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Doctor of Philosophy, Counseling & Counselor Education, Syracuse University – 2023
Master of Science in Education, Mental Health Counseling, Hunter College – 2015
NYS Licensed Mental Health Counselor #007735 (NJS #NJDCATEMO-010655)
Nation Certified Counselor #817156
Supervision Competency Areas
Clinical Mental Health Counseling
Counselors in Private Practice
Multicultural Issues in Counseling/ Social & Cultural Dimensions in Counseling
Trauma-Focused and Trauma Informed Counseling
Supervision Training and Experience
I am currently a doctoral student in Counseling and Counselor Education at Syracuse University. I receive training through doctoral coursework and supervision of my practice of supervision by faculty within the Counseling and Human Services department at the university and by an Approved Clinical Supervisor at the Oswego State University of New York. I will also complete 200 hours of internship in supervision of master’s level clinical mental health and school counseling students, with continued supervision of supervision by university faculty. I anticipate completing all requirements for the doctoral degree by the end of the spring semester 2023. During my master’s level training as a mental health counselor, I completed a supervision course in which I was challenged to understand the importance of transference and countertransference as a parallel process for clients, counselors, and supervisors. Additionally, I have attended a “Coaching Collaborative” training series for utilization of coaching in supervision, and a Jewish Board supervision training in which Dr. Kenneth Hardy (2016, 2017) discussed his lens on dyadic supervision between individuals of differing racial or ethnic identities. My prior experience providing supervision includes supervising master’s level mental health counseling, rehabilitation counseling and social work interns, as well as credentialed alcoholism and substance abuse counselors, case managers and more junior LMHCs. Upon receipt of the Approved Clinical Supervisor Credential and doctoral degree, I plan to provide dyadic, triadic and group supervision to aspiring counselors through my practice.
Model and Approach to Supervision
As a doctoral student, I am learning of the 3 categories of supervision models – psychotherapy-based, developmental, and process-based models of supervision (Bernard & Goodyear, 2019). As I continue to learn, practice, reflect on prior supervision experiences and on my goals as a supervisor, I plan to concretize my approach to supervision. Tentatively, my approach to supervision is an integration of several psychotherapy-based models (psychodynamic, humanistic-relationship oriented and feminist), developmental models (almost exclusively IDM, with consideration of the reflective developmental models) and the discrimination process model.
McNeill & Stoltenberg’s (2016) integrated developmental model includes the intersection of 4 supervisee levels, 3 overriding factors (self-other awareness, motivation and autonomy), 8 evaluative domains (intervention skills competence, assessment techniques, interpersonal assessment, client conceptualization, individual differences, theoretical orientation, treatment plans and goals and profession ethics), applicable interventions (facilitative, prescriptive, conceptual, catalytic and confrontational), and multidimensional knowing-in-action behaviors, as a function of reflection-in-action and supervisor encouraged reflection-on-action (Bernard & Goodyear, 2019). I believe that life imitates art and vice versa, meaning to say that as each individual masters psychosocial stages in their life development – counselors master similar stages in their professional development (their art). One such stage that I find particularly pertinent is Erikson’s adolescent stage in which the individual is challenged with the crisis of “identity versus role confusion” (Mcleod). This adolescent or novice counselor is at a midpoint between the dependence of childhood and the autonomy of adulthood; they are seeking their identity (or identities) and working to establish their role(s) within the various environments/systems in which they function. As a novice counselor learns, practices, and evaluates the ambiguous art of counseling they develop skills and strengths, and mitigate anxiety and uncertainty to function more independently.
The psychotherapy-based supervision models assert that supervision offers attention to the dynamics of the supervisory relationship, teaching, modeling, goal setting and formative feedback. The feminist model is particularly attentive to my values of advocacy, social justice and having an accurate awareness of social location (and multidimensional impact of that location for historically marginalized and privileged identities). This model allows for supervision to be used for encouraging self-assessment and challenging biases, misconceptions, and privilege (or the lack of) with respect to the relationship with client and with supervisor. Along with a developmental approach and attention to the supervisory relationship, my supervision style also incorporates Bernard’s (1997) discrimination model. This model includes 4 supervisee skill foci – intervention, conceptualization, personalization, and Lanning’s (1986) professional issues, as well as 3 supervisor roles – teacher, counselor, and consultant.
Objectives and Goals
• To ensure the development of the supervisee in the areas of intervention skills competence, assessment techniques, interpersonal assessment, client conceptualization (individual, relational and ecological), understanding of individual differences, establishment of theoretical orientation(s), ability to prepare treatment plans and SMART goals, and compliance with professional ethics codes.
• To prioritize the protection of the client welfare (Borders & Brown, 2005).
• To establish a collaborative supervisory relationship, with appropriate self-disclosure and discussion of transference and countertransference.
• To enhance self-exploration and self-awareness.
• To develop a professional identity, as a counselor/therapist and part of a larger society of counselors – a collective “We” (Gordan & Luke, 2016).
• To contribute to the larger society of counselors by joining professional associations to establish networks of expert counselors, and by way of collaboration with peers through in-person and online networking opportunities (Gordan & Luke, 2016).
• To concurrently understand self as primarily human, with flaws, emotions and experiences that inform who and how you are, even possibly the identification as a “wounded healer” (Farber 2017).
• To contribute to movements of social justice (e.g. Black Lives Matter)
Nature of Supervision
• Provide summary and/or agenda ahead of each session;
• Prepare for and attend all sessions;
• Provide feedback during each session;
• Provide a challenge for the week ahead;
• Conduct Supervisee Levels Questionnaire (Bernard & Goodyear, 2019) as needed;
• Provide formal evaluation as requested, (at least) every 3 months and at the conclusion of the supervisory contract;
• Review client case notes, recorded/live sessions, and other “raw” materials for assessment, monitoring and quality control purposes;
• Complete supervision record at each supervision session;
• Record supervision sessions as agreed upon for use in supervision of supervision;
• Maintain licensure as a Mental Health Counselor (LMHC) in the state of New York;
• Attain the Approved Clinical Supervisor credential;
• Remain informed of best supervision practices and ethical codes.
• Review and contribute to summary and/or agenda and return to supervisor;
• Prepare for and attend sessions;
• Attempt and complete weekly challenges or assignments;
• Maintain secure, password protected, confidential storage of client information;
• Provide client notes, recorded sessions and other raw materials ahead of session;
• Watch/Listen to recordings of counseling sessions and prepare a brief case conceptualization and reflection-on-action critique;
• Keep supervisor informed regarding all client issues and progress;
• Maintain and provide copy of liability insurance at all times (minimum $1M single incident/ $3M aggregate);
• Complete supervision record at each supervision session.
Supervision, by virtue, is a dynamic in which differences in power are recognized and evaluations are intended to serve the purposes of enhancing, monitoring, and gatekeeping (Bernard & Goodyear, 2019). My philosophy incorporates provision of regular feedback, and formal evaluations – every 3 months or as requested by your institution or agency. In collaboration with the supervisee, we will dedicate time during supervision to discuss my ratings for increased understanding of their current level of counseling skill. If there are immediate concerns for your skillset, self-awareness, interest, investment, and effort to learn, or ability to function independently, I will provide ample feedback prior to the formal evaluation with the goal to begin remediating that concern/deficiency. I will also encourage supervisees to share feedback or concerns regularly in case I need to modify my supervision approach to best match the needs of the supervisee.
Code Adherence and Complaints
As an ethical practitioner and supervisor, I adhere to the ACA Code of Ethics, NBCC Code of Ethics, and AMHCA Code of Ethics, as well as the CCE’s Standards for the Ethical Practice of Clinical Supervision.
American Counseling Association. (2014). ACA code of ethics.
American Mental Health Counselors Association. (2015, 2020). AMHCA code of ethics.
Bernard, J., & Goodyear, R. (2019). Fundamentals of Clinical Supervision (6th ed., pp. 1–69). Pearson.
Borders, L. D., & Brown, L. L. (2005). The New Handbook of Counseling Supervision. Routledge.
Farber, S. K. (2016). Celebrating the Wounded Healer Psychotherapist. Routledge.
Gordan, C., and Luke, M. (2016) “‘We Are in the Room to Serve Our Clients’: We and Professional Identity Socialization in E-Mail Supervision of Counselors-in-Training.” Journal of Language and Social Psychology, no. 35 (1), pp. 56–75, doi:10.1177/0261927X15575577.
Hardy, Kenneth V., and Toby Bobes. (2016) Culturally Sensitive Supervision and Training. Routledge.
Hardy, Kenneth V., and Toby Bobes. (2017) Promoting Cultural Sensitivity in Supervision. Routledge.
Lanning, W. (1986) Development of the supervisor emphasis rating form. Counselor Education and Supervision, no. 25(3), pp. 191–196. https://doi.org/https://doi.or...
McNeill, B. W., & Stoltenberg, C. D. (2016). Clinical Supervision essentials for the integrative developmental model. American Psychological Association. http://dx.doi.org/10.1037/1485...
Mcleod, Saul. (2018) “Erik Erikson | Psychosocial Stages | Simply Psychology.” Study Guides for Psychology Students - Simply Psychology, https://www.simplypsychology.org/Erik-Erikson.html. Accessed 4 Sept. 2020.
National Board for Certified Counselors. (2016). NBCC code of ethics.