Experience & Background
In our work together, I draw on my knowledge and appreciation of systemic psychotherapy, informed by 20 years of faculty experience educating, training, and supervising over 1,000 graduate and doctoral students.
Training Experience
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Extensive knowledge and experience in teaching, providing case consultations, and supporting the conceptualization of systemic theories, including brief psychotherapy, evidence-based practices, modern, and post-modern approaches.
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Expansive knowledge and established proficiency in teaching and consulting on the techniques of systemic psychotherapy, covering the scaffolding of therapeutic treatment, principles of talk therapy, process-focused practice, therapeutic assessment, goal setting, interventions for sustained client traction, and characterological transformation.
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Significant experience in teaching and guiding the development of therapeutic and relational skills essential for establishing and sustaining meaningful client contact, particularly in contexts where generational, physical, political, social, economic, cultural, religious, and identity differences are pronounced.
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A strong background in teaching, consulting, and supporting the integration of individual and family life cycle development in therapeutic practice.
Supervision Experience
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Extensive experience providing advanced post-graduate supervision in both California and Colorado, with a focus on advancing clinical skills and enhancing professional growth.
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Proven track record in supporting scholarly contributions and fostering service to the profession, encouraging growth beyond clinical practice.
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Significant experience in supervising graduate and doctoral students in practicum, internship, and techniques courses, ensuring comprehensive skill development and academic success.
Supervision and Training Philosophy
My approach to supervision and training is grounded in the belief that clinical excellence emerges not only from skill, but from the ongoing development of the character-of-the-clinician. I value learning experiences that:
(a) disrupt familiar patterns of control, inviting clinicians to think and act in new and more flexible ways within the therapeutic encounter;
(b) incorporate discordant or unfamiliar knowledge as a means of expanding our awareness of how we relate to information, authority, and uncertainty; and
(c) place character development at the heart of professional growth - recognizing that who we are is inseparable from how we practice.
Through this framework, supervision becomes more than skill-building - it becomes a reflective and transformative process that cultivates integrity, discernment, and presence in our clinical work.
