Being licensed as a Professional Counselor, certified as a nationally recognized Master Addiction Counselor, and Certified at the state level as an Alcohol and Drug Counselor III, I am well versed in co-occurring issues and the systems in which they exist. Due to such and my desire to effectively deliver clinical insights that allow others to learn and grow, my clinical focus for supervision is one that utilizes integrative models of supervision. I base the use of the integration on technical eclecticism as well as theoretical integration (Haynes, Corey, & Moulton, 2003). I often draw upon such theories as the Transtheoretical Model and Object-Relations, while using techniques grounded in solution-focused and psychodynamic wok, to name a few. By using specific techniques from various modalities and synthesizing various theoretical approaches, I am better able to meet the diverse needs of supervisees.
I especially recognize that those seeking supervision present in various stages, or phases, of development. Bernard’s Discrimination Model (Bernard, 1979; Bernard & Goodyear, 2009) allows for the supervisor to fulfill three unique roles (teacher, consultant, and counselor), while assisting the supervisee through three varying arenas (intervention, conceptualization, and personalization). Hence, the supervisor could respond in one of nine ways to address supervisees’ needs. I also believe that at the heart of all successful supervisor/supervisee exchanges is a relationship built on trust, authenticity, and genuine regard.
I value others’ unique diversity and approach all those that I work with from a heart-centered place. I clinically work from a trauma-informed platform that recognizes the importance of systems work. I also provide individual, triadic, and group supervision and utilize specific techniques applicable to all three.
During supervision, I provide such things as education, reflection, and an open space to support genuine development. I strive to ensure that all supervisees are aware of such crucial areas as: ethical and legal boundaries, dual relationships, confidentiality, and informed consent. I always cover transference and counter-transferences issues and speak to the appropriate need for personal insight and awareness. I also provide guidance, especially to those in early developmental stages, on those real-world issues that will ultimately affect their professional life. Some example of such covered topics are how to create treatments plans from assessments and the roles they play in on-going treatment, charting, and how treatment provision relates to billable services.
I have found purpose and direction through helping others learn how to become effective therapists. It is my personal goal to impart wisdom to others as they travel on their journey to becoming enlightened healers.
Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19, 60-68.
Bernard, J. M., & Goodyear, R. K. (2009). Fundamentals of clinical supervision (4th ed.). Needham Heights, MA: Allyn & Bacon.
Haynes, R., Corey, G., & Moulton, P. (2003). Clinical supervision in the helping professions: A practical guide. Pacific Grove, CA: Brooks/Cole.
Stoltenberg, C. D. (1981). Approaching supervision from a developmental perspective: The counselor complexity model. Journal of Counseling Psychology, 28, 59-65.