individual and/or group supervision to associates or students, including field instruction programs. 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.

For trauma specializations, click here; for modality specializations, click here. 
For pricing, click here and contact me if you have further questions.

Sample of Organizational Consumers/Partners:

• Banyan Treatment Center
• Conscious Connections Psychology Group
• Didi Hirsch Mental Health Services
• Eagle Rock Therapy
• Hillside Wellness Center

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. 

Evidence-Based Supervisory Models Used:
 
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

 
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.

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