I supervise master's level practicum students at Northwestern University's online counseling program where the training process is viewed through a psychodynamic lens. I focus supervision on understanding client transference and therapist countertransference, identifying biases that affect therapeutic objectivity, and removing personal barriers to staying fully present with the client. I work closely with your Clinical Training Director to provide both university and clinical supervision of my assigned students.

I provide counseling services to individuals, couples, parents, and families with a trauma- informed lens. I primarily work in the Reproductive Counseling Center, which focuses on individuals and families dealing with reproductive, perinatal, and postnatal issues. I am responsible for managing a caseload of clients starting at 8-10 hours per week. I independently schedule clients, manage payments, record session notes, and attend professional trainings and workshops.

My position for The Pittsburgh Study: Early Childhood Collaborative is as a family coach for the Family Check-Up evidenced based therapy model. This position requires me to keep track of a large caseload of families, record data in the research database, and adhere to the Family Check-Up model over virtual sessions due to COVID-19. I tailor my sessions to each individual family and provide support to them by providing resources in the community, connecting them to other services, and advocation. After the Family Check-Up is complete, I implement different types of therapy, such as: family, individual, trauma-focused, and parenting and family management skills.

I serve as a family coach for a new initiative in Beaver County that is aimed at supporting families receiving Early Intervention. The focus population for this initiative is mothers of newborns and young children with a history of substance use. During sessions, I adhere to the Family Check-Up evidence-based model and use the Everyday Parenting model for supplemental sessions. I am responsible for attending supervision, staff meetings, and clinical intervention group. I am also responsible for keeping a positive, collaborative relationship with Early Intervention.

I implemented behavior-based treatment, psychotherapy, and consultation to children and families in Allegheny County in the home, school, and community settings. I developed individualized and strength-based programming and treatment plans. This position required me to lead multidisciplinary team meetings, collect and analyze data, and collaborate with other family providers.

This position required me to provide mental health counseling to children and their families in the emotional support classroom setting in Pittsburgh Public School District. Therapy was given to students in individual sessions once per week and group sessions 5 times per week. I developed sessions based on strength-based goals and different social skills curricula. I attended and participated in meetings that involved the individual education plan, juvenile probation office, interdisciplinary and school team, and crisis intervention. I also coordinated parent engagement activities and communication.

I was a family-based clinician for families throughout Allegheny County. My role was to provide mental health services to a caseload of 8 families in the home and/or community setting, who were on the verge of or amid crisis. I utilized different Structural Family Therapy techniques during individual and family sessions. I collaborated with multidisciplinary team members to coordinate services and ensure continuity of care across environments.

As an outpatient therapist, I administered client centered therapeutic practices to a caseload of 10 individuals and families, ranging from ages 9 to 65. I facilitated development of treatment goals based on client strengths and input. I communicated and collaborated with staff, families, and outside services to support clients. On a weekly basis, I participated in individual and group supervision as well as case consultations and dispositions. I developed and facilitated a monthly parent support group for parents of children with behavioral and mental health needs.

In this duo role, I provided child-centered, family-focused individual and family therapy in the home, school and community settings. My caseload was about 15 children with different mental health and behavioral needs. One of my main tasks was to transfer skills to parents and caregivers. I participated in team meetings, psychological evaluations, and consultations to ensure continuity of care for the child and family. For this role, I also facilitated weekly group supervision for bachelor’s level clinicians.

I provided evidence based therapy to six children per year with Autism spectrum disorder and other varying behavioral disorders. I created activities to target behaviors that were outlined in the treatment plan. I attended state mandated supervision on a weekly basis and participated in 20 hours of training per year. One part of my role was to mentor newly hired therapeutic support staff by conducting meetings and supervisions.

I conducted intake appointments and individual counseling sessions for a caseload of 3 to 5 clients, ages 10-35, with varying cultural backgrounds. I shadowed master's level clinicians during individual sessions, TF-CBT sessions, and PCIT sessions. I attended 92 hours of outpatient therapy trainings provided by the agency and exceeded minimum internship requirement with 718 hours completed.

I shadowed master's level clinicians during individual, TF-CBT, and PCIT sessions. I compiled and collected assessments to create an adult assessment binder and a child/adolescent assessment binder for clinicians to use. I learned the clinic's auditing procedure and secure record keeping system, DAP progress note taking, and intake procedure. I completed the practicum requirement of 100 hours.

I followed a treatment plan to teach a 24 year old male with IDD life skills in his home and community. I modeled appropriate communication skills, promoted positive interactions with others, and created interventions for the client. I communicated and asked for help from supervisors with client when environmental barriers began to interfere.

I tutored 30 children with different reading disabilities and levels in grades K-2 in small groups. I followed teachers' instructions for small group activity and recommended supplemental art activities to go along with readings. I assisted emotional support classroom teaching during reading time by running two to one ratio groups.