Clinical Supervision for Vermont Licensure

Supervision is more than a legally required step on the path to licensure—it is the foundation of a clinician’s professional identity and long-term clinical practice. As a clinical supervisor recognized by the Office of Professional Regulation, I provide supervision that emphasizes the integration of clinical psychology, diagnostic precision, and person-centered therapeutic approaches from the start. There are various models of clinical supervision that have been developed based on different historical strands of thinking and beliefs about relationships between people.

What This Supervision Offers

Supervision is offered across three interrelated domains, supporting the development of practical skills that have a direct impact on therapeutic work, well-being, and the quality improvement standards expected in health services settings.

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

Contact to Schedule

Professional Development Framework

Supervision is grounded in a relationship-based education model: reflective, emotionally attuned, theoretically rigorous, and deeply committed to helping clinicians navigate the broad range of client issues they will encounter across individual therapy, couples counseling, community mental health, college students, adult clients, and those facing life’s challenges, identity formation, or relationship challenges. This model draws heavily from professional psychology, counseling psychology, and psychotherapy research, offering new clinicians a structured approach to professional growth, self awareness, and the ongoing development of clinical skills needed in modern mental health care.

Supervisory Approach and Orientation

The supervision model integrates contemporary supervision models, including the discrimination model, to strengthen conceptual clarity and clinical judgment. Emphasis is placed on identifying psychological defense mechanisms, understanding emotional processes, and recognizing the developmental and interpersonal patterns that shape client presentations. The Discrimination Model of supervision involves supervisors taking on three roles: Teacher, Counselor, and Consultant, focusing on three skill areas: Process, Conceptualization, and Personalization. Attention is given to how thought patterns, identity themes, or internal conflicts are expressed within therapy sessions, enabling clinicians to develop comprehensive case formulations and treatment plans.

Neurodivergence and Identity-Related Clinical Work

The framework provides structured guidance for clinicians working with neurodivergent adults, including ADHD and autism spectrum profiles. Focus areas include differentiation between adaptive functioning and pathology, identity development, masking, self esteem, emotional restriction, and the relational dynamics that emerge in treatment. The model also incorporates considerations for sexual orientation, spiritual issues, and identity-related posttraumatic stress, ensuring that conceptualization reflects the psychological complexity of these clients.

Men’s Mental Health and Emotional Development

The supervision system includes dedicated training on clinical themes commonly seen in men’s mental health, such as shame-based avoidance, emotional constriction, relational disconnect, and difficulty accessing vulnerability. These patterns are integrated into diagnostic reasoning and case formulation to support accurate assessment and effective intervention.

Couples Work Through Emotion-Focused Therapy

The supervision model incorporates Emotion-Focused Therapy for couples. Training includes tracking emotional cycles, identifying attachment-based responses, supporting differentiation, and maintaining more balance between partners’ emotional capacities. Focus is placed on managing escalation, avoidance, and interpersonal issues without losing therapeutic clarity.

Assessment Integration into Therapy Sessions

Assessment is integrated into case formulation as an essential clinical tool rather than an administrative requirement. Training includes:

interpreting personality and cognitive measures
synthesizing assessment data with clinical observation
integrating assessment findings directly into treatment planning
developing reports and summaries that support therapeutic aims
understanding documentation expectations associated with telehealth services, the Health Insurance Portability and Accountability Act, and the Accountability Act

Assessment is used to clarify emotional organization, identity structure, relational patterns, and differential diagnosis.

Case Formulation, Diagnostic Reasoning, and Documentation

A central component of this framework is structured training in case formulation and diagnostic reasoning. Clinicians receive guidance in:

diagnostic classification using the Diagnostic and Statistical Manual
differential diagnosis across complex or overlapping presentations
integrating developmental, emotional, symbolic, and relational data
applying theoretical models to clinical material
organizing case reviews using corrective feedback and constructive feedback
strengthening documentation practices and goal setting

This area of supervision emphasizes precision, clarity, and the ability to construct a coherent, evidence-aligned conceptualization.

Professional Development and Clinical Identity Formation

The supervision model supports professional growth for clinicians at different stages of development, including those in counselor education programs, training programs, and doctoral degree pathways. Emphasis is placed on the consolidation of clinical identity, development of reflective practice, and integration of self compassion in the therapeutic stance. The framework also recognizes the importance of navigating contemporary clinical requirements, including telehealth services, documentation standards, and factors that influence the overall quality of services provided across many professions. Supervision is essential for workforce development and staff retention in clinical settings.

Expressive, Experiential, and Symbolic Clinical Work

Clinicians working with expressive, experiential, or narrative therapies are supported in incorporating creative modalities into case formulation and supervision. This includes the use of metaphor, symbolic imagery, visual expression, and written reflection as legitimate components of psychological understanding and treatment planning.

About Me as a Clinical Supervisor

Welcome. If you’re considering supervision with me, I want you to know something from the start: I care deeply about the development of clinicians—not just in terms of technique or competence, but in who they become as reflective, grounded, emotionally attuned professionals. Supervision is one of the few spaces in our field where growth can unfold slowly, symbolically, and with genuine support, and I take that responsibility seriously.

I am a clinical psychologist who has spent years in individual counseling and therapy sessions with clients across many different stages of life. Those hours in the room—listening carefully, sitting with complexity, and watching people grow—shape the heart of how I approach supervision. I don’t see this work as a series of skills to master; I see it as a deeply human process of self discovery, theory coming alive, and developing a therapeutic presence that feels steady and authentic.

My supervision style draws from developmental models that recognize how clinicians grow over time. Early in training, it’s common to lean heavily on structure and technique. Over time, with guidance and reflection, clinicians begin to hear clients differently—to sense the emotional undercurrents, to notice symbolic communication, and to understand how meaning is co-created in every therapeutic relationship. Supporting clinicians as they move into that deeper level of work is one of the great privileges of my career.

Part of what informs my approach to supervision is the broader professional world I work in. Alongside clinical practice, I am an active publisher and author of psychological resources, reflective writing series, and tools for both clinicians and the general public. Publishing allows me to translate theory into accessible language, and that same clarity and integration shows up in how I teach, supervise, and conceptualize cases.

I also serve in statewide and national advocacy roles, including my work with the American Psychological Association (APA) and my leadership within the Vermont Psychological Association (VPA). My advocacy centers on strengthening the mental health workforce, improving licensure pathways, and advancing the profession so that clinicians entering the field receive the support, protection, and clarity they deserve. These roles keep me connected to the evolving landscape of our profession—from legislation and policy to ethics, equity, and the realities clinicians face across health services and telehealth contexts.

This broader involvement shapes supervision in meaningful ways. It keeps me rooted in the realities that new clinicians encounter: systemic pressures, supervision requirements, professional identity formation, and the challenges of starting out in a field that demands both emotional depth and practical competence. Supervisees often tell me that working with someone who is actively shaping the profession helps them feel more oriented, more confident, and more connected to the work. Supervision promotes ethical and legal compliance by helping mental health professionals understand and apply ethical guidelines.

My goal is simple: to help you grow into a clinician who feels grounded, steady, and capable—someone who can think deeply, work relationally, and trust their clinical instincts because they’ve taken the time to understand where those instincts come from. I want supervision to feel like a place where your questions are welcome, your voice matters, and your growth is taken seriously.

I’m glad you’re here. Let’s build this together.

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.