Licensure Supervision
Supervision is more than a requirement—it’s the foundation of a clinician’s professional identity. As a specialist recognized by the Office of Professional Regulation, I provide supervision for licensure that emphasizes clinical thinking, diagnostic precision, and the integration of assessment into treatment from the start.
What This Supervision Offers
Supervision is offered across three interrelated domains
Diagnosis
Understanding who sits across from you—beyond the symptom checklist.
-
Collaborative diagnostic formulation using DSM-5 and PDM-2
-
Developmental understanding of client presentations through adulthood
-
Structured case reviews and diagnostic summaries
-
Differential diagnosis in complex, overlapping presentations
Treatment Planning
Creating grounded, theory-informed plans tailored to individual clients.
-
Development of real-time treatment plans, updated through feedback and response
-
Modality matching (EFT, expressive therapy, intersubjective analysis, etc.)
-
Use of assessment data to refine goals and track progress
-
Planning for long-term vs short-term therapy contexts
Assessment Integration
Making testing a natural, useful part of your clinical work.
-
Training in ADHD diagnosis and collaborative assessment
-
Use of tools including NEO, PAI, WAIS, Ravens, CIIS, and MCMI
-
Interpreting results in a way that informs—not replaces—clinical formulation
-
Writing treatment summaries and reports that support therapeutic clarity
Clinical Frameworks
Supervision is a space for reflective growth—where clinical work is not only supported, but deepened. It invites clinicians to slow down, think symbolically, and develop a therapeutic posture grounded in both skill and meaning. This supervision model offers a firmly integrative approach, with a commitment to theoretical depth, emotional insight, and the use of assessment as a living part of treatment.
Assessments are not treated as paperwork or stand-alone tools, but as central to conceptualization. Whether drawing from personality instruments, narrative frameworks, or collaborative feedback methods, assessment is fully embedded in treatment planning and dialogue. Supervisees are supported in learning how to interpret, integrate, and use assessments not just diagnostically—but therapeutically.
Supervision draws from intersubjective and developmental models, especially those shaped by the work of Robert Stolorow, Jessica Benjamin, and Beatrice Beebe. Attention is paid to the relational field, to the unseen stories in the room, and to how a clinician’s own countertransference and positionality inform the work. Supervision is not about performance—but about becoming more alive and more real in the work.
There is particular support for those working with neurodivergent clients, including individuals with ADHD, autism spectrum profiles, and those undergoing complex identity formation. The clinical approach avoids deficit framing and instead emphasizes scaffolding, collaboration, and identity-affirming practices. Supervisees are guided in how to differentiate pathology from adaptation, and how to listen for what’s emerging, not just what’s impaired.
For clinicians working with men and masculine-identified clients, supervision includes a strong focus on emotional restriction, relational disconnection, and the subtle ways shame shapes help-seeking. Work often includes supporting clients who intellectualize or over-function as a defense against vulnerability.
Couples work is approached through the lens of Emotion-Focused Therapy (EFT), with additional insights from developmental and systems thinking. Supervision includes training in how to track emotional cycles, access core vulnerabilities, and stay grounded during escalated or avoidant dynamics. Particular care is given to handling asymmetries in readiness or risk tolerance between partners.
Finally, clinicians interested in expressive and narrative therapies are encouraged to bring creative work into supervision. Visual expression, metaphor, story, and written reflection are all supported, both as tools for client work and as sources of clinical insight. This model welcomes non-verbal knowing and symbolic language as legitimate ways of understanding the inner world.
Supervision is offered with depth, structure, and respect for the unfolding nature of clinical identity.
What to Expect
This is a reflective, skills-focused supervisory space. You’ll receive:
-
Ongoing education and curated reading based on your growth areas
-
Practice with real clinical documentation: treatment plans, formulations, summaries
-
Training in meaningful assessment use—not just scoring and interpreting
-
Support in developing your clinical identity with clarity and precision
Eligibility
This supervision is available for post-graduate clinicians working toward licensure in psychotherapy, psychology, or counseling. It satisfies clinical supervision hours in accordance with the Vermont Office of Professional Regulation requirements.