About

Education: The Pennsylvania State University, 1999, Counseling Psychology

Internship: University of Maryland

Theoretical Orientation: Interpersonal process psychotherapy, psychodynamic, family systems

Memberships: American Psychological Association

Supervision Style: In supervision I work to meet supervisees where she or he is developmentally. I encourage supervisees to explore how to use self as a tool in helping students and I support him or her in trying different techniques to help students. I am a firm believer in a strength based perspective and work with supervisees on building those while also helping her or him grow in other areas. I often use the Socratic Method in supervision as a tool to help supervisees think critically about the interventions he or she uses with students.

Licensure: In Process

Education: University of North Texas, 2015, Counseling Psychology

Internship: Virginia Commonwealth University Counseling Services

Theoretical Orientation: My approach to therapy is integrative and informed by relational and interpersonal process theories with a multicultural lens. I value collaboration and fostering safety with clients so that they are able to be themselves, honestly face their emotional experiences, and examine their relationships in the pursuit of increasing self-understanding, connection, authenticity, and self-compassion. I deeply value and strive to maintain an ongoing commitment to sensitivity to diversity and contextual factors, and acknowledgement of the interactive influence they have on our relationships and well-being.

Memberships: American Psychological Association (APA)

Supervision Style: My approach to supervision is relational, collaborative, and developmental. As a supervisor, I seek to facilitate a safe environment that fosters growth in clinical competence, self-awareness, and cultural humility through mutual engagement and an intentional and flexible balance of support and challenge, of guidance and encouragement of curiosity and self-reflection. I seek to meet supervisees where they are and to be connected, transparent, and collaborative in supervisory and training relationships.

Education: University of Utah, 2013, Counseling Psychology

Internship: Virginia Commonwealth University Counseling Services

Theoretical Orientation: I work from a theoretical orientation grounded in existential psychotherapy integrated with interpersonal theory.

Memberships: American Psychological Association

Supervision Style: I work from a collaborative and strengths-based framework of supervision. My goal in supervision is to help my supervisee develop her or his clinical identity in a safe and supportive environment. I work towards this goal from a developmental perspective, providing structure where needed and encourage exploration of clinical style, theoretical orientation and attention to parallel process.

Education: Indiana State University, 2016, Clinical Psychology

Internship: University of North Carolina – Chapel Hill, Counseling and Psychological Services

Theoretical Orientation: My theoretical orientation is best described as integrative –it is grounded in interpersonal process psychotherapy and existential theory within a multicultural framework. I strive to create a safe space where clients can be their authentic selves, and I work with them collaboratively toward their therapy goals. I also strive to be mindful of the client’s socio-cultural upbringing and intersecting identities in order to holistically understand what is bringing them to therapy and to help shape the therapy work.

Memberships: American Psychological Association (APA); Society for the Advancement of Psychotherapy

Supervision Style: My supervision style is collaborative, developmental, and relational. I strive to meet supervisees where they are in their development, and seek to create a safe space that fosters clinical growth, cultural humility, and self-awareness. Similarly to my clinical work, I encourage supervisees to be their authentic selves in supervision, and work collaboratively with them toward their training goals.

Education: Catholic University, Clinical Psychology

Internship: Indiana University Medical Center

Theoretical Orientation: Object-relations and cognitive behavioral therapy. I believe that early interpersonal experiences provide us with templates through which we come to understand ourselves and others. When these templates are overly rigid, inflexible, or based on an inordinate number of negative interactions, we are at risk of maladaptively responding to new situations based on these old experiences.  With this is mind, I see psychotherapy as providing clients with “new endings to old experiences.”

Memberships: American Psychological Association; Association for Applied Sport Psychology; APA Division 47 -- Sport and Exercise Psychology

Supervision Style: I view supervision as a collaborative effort. I value collegiality and see supervision as a reciprocal learning experience. I believe that a clinician’s reactions in therapy often inform the therapeutic process; that attending to the process of psychotherapy is infinitely more important than becoming a technocrat who only responses to the client’s content; and that if you are not, overall, having fun in supervision, you are probably doing it wrong.

I also believe that, at the heart of it, supervision is a mentorship that occurs within the context of a real relationship between two people, and that knowing one another in more depth than the professional cocoons in which we often insulate ourselves facilitates this process. 

Licensure: LCSW

Education: MSW - University of Pennsylvania, 2009

Theoretical Orientation:  I utilize a strength-based, narrative approach, and seek to understand clients in the context of their environments.  I value fostering collaboration with clients as they gain greater self-awareness and move toward their therapy goals. I also see part of my role as that of an advocate, and work to recognize the impact of systemic oppression and inequality on client functioning and self-understanding.

Memberships:  Virginia Society of Clinical Social Workers

Supervision Style: My approach to supervision is developmental and strength-based.  I work as a collaborative partner to supervisees to help them achieve their goals and increase self-efficacy. I seek to promote self-awareness and self-care as a means to providing ethical practice. 

Licensure: In Process

Education:  The University of Akron, 2011, Counseling Psychology

Internship: The Ohio State University, Counseling and Consultation Service

Theoretical Orientation:  I conceptualize my work from feminist, constructionist, and Afrocentric approaches. I believe that we create meaning out of our environment and lived experiences, as well as strive for balance in our lives. Within the therapeutic alliance, clients are encouraged to recognize how societal forces, including systems of oppression, may affect one’s self-understanding, daily functioning, and create psychological distress. Clients’ contextual factors are incorporated throughout treatment in order to holistically understand their presenting concerns and inform treatment planning. I view my role as fostering clients’ inner strength in managing surmounting barriers, and empowering them to live a self-defined and value-driven life.

Memberships: The Association of Women in Psychology (AWP), The Association of Black Psychologists (ABPsi), The American Psychological Association (APA)

Supervision Style: I approach supervision with dynamic lens, seeking to balance multicultural awareness of self and others, clinical competence, professional growth, and developmental needs of supervisees. I work in partnership with clinicians in training, aiding them to meet their identified needs, increase self-efficacy and critical thinking, emphasize care of self, and promote ethical and best practice care of clients. 

Licensure: Licensed Clinical Psychologist

Education: University of Houston, 2018, Counseling Psychology

Internship: University of Texas at Austin, Counseling and Mental Health Center

Theoretical Orientation: Attachment, relational psychodynamic, feminist, and cognitive behavioral therapy

Memberships:  American Psychological Association (APA), Korean Psychologists Network (KPN)

Supervision Style: I take a developmental approach to supervision with a significant emphasis on creating a safe space to grow. I meet supervisees where they are and collaboratively work with them towards their goals. I encourage supervisees to use supervision to improve self- and other- awareness, cultural humility, professional development, as well as clinical competence. 

Licensure: Licensed Clinical Psychologist

Education: University of Indianapolis, 2019, Clinical Psychology

Internship: Southern Illinois University Counseling & Psychological Services

Clinical Interests: Christina’s clinical interests include interpersonal trauma, disordered eating, borderline personality features, and anxiety. 

Theoretical Orientation: My approach to therapy is integrative, drawing from cognitive therapy, interpersonal process therapy, and dialectical behavior therapy.  I encourage clients to examine and challenge their thinking styles and explore and adapt their current ways of coping.  I value genuine and open interactions within therapy and will also incorporate exploration of interpersonal dynamics.  I strive to be collaborative and consistently ask for and integrate feedback from the client about the therapeutic process.   

Supervision Style: My approach to supervision is collaborative and developmental.  As a supervisor, I aim to create a safe space to explore both areas of strength and growth.  I focus on providing balanced feedback and facilitating both clinical progress and overall professional development.  I value openness and transparency in the supervisory relationship. 

Licensure: Licensed Clinical Psychologist (LCP), Virginia

Education: Mercer University College of Health Professions, 2018, Clinical Psychology

Internship: University of Dayton Counseling and Psychiatric Services

Theoretical Orientation: My style is integrative, incorporating elements of Cognitive Behavioral Therapy (CBT) and Acceptance and Commitment Therapy (ACT) through a humanist-existential framework. I help students gain insight into the ways their thoughts, emotions, and behaviors maintain difficulties and then help mobilize their innate resources to reduce symptoms. I believe change happens when we better understand and shift the ways we interact with ourselves and the world while acknowledging that often our distress is a normal response to abnormal circumstances. I enjoy personalizing brief therapy to the diverse and specific needs of each student.

Memberships: American Psychological Association

Supervision Style: As a supervisor, I take a flexible, supervisee-centered approach to help students grow in their clinical and professional skills. Guided by the discrimination model of supervision, I move in and out of multiple roles (teacher, consultant, etc.) dependent on supervisee needs at the time. I am willing to read and learn about the supervisee’s base theory in order to provide more comprehensive supervision while imparting knowledge and skills from my experience in medical, outpatient, and university counseling centers as desired. I value collaboration, openness, self-compassion, and willingness to grow through difficult experiences, and work to build a relationship with supervisees based on these principles.

Licensure: Licensed Clinical Psychologist

Education: Teachers College – Columbia University, 2019, Counseling Psychology

Internship: University of Maryland – College Park Counseling Center

Theoretical Orientation: I operate from an integrative theoretical orientation that is informed by interpersonal process and relational psychotherapy theories grounded in a multicultural framework (e.g., Relational-Cultural Theory). As a therapist, I aspire to provide a safe, inviting space that encourages clients to freely express themselves and fosters a collaborative approach to treatment. Together, clients and I holistically consider the potential role of societal/contextual factors (e.g., systemic oppression, discrimination) in relation to their intersecting cultural identities, self-perceptions, and presenting concerns (e.g., anxiety, depression, psychological distress). This process also involves the ongoing consideration of – and open dialogue about – cultural differences and/or similarities between clients and I throughout treatment. In addition, I strive to promote clients’ authentic self-expression, self-compassion, and connections with others by considering their relational patterns. Simultaneously, I aim to empower my clients through a strength-based perspective that highlights their personal attributes, resilience, perseverance, and desire to improve their lives by entering therapy. 

Memberships: American Psychological Association (APA)

Supervision Style: Parallel to my clinical style, my approach to supervision is relational and interpersonal. As a supervisor, my goal is to provide a supportive and collaborative space that fosters multicultural self-awareness, cultural humility, and clinical competence, while also considering the developmental needs and professional goals of my supervisees. During supervision, I assist supervisees to improve their capacity to be authentic, confident, and self-reflective, not only in the context of supervision but also with their clients. In my role as a supervisor, I strive to help supervisees consider the impact of their sociocultural identities within clinical settings, gently challenge their conceptualization of clients’ concerns, and expand their clinical repertoires, all while highlighting their strengths and promoting self-care. I also model methods of introducing and discussing differences in cultural identities and power/privilege through ongoing consideration of these factors in the supervisor-supervisee relationship. 

Education: Virginia Commonwealth University, 2013, Social Work 

Theoretical Orientation: In therapy, I work with Internal Family Systems theory as a non-pathologizing approach to helping clients understand the ways in which internal conflicts can drive self-destructive coping and to discover their innate capacity to heal. I incorporate Mindful Self-Compassion strategies to provide clients with a model for how to cope with distressing thoughts, feelings and sensations without shifting into self-attack or avoidance. I also have a specialization in trauma treatment and strive to incorporate sensorimotor awareness and intervention into my work. I believe that a therapist should also be an advocate and bring an awareness of how systems of oppression such as racism and income inequality impact the client, the therapist, and the therapeutic environment. As such I try to strike a balance between challenging the null environment while also creating a safe space for clients to express themselves freely and explore. 

Supervision Style: My approach to supervision is collaborative, relational and strength-based. I encourage exploration, self-reflection and consideration of counter-transference. I am also passionate about learning to integrate self-care into day-to-day therapeutic practice instead of adding another task to a to-do list. I am excited to help trainees contribute to the VCU and Richmond communities through outreach and other forms of community engagement.

Licensure: In Process  

Education: Ball State University, 2020, Counseling Psychology

Internship: The University of Memphis

Theoretical Orientation: I use an integrative approach consisting of Cognitive Therapy,  Person-Centered Therapy, and Schema Therapy through a Multicultural and Social Justice Competency lens. I aim to help students understand how their thoughts, emotions, and behaviors are interconnected and shaped by their environment. Through collaboration, I seek to help students become their greatest advocate and manager of their mental health through psychoeducation, self-learning, self-understanding, and the development of healthy coping styles.  

Memberships: American Psychological Association

Supervision Style: I take a developmental and collaborative approach to supervision, with an emphasis on developing multicultural awareness of self and others. Meeting supervisees where they are, I seek to create a safe space for growth and development. Through collaboration, I help supervisees work toward their goals and increase their clinical awareness by providing constructive feedback, empathy, support, and transparency.

Education: The Illinois School of Professional Psychology at Argosy University, Chicago, 2013

Internship: Purdue University, Counseling & Psychological Services

Theoretical Orientation: I utilize an integrative approach to individual therapy, specifically drawing from Acceptance and Commitment Therapy (ACT), existential psychotherapy, interpersonal process therapy, and feminist therapy. I work with students to help them identify their values and to begin to take steps to living a more meaningful, values driven life.

Memberships: American Psychological Association; Association for Contextual Behavioral Science

Supervision Style: I approach supervision from a developmental and interpersonal model. I work to meet the supervisee where they are and to utilize the supervisory relationship to foster growth and change. As in my clinical work, I utilize the supervisee’s values and goals to guide the work in supervision. I encourage and challenge supervisees to engage in meaningful self-reflection about themselves and their clients regarding sociopolitical and developmental concerns.

Education: Virginia Commonwealth University, 1997, Social Work

Internship: Virginia Commonwealth University

Theoretical Orientation: Object relations and Attachment Theory

Memberships: National Association of Social Workers

Supervision Style: I believe in working from a developmental approach, taking interns where they are. Together, we develop learning objectives that will help them become successful professional social workers. Although I work primarily from object relations and attachment theory, my interns are free to develop a theoretical orientation that fits with their values and the values of NASW. Supervision is interactive, and interns are encouraged to be actively engaged in the process and not just passive recipients of knowledge. I stress critical thinking and informed interventions.

Licensure: In Process

Education: University of Nebraska-Lincoln, 2020, Counseling Psychology

Internship: Emory University, Counseling and Psychological Services

Theoretical Orientation: My theoretical orientation is integrative, with primary roots in relational-cultural, person-centered, and narrative therapy approaches. In therapy with clients, there is a strong emphasis on empowerment, honoring clients’ subjective reality and worldview, consideration of sociocultural and sociopolitical influences, capitalization of strengths and supportive resources, using the therapeutic relationship to facilitate corrective emotional experiences, as well as collaborating with clients to identify interventions that will promote improved overall well-being.

Memberships: The American Psychological Association (APA)

Supervision Style: I approach supervision from a multicultural and developmental lens. As a supervisor, I encourage introspection and awareness of intersecting cultural identities, honoring supervisees’ worldview and value preferences, cultural humility, collaboration with supervisees to identify needs and ways to address them, foster increased self-confidence and self-efficacy, and promote personal and professional development.