Supervision Philosophy
Adlerian Supervision
I believe that people have an innate need to belong, have purposeful behavior, are social beings, and have the potentiality to create their best selves through being in an encouraging environment. Adlerian Theory provides a framework for the supervision process by focusing on teaching, learning and growing, respectful equalitarian relationships, and theory driven techniques. The four phases of Adlerian supervision include: (1) Establishing an egalitarian relationship based on trust, warmth, and personal interest in supervisee’s professional development; (2) assessment; (3) understanding supervisee’s and client’s perceptual views of self, others, and the world; and (4) reorientation - creating a systematic plan of change using encouragement.
Encouragement and Insight
One of my goals for supervision is to foster an encouraging and safe environment to support learning, insight, self-reflection, and the development of the use of intentional counseling skills. I strive to promote a supervisee’s professional growth and development through guidance, feedback, reflection, and understanding. I also have the responsibility to ensure that clients' needs are being met. My second goal is to provide a safe place to process client motivations and their potential for self-development. I aim to assist supervisees in their journey of helping clients move from a place of discouragement toward wellness. I do this by modeling what an honest, trusting, and genuine relationship looks like. It’s important for supervisees to know that they are capable. Supervision is reflective and requires supervisors to be completely honest with supervisees to elicit insight, which supports personal and professional growth.
Creative Arts
I use the creative arts as a platform for self-discovery and reflection as supervisees begin to establish their professional identity. The arts provide a safe, structured, and non-judgmental environment that elicits creation and communication. I encourage my supervisees to keep a journal and record thoughts and feelings about their counseling experiences. A journal is the place to record personal responses to the work done with clients, as well as the triumphs and setbacks witnessed. I encourage my supervisees to create images in response to their work with clients and/or the process of facilitating groups. The journal can be the place where supervisees refine a particular process and make notes about what worked or didn’t work for future reference or a different application. Overall, I aim to promote the growth, insight, and creativeness of all my supervisees and teach them to always keep an open heart and mind.
I believe that people have an innate need to belong, have purposeful behavior, are social beings, and have the potentiality to create their best selves through being in an encouraging environment. Adlerian Theory provides a framework for the supervision process by focusing on teaching, learning and growing, respectful equalitarian relationships, and theory driven techniques. The four phases of Adlerian supervision include: (1) Establishing an egalitarian relationship based on trust, warmth, and personal interest in supervisee’s professional development; (2) assessment; (3) understanding supervisee’s and client’s perceptual views of self, others, and the world; and (4) reorientation - creating a systematic plan of change using encouragement.
Encouragement and Insight
One of my goals for supervision is to foster an encouraging and safe environment to support learning, insight, self-reflection, and the development of the use of intentional counseling skills. I strive to promote a supervisee’s professional growth and development through guidance, feedback, reflection, and understanding. I also have the responsibility to ensure that clients' needs are being met. My second goal is to provide a safe place to process client motivations and their potential for self-development. I aim to assist supervisees in their journey of helping clients move from a place of discouragement toward wellness. I do this by modeling what an honest, trusting, and genuine relationship looks like. It’s important for supervisees to know that they are capable. Supervision is reflective and requires supervisors to be completely honest with supervisees to elicit insight, which supports personal and professional growth.
Creative Arts
I use the creative arts as a platform for self-discovery and reflection as supervisees begin to establish their professional identity. The arts provide a safe, structured, and non-judgmental environment that elicits creation and communication. I encourage my supervisees to keep a journal and record thoughts and feelings about their counseling experiences. A journal is the place to record personal responses to the work done with clients, as well as the triumphs and setbacks witnessed. I encourage my supervisees to create images in response to their work with clients and/or the process of facilitating groups. The journal can be the place where supervisees refine a particular process and make notes about what worked or didn’t work for future reference or a different application. Overall, I aim to promote the growth, insight, and creativeness of all my supervisees and teach them to always keep an open heart and mind.
Supervision Experience
Post Graduate Art Therapy Supervisor (2019-Present)
Internship Supervisor and Mentor (Counseling and Art Therapy) (2002-2006)
- Supervise Graduates seeking ATR-BC
- Internship Supervisor and Mentor, Expressive Arts Therapy
- Internship Supervisor (2014-2019)
- Chair and Research Mentor (2014-2019)
- Chair for over 20 students MA Thesis projects leading to graduation.
- Internship Supervisor, Clinical Mental Health Counseling (2013-2014)
- Internship Supervisor, School Counseling Program ( 2012-2013)
- Internship Supervisor (Counseling and Art Therapy)
- Students from Aurora University, Lewis University, and Adler University
Internship Supervisor and Mentor (Counseling and Art Therapy) (2002-2006)
- Students from University of Delaware and Drexel University
