Empowering supervisees to reach their potential and become life-long learners call for supervisees and supervisors as full participants in the educational and developmental process.  Dedicating ourselves to the realization of a supportive learning environment that nurtures growth, personal integrity, and mutual respect will motivate the supervisees to recognize and develop their full potential as responsible, confident, and compassionate citizens in the role of counselors in a dynamic global environment through knowledge, vision, and honor” (Arcuri, 2007). Who a person is at the core is a factor of numerous variables including, but not limited to culture, religion, and their experiences. Therefore, as a supervisor, it is imperative that not only am I modeling and practicing self-awareness, but I am igniting a passion within students to formulate a professional identity that is comprehensive of their whole self. This is a necessity to support supervisee empowerment of their clients as the awareness is a parallel process. I utilize the psychodynamic approach to supervision. The theoretical orientation will allow for exploration of countertransference, transference, anxiety, defense mechanisms and the overall experience from the supervisee’s perspective.  The psychodymanic standpoint believes that all human activity is motivated and many motivators are unconsciously utilized (Bomba, 2011). Therefore, being able to explore supervision from a constructivist approach will allow for one’s choices and meaning attributed to one’ story to be explored.

As a supervisor, I encourage students to consider their thoughts, behaviors, and feelings as they develop as a counseling in training. My supervision encompasses the roles of teacher, consultant and counselor to assist students with their own development as a counselor in accordance with the discrimination model. I will not serve students as their personal counselor, but I will model appropriate counseling behaviors to assist students in their development as a professional counselor. Throughout the supervision experience, feedback will be provided to encourage the students’ continuous exploration of self-awareness, support professional growth, and the help students formulate their professional counseling identity.

Throughout your supervisory experience, I will provide you with informal and formal feedback. I believe feedback is best received in a timely manner, therefore, please know that throughout your supervisory experience, I will be connecting with you. Ongoing feedback can support timely analysis of one’s counseling development and promote growth. Additionally, each quarter, you will receive a formal evaluation as well as at the end of our supervision relationship. According to the SC Department of Labor, Licensing and Regulation’s Board of Examiners for Licensure of Professional Counselors, Chapter 36, Article 8’s Standards for Supervision, “The process of supervision shall encompass multiple strategies of supervision, including regularly scheduled live observation of counseling sessions or review of audiotapes and/or videotapes of counseling sessions. The process may also include discussion of the supervisee’s self-reports, microtraining, interpersonal process recall, modeling, role-playing, and other supervisory techniques” (Chapter 36, section 8: 36-27). You will want to be prepared with raw data throughout our supervisory relationship. Feedback will be derived from case conceptualization, reviews of counseling work, reflection of personal counseling skills and work with clients, as well as personal awareness. Throughout life, I understand that there were numerous stressors that were unforeseen and unexpected. However, ethically, counselors are responsible to continually monitor their effectiveness as professionals and take steps to improve when necessary (American Counseling Association [ACA], 2014, C.2.g.). 

Communicating with your supervisor is a great step in practicing to ensure you understand this professional expectation as well as gaining support in how to navigate such times as a helper. Burnout, compassion fatigue, and vicarious trauma are a reality in this field; supervision is not only intended for case conceptualization and skill development, but also to provide my supervisees with a safe space to process your experiences and develop self-care plans to rejuvenate yourself to continue to be an effective helper. I strive to offer all my clients an opportunity for radical acceptance.

To begin the process of connecting for supervision services, please be sure to detail in your email desired format, your current desired supervision desired plan and intentions, as well as your resume/CV to help decipher if we are a good fit. 

**Seeking interest for Fall 2025. Possibility of cohort formation which will include bi-weekly group sessions (2 hours each) with bi-weekly individual sessions (1 hour each).***