Internship Training Staff

Primary Supervisors

Caroline Hicks, Ph.D., Interim Assistant Director, Training & Education; Training Coordinator

I approach supervision from a Systemic Cognitive-Developmental model, which allows for the supervisee to feel grounded in their strengths – while also being challenged to grow towards their goals by encouraging flexibility. My hope for supervision is a relationship that is transparent, open, and explorative. I find that exploration into differing theoretical orientations, case conceptualizations, and multicultural perspectives helps supervisees better cultivate their clinical identity. In my clinical approach – I integrate aspects of interpersonal therapy, CBT, and motivational interviewing. My areas of interest include sexual & gender minority identity development, issues related to intersectional identities, international student experiences, suicide prevention & intervention, and relational concerns.

Aprille Frett, Psy.D., Trauma Services Coordinator

I primarily draw from a psychodynamic perspective however, often infuse cognitive-behavioral and mindfulness interventions. In regard to supervision, I believe in modeling warmth and authenticity. My approach is fundamentally oriented toward empowering supervisees by helping them recognize their personal strengths and capacity to grow. Supervision is a sacred and safe space created to deepen self -awareness, conceptualize cases, foster professional development, and examine transference and counter transference. My hope is that supervisees and I can collaborate to ensure that such a time is respected and used effectively. My clinical and research interests include trauma, sexual assault, grief and loss, self-care, young adult development, mindfulness, and relationship concerns.

Jessica Parrillo, Ph.D., Director

I just joined the GWU CAPS team in June 2020 after serving as the Director of Counseling at Ursinus College and the Clinical Director at Drexel University. Prior to that I’ve worked in the counseling centers at Columbia and Princeton University after receiving my PhD in Counseling Psychology from the University of Georgia and completing my pre-doctoral internship at the counseling center at Johns Hopkins University.

While I deeply appreciate the university counseling center setting and have dedicated my career to providing quality mental health services to the undergraduate and graduate student population as well as oversight and administrative leadership in these settings, I am most passionate about the provision of clinical supervision and contributing to the development of staff. I identified my deep appreciation for the value of supervision early on my own graduate training. I eagerly pursued opportunities to gain theoretical knowledge and experience in the application of supervision after recognizing the deep value that supervision provided me in learning about the use of relational dynamics, transference /countertransference, making sense of my own reactions to clients, and learning about my own skills as a therapist. This was solidified through supervision practicum coursework and experiential learning gained from providing individual supervision to masters students of varying developmental and experience levels while a doctoral student. From these early experiences through current, I have never stopped serving in supervisory roles or learning and growing as a supervisor.

As a supervisor, I make a personal investment in each supervisee so as to connect them to their unique strengths and abilities as clinicians. At the core of my approach to supervision is the critical aspect of establishing a strong working alliance and applying a relational paradigm to facilitate growth. I aim to foster growth through the creation of a safe, open, and trusting environment and the establishment of a genuine, authentic relationship. I operate from a natural place to help supervisees feel valued, understood and supported and address supervisees from a place of respect, positive regard, empathy and encouragement. I strongly believe that these facilitative conditions are necessary to providing a safe supervisory environment in which a supervisee can be vulnerable to express concerns, explore theirreactions and take clinical risks. Furthermore, this approach to relationships with my supervisees allows me to meet them where are, and facilitate their development for where they strive to go. Feedback emanates from this relationship, so that while not always comfortable, it can be growth enhancing. I also take a developmental perspective and conceptualize supervisee development as a continual process. With this in mind, I work to develop a clear conceptualization of my supervisee’s theoretical orientation / approach, clinical strengths as well as areas to further refine so as to most effectively provide feedback and facilitate growth. I strongly believe in the essential nature of helping supervisees access not only the content, but also their reactions to clients and sessions. I encourage and value: openness to learning, discovering new ways of attending to clients’ needs, non-defensively accessing not only the content but their reactions to sessions with clients so as promote the effective use of our own emotional reactions.

Clinically, I conceptualize from an integrative psychodynamic and interpersonal-relational framework and incorporate a variety of interventions aimed at empowering clients to more effectively navigate their concerns, develop new coping strategies and increase their awareness. Incorporating the belief that each client must be understood as an individual whose worldview and sense of self has been informed through many social, cultural and relational interactions, I believe that therapy must be culturally sensitive. This is woven into my approach to supervision, while very much respecting and appreciation the particular orientation and approach that a supervisee takes to their clinical work. Just as I hope that through therapy, our clients can realize their potential, I aspire to help supervisees realize
their potential through supervision.

Affiliated Internship Training Staff (Seminar Presenters; Case Conference Facilitators; Concentration Supervisors) 

Shatiea Blount, LICSW, Staff Clinician

Chris Davis, LPC, Clinical Services Coordinator

As a licensed professional counselor, my work has been strongly influenced the model of human development. I rely heavily on person centered, CBT, and solution focused brief therapeutic techniques in my work with clients. I approach supervision similarly and strive to create a trusting and supportive environment for the supervisee to grow. In addition to addressing growth areas, I make sure to spend as much time emphasizing and identifying clinical strengths.

Esther Dickerson, LPC, Staff Clinician

Esther is a clinical Social Worker licensed in both the District of Columbia and Maryland. She obtained her Bachelor of Arts in Sociology from Virginia State University and her Master of Social Work from The University of Pittsburgh School of Social Work.  She is retired from the DC Department of Mental Health Services where she provided clinical and administrative services. She was an adjunct professor at Howard University and Virginia Commonwealth Schools of Social Work where she taught Crisis Intervention and Direct Services. She describes her style as eclectic, with a strong focus on cognitive-behavioral and interpersonal therapy.

Deborah Gonzalez, LPC, Staff Clinician 

Debby is a Licensed Counselor. Through her experience in the mental health field, she has gained a multifaceted and cross-cultural approach to her practice. Originally from El Salvador, she was brought up in Romania, and moved to the US in 2007 to begin her Undergraduate Studies at Liberty University. Since completing her Masters in Clinical Mental Health in 2015, she has worked in community mental health settings within the DC area, including the DC Homeless Shelter. Prior to joining the team at GW, Debora worked for two years as a therapist for a non-public school system, focusing on promoting individualized treatment to middle school and high school students with “Emotional Disabilities” as part of their Individualized Education Program (IEP). Her interest include identity struggles and integration of healthy boundaries, existential crises (processing death, meaning, and purpose), as well as family dynamics.

Lauren Horton, M.A., LGPC, NCC, Staff Clinician

Lauren  is a Licensed Professional Counselor. She received her Master’s Degree in Clinical Mental Health Counseling from Marymount University and her Bachelor of Science in Psychology from James Madison University. She uses a culturally aware pluralistic approach when helping clients progress towards their therapeutic goals and helping clients increase awareness, harmony and balance in their lives. Lauren uses a variety of techniques from Afrocentric, Attachment, and Solution-Focused theories. Prior to working at GWU, Lauren interned for a local county’s offenders of domestic violence rehabilitation program, where she facilitated group and individual therapy that promoted increased emotional intelligence, healing past traumas, and improved communication between people. Lauren has a serious interest in attachment, resilience, self-compassion, and mental toughness.  

Leanne Juzautis, LMFT, Staff Clinician 


Stephanie Prymas, LPC, Staff Clinician 

Stephanie is a licensed professional counselor in the District of Columbia and Maryland.  She earned her Bachelor’s degree in Economics from the University of Maryland and a Master’s degree in Counseling from Northwestern University.  Stephanie identifies as a trauma therapist and enjoys incorporating her interest in interpersonal neurobiology and mind-body therapies into her work.  She has worked clinically in partial hospitalization, university research, and private practice settings and has additional training in trauma, working with trans/gender nonconforming individuals, and women’s reproductive mental health.  As a career changer herself, she also enjoys working with people who are new to therapy and others who are struggling to integrate an intellectual understanding of their current challenges with their associated emotions, behaviors, and physical sensations.

Colin Sutton, LCSW, Staff Clinician 


Kaki Tipler, LICSW, Staff Clinician

I strive to provide an open and collaborative environment, in which supervisees can grow their voice and style as a clinician, feel comfortable exploring their strengths and growth edges, and set goals to increase their confidence in their practice. I use supervision to deepen self-awareness, conceptualize cases, foster professional development, examine transference and counter transference, and explore the use of interventions in clinical work. My style is direct, and I use an integrative approach, often drawing from psychodynamic, relational, and cognitive behavioral theories, among others, in my work. My areas of interest and specialty include eating concerns and body image issues, anxiety, family of origin issues, and trauma.

Arielle Walls, M.A., LGPC, Staff Clinician