Nature of Supervision

Through supervision, the supervisee(s) can discuss current clients and strengthen their counseling skills through professional development. The relationship between the supervisor and the supervisee(s) is strictly professional. The relationship between the supervisor and supervisee(s) is not a personal counseling session, even though supervision is therapeutic. The supervisor will provide a list of providers in the supervisee(s) locality if the supervisee(s) needs to go into personal depth and introspection and does not currently have a counselor. Clinical supervision can vary depending on the need of the supervisee(s). 

 Supervision Approach

The focus of my supervision is supporting the supervisee(s) on their wellness as practitioners and developing their self-care plans so that they can focus and hold space for others.

When working with a supervision group, I like to use an arts-based, textile approach to supervision. In my research, meeting in the Quilting B/Sewing Circle can be powerful, nurturing, and supportive for those attending. This meeting style is a beautiful way to promote growth and professional development, and I want to provide that space for us to come together. As a teacher, role model, counselor, learner, and consultant, my goal is to support the development of my supervisee(s). 

 Supervision is a safe space where I can support a professional counselor and art therapist in developing self-awareness and cultural competence. I practice an Adlerian-based, holistic supervision model that combines with clinical application to deepen clinical knowledge development throughout the supervision process.

 To support the supervisee(s) client(s), the approach to supervision is clinical and developmental. A structured model of the supervisee's current client's client histories, assessment data, art therapy directives, intervention strategies, and record-keeping, such as case conceptualizations and clinical notes, is applied. 

A significant component of supervision is ensuring the client's goals are met. One of these goals will be exploring possible transference and countertransference with clients. Reflective practices and incorporation of the supervisee's art-making are encouraged.

Evaluation Procedures

It is essential to evaluate supervisees' clinical counseling work and ensure they provide safe, ethical standards to their clients. The supervisor will provide feedback for possible weaknesses by strengthening competency and building professional identity. Clinical strengths will be addressed regarding how or why specific applications work. Strong multicultural consistencies are required to address the diversity of client populations. Supervision also provides and encourages self-assessment, evaluation, feedback, and self-care routines. We will also discuss help plans, interventions, and client learning activities.

Supervision Philosophy & Expectations

This supervision focuses on strengthening skills and processing of professional and clinical challenges within counseling and art therapy. Here the supervisee(s) will use art as a modality to support processing these clinical and professional challenges using response art and reflexivity. 

While talk supervision may be included, I ask that all supervisees be prepared to participate in art-making during supervision. This process will further strengthen their skills as art therapists and counselors.  

As the supervisor, I will come to each meeting prepared and attentive. I will approach each session open to discuss art-based clinical challenges and professional concerns and assist supervisees in processing those challenges. As a lifelong learner, I will encourage each supervisee to inform me of their unique characteristics of themselves and their clients. Together we will explore and practice different techniques and skills that can be used to enhance clinical practice using art therapy and counseling and assist the supervisee in administrative practices as seen fit.

Clinical Experience

In my current practice, I utilize an Adlerian holistic approach to meet the needs of my clients. Since I have a Doctorate in Art Therapy (Ph.D.) and am a board-certified art therapist (ATR-BC), I will incorporate art as therapy to help enhance therapeutic expression and exploration. Empowering and supporting my supervisees throughout their therapeutic journey is essential, and I strive to promote a positive atmosphere and a collaborative therapeutic relationship.

I have experience within community mental health as a counselor and art therapist to children on the autism spectrum. I have also worked as an Applied Behavior Analyst (ABA), teaching children social and life skills while incorporating art therapy into everyday routines. In the past, I have served the community as a Domestic Violence Advocate for children, teens, and adult women. 

In my private practice, I currently serve populations with children, teens, and adults experiencing grief and individuals experiencing adjustment difficulties with life transitions and finding balance.

I am also GRATEFUL to serve as an Assistant Professor in the Counseling: Art Therapy Masters Program (MACAT) at Adler University in Chicago and BLESSED to work with the most AMAZING professors, art therapists, and counselors in our Department, where I advise and supervise students.

Adler University’s Master of Arts (M.A.) in Counseling: Art Therapy program

https://www.adler.edu/program/counseling-art-therapy-chicago/

Adler University’s Master of Arts (M.A.) in Counseling: Art Therapy program Faculty

https://www.adler.edu/program/counseling-art-therapy-chicago/#faculty