Clinical Supervision

What we might work on

Therapists come to supervision with different needs. Some come with a specific session or client in mind. Others aren’t quite sure what they need yet — and that’s fine too. Whatever you bring is welcome here. You don’t need to have it figured out before you arrive — that’s what we do together.

→ The session you’re still thinking about — A moment where you weren’t sure what to say, or wondered about it after. We slow it down and look at what was happening in the client, in you, and between you.

→ Feeling stuck with a client — When sessions feel circular or you dread the appointment. We look at the patterns, not just the presenting problem.

→ Your reactions to clients — What comes up in you is information, not a problem. Learning to work with transference and countertransference — to use what you’re feeling rather than just manage it — is some of the most valuable work supervision can offer.

→ The “how can I tell if I’m doing a good job?” — Most therapists carry this worry. We can work with it honestly, not just reassure it away.

→ Learning to sit with not knowing — Those moments when you don’t know what to do next and the pull to fill the silence or reach for a technique is strong. Building the trust that something will come — that not knowing isn’t the same as failing — is some of the most important work supervision can support.

→ Seeing the whole person — It’s easy to get pulled into the presenting issue and lose sight of the bigger picture. We look at the patterns underneath — family dynamics, historical relationships, the ways your client has learned to protect themselves — so you’re working with the whole person, not just the problem they brought in.

→ Couples work — Learning not to get pulled toward one partner, holding the relationship as the client, and navigating the intensity couples bring.

→ Building your practice — The clinical and practical are connected. We can look at how you structure your work and sustain yourself in the long run.

Evaluation Procedures

Goals are co-constructed and tailored to the supervisees’ needs according to: individual contracts, performance and experience, reason for supervision (licensure/internship/credentialing), and in accordance with current standards of practice and ethics in the field. Supervisees are provided feedback continuously and apprised of any performance issues. Furthermore, supervisees are provided opportunities for remediation, if needed, via written contract and procedures of due process (with the exception of certain gross ethical violations). Adherence to the ethical standards of BCACC and any supervisory directives is expected and a basis for evaluation. Supervisees are provided copies of any written summative evaluations.

Confidentiality

Privileged communication is not applicable to supervision sessions. However, every effort is made to keep the content and process of supervision sessions confidential, with a few noted exceptions: (a) the client’s welfare is in danger of harm, (b) a written release is provided by the supervisee, or (c) the contract for supervision provision requires communication with a third-party (university supervisor, licensure board, etc.). In these events, effort is made to inform the supervisee of the disclosure.

Supervision Background

My supervision training includes several years of administrative and clinical supervision in an acute care setting and community agency settings. My training was formalized during my master and doctoral program including several academic courses on teaching in clinical practice settings with adult learners. In the past three decades, I have worked in a full-time capacity supervising practicum and internship students completing their nursing degree. In recent years, I have also began to support counselling practicum students.

Supervision Approach

I use the Seven-Eyed Model of Supervision as a framework for understanding the many layers of therapeutic work. Developed by Peter Hawkins and Robin Shohet, the model offers seven interconnected perspectives through which we can explore a counselling case: The client: their experiences, needs, and concerns. The interventions: the therapeutic approaches and techniques being used. The client–counsellor relationship: the dynamics and patterns emerging between them. The counsellor: your feelings, responses, and internal experience during the work. The supervisory relationship: what emerges between you and your supervisor. The supervisor: your supervisor’s own responses and observations. The wider context: the broader systems, relationships, and circumstances influencing the client and the therapeutic work. These perspectives help us look beyond the presenting issue, notice what we might otherwise miss, and deepen our understanding of the therapeutic process. My approach is integrative and collaborative. I encourage supervisees to explore different therapeutic theories, connect theory to practice, and develop their own authentic clinical style. Supervision is a supportive space to discuss challenging cases, strengthen clinical skills, and build confidence. Throughout this process, ethical practice, professional accountability, and client safety remain central. My goal is to help you develop the clinical reasoning, self-awareness, and confidence to make thoughtful, ethical decisions and grow into the counsellor you want to be.

Talk With Me