Trisha Nash, Ph.D., Program Evaluation & Assessment Coordinator
I view supervision as a place for growth, development, and support. I believe that supervision is space to work on both client issues, and the process that occurs between a therapist and a client in the room. Supervision is also a space to develop and grow as a professional – particularly at the internship level. I enjoy helping supervisees to develop in their areas of growth and continue with their strengths, in addition to being a support during the transition from psychological intern to the next step of a post-doc or a future career. I come from a Humanistic/Personal Construct Theory orientation, though I often work to meet clients where they are – to find skills and ways to speak that will help them move forward. In regards to areas of specialty and interest, mine include assessment, program evaluation, sport psychology, LGBTIA services, and utilization of mindfulness modalities.
Caroline Hicks, Ph.D., 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.
Affiliated Internship Training Staff (Seminar Presenters; Case Conference Facilitators; Concentration Supervisors)
Gillian Berry, Ph.D., Interim Director
Having the confidence to trust your professional instincts in conjunction with the application of your theoretical perspective takes time to develop. Key to the effectiveness of this process is the relationship between supervisee and supervisor. As a result, I place great emphasis on creating a safe environment where a supervisee can focus, reflect and process their clinical interaction. With over twenty-five years of academic and direct clinical experience I seek to provide guidance which empowers both personally and professionally. Using an eclectic and creative approach I aim to support practitioners become passionate and excited about their clinical practice.
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.
Catie Greene, Ph.D., Staff Clinician
With a background in Counselor Education & Supervision, training is one of my favorite parts of this work. My supervision model is an integration of Relational-Cultural Theory and the Lifespan Developmental Framework. I believe that we learn best when just outside our comfort zones, in that we tend to stagnate when in environments with too little challenge yet become rigid and risk-aversive in environments with too much challenge. Therefore, I strive to provide trainees an adequate balance of support and challenge through transparency, consistent feedback, shared expertise, and by encouraging intentionality and risk-taking. I encourage and model vulnerability, self-reflection and self-awareness to help trainees translate these skills into their own clinical practice with diverse clientele. As with good therapeutic relationships, it is my belief that good supervision results in an increased sense of energy and excitement to continue this important work outside of the supervisory relationship.
Deborah Gonzalez, LPC
Lauren Horton, M.A., LGPC, NCC
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
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