Supervisor's Disclosure Statement

General Mental Health Areas for which I am qualified to provide supervision:

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I have experience and competency in working with adults, families, and couples in individual, couples, and group setting addressing a wide array of behavioral and mental health concerns, with a focus on anxiety disorders, chronic health challenges, and couples counseling utilizing analytical and processed based approaches.  I have been trained and am competent in the following therapeutic modalities: Acceptance and Commitment Therapy (ACT), Integral Therapy, Solutions Focused Brief Therapy (SFBT), Couples Counseling, Chronic Illness Support,  Career Counseling, Applied Behavioral Analysis, and Motivational Interviewing.  Given the nature of graduate programs, I also have the initial training in Cognitive Behavioral Therapy (CBT) as well.

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Training and Experience:

I had the opportunity to be in a supervisory role from April, 2013 to October, 2016 within agency work at North Eastern Behavioral Associates, then later at Bay Coast Behavioral, responsible for several para-professionals and/or master's level clinicians.  Since leaving this setting, I have continued to offer consultation and moved back into a supervisory role in 2021 working with students completing either their practicum or their required internships within the Clinical Mental Health Counseling program at Rhode Island College.  Due to this return, I have continued to pursue other training events to deepen my knowledge and competence including consultations with other training professionals, research, and online courses. 

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Approach to Supervision:

I have been providing instruction and supervision primarily with a Systems Approach to supervision due to its contextual nature that is most closely aligned with Acceptance and Commitment Therapy, the main treatment model and set of processes that I emphasize and utilize in my practice.  In a Systems Approach Model, the heart of supervision is the relationship between supervisor and supervisee, which is mutually involving and aimed at bestowing power to both members (Holloway, 1995).

There are seven dimensions of supervision, all connected by the central supervisory relationship. These dimensions are the functions of supervision, the tasks of supervision, the client, the trainee, the supervisor, and the institution, all aspects of the supervision process which need to be taken into account.  The function and tasks of supervision are at the foreground of interaction, while the latter four dimensions represent unique contextual factors that are covert influences in the supervisory process. Supervision in any particular instance is seen to be reflective of a unique combination of these seven aspects.  This approach pairs well with Integral Theory, a topic I have also been heavily enmeshed within in that these seven processes take into account the internal and external of an individuals orientation as well as the internal and external influences on both of those involved in the supervisory relationship.  

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A close second and significant influence on my approach to supervision is the Cognitive-Behavioral model, since ACT is an offshoot of this model (often referred to as a 3rd wave approach) and was the basis of my initial training.  Cognitive-Behavioral Supervision, as with other psychotherapy-based approaches to supervision, point to an important task for the supervisor is to teach the techniques and concepts of the theoretical orientation.

Cognitive-behavioral supervision (or in the case of ACT, Contextual Behavioral Science), makes use of observable cognitions, behaviors, and functions—particularly of the supervisee’s professional identity and his/her reaction to the client (Hayes, Corey, & Moulton, 2003). Cognitive-behavioral techniques used in supervision include setting an agenda for supervision sessions, bridging from previous sessions, assigning homework to the supervisee, and summaries by the supervisor. 

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All of this work along with continued education in this area of the profession meet the state of Rhode Island's requirements to provide supervision. 

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Description of Evaluation Procedures for Supervision:

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I utilize an evaluation form (provided to the supervisee), which includes ratings of quality regarding the following categories: Boundaries, Clinical Assessment and Diagnosis, Clinical Judgment and Case Conceptualization, Self-Awareness, Self Advocacy, Communication and Feedback, Self-Management, Adaptation to change in Work/Environment, and Life Balance. This form will be graded and reviewed at least twice a year. I also utilize audiotapes, when appropriate, for supervisee evaluation where I assess for the important alliance and allegiance skills, as well as other interpersonal communication skills and counseling techniques. Feedback is provided and I also work with the supervisee to listen to the tape themselves and self-critique.

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Limits and scope of confidentiality and privileged communication:

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Patient information that therapists discuss with me is confidential, unless special circumstances occur which require reporting.  These circumstances include abuse of a child, elderly individual, or disabled/vulnerable adult; reasonable belief that a client is a danger to self or others; court order; or need to provide response to a legal action or formal complaint.  The Counseling and Behavioral Health Staff works as a team.  Disclosures of information during Individual and Group Supervision or in Behavioral Health Team Staffing are confidential and held to the legal standards. Informed Consent – In accordance with Michigan Board of Counseling and the Arizona Board of Behavioral Health Examiner’s rules, all supervisees present patients with a written document like this that explains their supervisee status, notes the supervisee will discuss cases with the supervisor, indicates that the supervisor will be provided access to treatment records, and also gives the supervisor’s name and phone number.

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Description of Fees:

I charge $100 per supervision session.