Supervision Philosophy

As a Counselor Educator, teaching and supervising clinicians sits at the core of my professional identity! For the last decade, I have fully embraced the task of preparing the next generation of counselors, as they strive to offer high quality therapeutic services to their clients.

My approach to clinical supervision is developmentally driven and grounded in Bernard’s Discrimination Model, with a strong emphasis on both humanistic and constructivist principles. To this end, my goal is to help clinicians develop Intervention, Conceptualization and Personalization skills, as I vacillate between the role of Teacher, Counselor and Consultant. I believe supervision is most effective when it honors the whole person —creating space for authenticity, reflection, and meaning-making.

Over the years, I’ve had extensive experience providing individual, group, and triadic supervision to master’s degree students, doctoral trainees, pre-licensed (LGPC) clinicians and fully licensed professionals. Supervision with me is active, engaging, and empathically challenging, tailored to your unique developmental stage and learning needs. I aim to foster a collaborative relationship where you can deepen your clinical skills, explore your professional identity, and co-construct your evolving approach to the work.

Supervision and my role as a Counselor Educator:
https://www.loyola.edu/school-education/blog/2024/school-counseling-faculty-spotlight.html

Credentials and Awards

Approved Clinical Supervisor [ACS01802]

Approved Supervisor (for LGPCs) in the State of Maryland [Maryland ID No. 805]

(2017) Outstanding Humanistic Counselor Educator & Supervisor
Association for Humanistic Counseling
Presented at American Counseling Association (ACA) Annual Conference - San Francisco, CA