I Offer Supervision to Residents in Counseling throughout Virginia

Supervision that Feels Human

You don’t have to walk into supervision already knowing exactly what you’re doing. In fact, you’re not supposed to.

Becoming a therapist involves a lot of learning, questioning, second-guessing, trying things, figuring out what works, and slowly becoming more confident in your own clinical judgment. Supervision should be a place where you can talk honestly about all of that, not a place where you feel like you have to perform or have the “right” answer.

As a Licensed Professional Counselor in Virginia, I provide supervision with the goal of creating a space that feels supportive, collaborative, practical, and genuinely human. I’m not a blank-slate supervisor. I’ll ask questions, offer perspective, help you think through difficult cases, celebrate what’s going well, and gently challenge you when there may be something worth looking at differently.

You can bring the messy cases. The moments where you left session wondering, What was I supposed to do with that? The documentation question you feel like you should already know the answer to. The client you feel stuck with. The intervention that completely flopped. The countertransference you weren’t expecting. That’s what supervision is for.

  • One of the most important parts of supervision, to me, is helping you figure out who you are as a therapist.

    There are theories, interventions, ethical guidelines, documentation requirements, and plenty of things we need to learn along the way. But good therapy isn’t about memorizing the perfect response or becoming a copy of your supervisor.

    We’ll explore what feels natural to you, where you feel confident, where you tend to get stuck, and how your own experiences and patterns may show up in the therapy room. My goal is to help you develop the clinical judgment, self-awareness, and confidence to make thoughtful decisions while building a therapeutic style that feels authentic to you.

    Along the way, we’ll continue developing skills in areas such as assessment, case conceptualization, intervention, treatment planning, cultural responsiveness, therapeutic relationships, theoretical orientation, ethics, and professional development, without losing sight of the actual human being sitting across from you.

  • Our sessions won’t have to look exactly the same every week. Sometimes we may spend most of our time unpacking one complicated case. Other times, you may come in with five questions, a documentation issue, an ethical dilemma, or something that happened in session that you can't stop thinking about.

    We may review cases, talk through interventions, conceptualize what could be happening beneath a client's behavior, explore your own reactions, practice difficult conversations, review documentation, discuss ethics and boundaries, or brainstorm what to try next.

    I integrate evidence-based and trauma-informed approaches into supervision, while also making room for creativity, curiosity, reflection, and the reality that therapy rarely fits perfectly into a textbook.

    There will be structure and accountability, we have ethical responsibilities to our clients and to the profession, but I don't believe that requires supervision to feel intimidating or overly clinical.

  • My clinical work includes children, teens, and adults with extensive experience supporting ADHD. I am also an ADHD-Certified Clinical Services Provider (ADHD-CCSP).

    My work frequently includes ADHD and neurodivergence, C-PTSD and trauma, BPD, anxiety, perfectionism, depression, self-esteem, emotional and behavioral concerns, parenting challenges, family conflict and separation, and life transitions.

    I use an individualized and integrative approach rather than expecting one modality to fit every client. Depending on the person in front of me, my work may draw from DBT, ACT, IFS-informed techniques, somatic tools, expressive modalities, play and art therapy techniques.

    When working with children, I also place a strong emphasis on the systems around them. That can mean supporting caregivers, navigating challenging parent dynamics, advocating for a child's needs, and (with appropriate consent) collaborating with teachers, school counselors, psychiatrists, and other members of the treatment team.
    These are areas we can explore in supervision as you learn how to navigate not only the therapy room, but everything that can come with it.

  • My supervision approach is grounded in the Integrative Developmental Model and Discrimination Model, which essentially means I meet you where you are. What you need from supervision when you're first starting out may look very different from what you need as you gain experience and confidence.

  • We'll begin with a complimentary consultation so we can talk about where you are in the licensure process, your current clinical setting and experience, what you're hoping to get from supervision, and what you're looking for in a supervisor.

    This is also a chance for you to ask me questions and get a feel for how I work. The supervisor–supervisee relationship matters, and I want you to feel like you can be yourself, ask questions, receive feedback, and learn without feeling like you have to prove yourself every week.

    If we decide we're a good fit, our initial supervision session will include reviewing the supervision agreement, expectations, licensure requirements, and how we'll structure our work together. From there, we'll schedule supervision based on your needs, availability, and applicable Virginia licensure requirements.

    You don't need to show up as a fully formed therapist. That's kind of the point. We'll figure out the rest together.