to create a strong supervisory relationship, the Integrated Developmental Model (IDM) to tailor supervision to the supervisee’s level of experience and confidence, and the Discrimination Model to determine when my role needs to be that of teacher, counselor, or consultant.​​ 

 

​I also incorporate systemic and cyclical perspectives when thinking about supervisee development, clinical work, and the larger context in which therapy takes place.

 

Supervision may include:

• Case conceptualization and treatment planning

• Ethics, boundaries, and professional decision-making

• Documentation and medical necessity

• Countertransference and transference

• Clinical confidence and professional identityRisk assessment and crisis response

• Substance use, co-occurring disorders, and complex cases

• Preparing for independent practice

• Navigating difficult client dynamics

• Burnout, imposter syndrome, and sustainable clinical practice​

 

My goal is to create a space where clinicians can think critically, ask questions, make mistakes safely, and continue developing their own clinical voice.

 

​Supervision Style

I believe supervision should be both supportive and challenging. I want supervisees to feel comfortable bringing in uncertainty, difficult cases, ethical questions, and moments when they are not sure what to do next.​

 

At times, I may take a more directive teaching role. At other times, I may help a supervisee slow down and reflect on what is happening in the room, what is being activated for them, or how they are conceptualizing the client.As the supervisee grows, my role often shifts toward consultation and collaboration.​

 

The goal is not to create clinicians who practice exactly like I do. It is to help clinicians become more thoughtful, ethical, confident, and intentional in how they practice.