My approach to supervision is person-centered, relational, and developmental, recognizing that every counselor enters supervision with different experiences, strengths, learning needs, and professional goals.

I believe good supervision should:

• Develop clinical competence and confidence.

• Integrate counseling theory with real-world clinical practice.

• Develop critical thinking rather than dependence on a supervisor's answers.

• Strengthen ethical decision-making and professional judgment.

• Help counselors develop a clear and authentic professional identity.

• Prepare counselors to work effectively across a variety of settings and populations.

• Equip clinicians to empower, support, and advocate for their clients.

• Encourage self-awareness and recognition of personal and professional blind spots.

• Provide honest feedback while maintaining respect and psychological safety.

• Support counselors through the journey toward independent practice and licensure.

• Cultivate a commitment to lifelong learning and professional development.

Truth With Grace

One of the values that guides my work is Truth with Grace.

Supervision requires honesty. There will be times when we need to talk about a clinical mistake, an ethical concern, a professional blind spot, or an area where additional growth is needed. My responsibility as a supervisor is to be willing to have those conversations.

But honesty does not have to come at the expense of compassion.

I want supervisees to know that they can bring difficult cases, uncertainty, questions, and mistakes into supervision without fear of being shamed. Mistakes can become powerful opportunities for learning when we are willing to examine them honestly and thoughtfully.

Psychological safety does not mean avoiding difficult conversations. It means creating a relationship where difficult conversations can happen with honesty, respect, curiosity, and care.

My goal is to help you grow—not to catch you doing something wrong.

You will not be a passive participant in supervision.

I believe some of the most meaningful learning happens when clinicians are given the opportunity to think through a situation themselves. Rather than immediately telling you what I would do, I may ask questions such as:

What are you noticing?

What do you think is happening clinically?

What possibilities have you considered?

What does the research or theory tell us?

What ethical considerations are present?

What might you be missing?

What would be most helpful to your client?

What is your clinical instinct telling you—and what supports that instinct?

Supervision is a place to develop your clinical thinking, not simply collect clinical answers.

Learning From One Another

Group supervision provides an opportunity to learn not only from the supervisor but also from other developing clinicians. Our group supervision will incorporate:

• Case consultation

• Collaborative clinical discussion

• Peer consultation

• Role-play and experiential learning

• Review of clinical documentation

• Ethical case discussions

• Diagnosis and treatment-planning conversations

• Professional identity development

• Licensure and professional development topics

• Teaching based on the needs of the group

• Opportunities to discuss challenges related to work settings, clients, and professional development

Different clinicians bring different perspectives, experiences, and strengths. I believe that learning to thoughtfully consider those perspectives is itself an important part of becoming a well-rounded clinician.

What We May Explore

Supervision is individualized to the needs and developmental level of each supervisee. Depending on your experience, setting, population, and professional goals, supervision may include:

Clinical Practice

• Assessment and diagnosis

• Treatment planning

• Clinical interventions

• Documentation

• Case conceptualization

• Crisis and risk assessment

• Ethical decision-making

• Multicultural considerations

• Collaboration and referrals

Professional Development

• Developing professional identity

• Building clinical confidence

• Recognizing strengths and areas for growth

• Managing professional stress

• Navigating different work settings

• Developing appropriate professional boundaries

• Preparing for independent practice

• Understanding licensure requirements

• Developing a commitment to lifelong learning

Specialized Areas

• Trauma-informed care

• Attachment

• Child and adolescent counseling

• Play therapy

• Child-centered play therapy

• Sandtray

• Working with families

• School-based counseling

• Adult survivors of trauma

• Other areas based on the needs and interests of the supervisee

As a Registered Play Therapist Supervisor (RPT-S), I provide supervision and consultation for clinicians pursuing or maintaining their play therapy credentials.

Play therapy supervision may include:

• Supervision toward RPT

• Consultation for existing RPTs

• Child-centered play therapy

• Developing a play therapy theoretical orientation

• Play therapy case conceptualization

• Sandtray

• Play therapy interventions

• Documentation and treatment planning

• Integrating developmental theory into clinical practice

• Ethical considerations in play therapy

My goal is not simply to teach you play therapy techniques. I want to help you understand why you are using an intervention, how it fits within your theoretical framework, and how to thoughtfully respond to the child in front of you.

Supervision at Solu is not simply a place to:

• Check a box for licensure.

• Receive all the answers from your supervisor.

• Sit quietly while someone lectures you.

• Avoid difficult conversations.

• Hide mistakes or uncertainty.

• Substitute supervision for personal therapy.

Instead, supervision is a place to think, question, practice, reflect, receive feedback, and grow.

When you complete supervision, my hope is that you leave with more than the hours required for licensure.

I want you to become a clinician who is:

• Clinically competent

• Ethically grounded

• Confident but humble

• Self-aware

• Able to think critically

• Willing to seek consultation

• Compassionate

• Resilient

• Prepared to practice independently

• Committed to lifelong learning

Most importantly, I want you to genuinely care about the people you serve and to feel equipped to serve them well.

My ideal supervisee is curious, humble, willing to be challenged, and genuinely committed to becoming a better clinician.

You do not need to have everything figured out.

You do need to be willing to learn.

If you are looking for a supervisor who will invest in your development, challenge your clinical thinking, celebrate your growth, address concerns honestly, and walk alongside you as you develop into the counselor you are becoming, I would love to talk with you.