Issue link: http://ncumarketing.uberflip.com/i/1043690
Connect. Support. Grow. Tell us about your clinical training/licensure, experience, and current work setting/location. I received my first master's in 1999. My LPC and LMFT status were acquired in 2002. I became a state-approved supervisor (LPC-S) in 2005, and an AAMFT approved supervisor in 2008. I also serve on the Louisiana MFT Board. I have always applied a systems approach to working with clients. Serving as both an onsite and offsite supervisor, I have worked with two NCU master's students and one NCU doctoral student. Describe your supervision style in three words. If I can respond in three phrases or sentences, I'd say that I am developmentally collaborative, I value gatekeeping, and I remind students to "see what is not being shared." What general reflections do you have about working with NCU students and/or Faculty? I like the year-round commitment, as compared to semesters with brick-and-mortar students. It gives us an opportunity to schedule accordingly, and it gives students a chance to participate in our annual community service project, the Summer "Tasting." I also appreciate the easy access to Faculty, including the collaborative, open, three-way communication to support students. In an Susan Harrington, LPC-S, LMFT-S, AAMFT-AS Maison Vie ("Life Giving House") New Orleans, LA effort to support a more quality and effective clinical development for our future therapists, I have met with NCU Faculty even beyond the scheduled supervisor conference call. Do you have any suggestions for improvement? I might suggest having a pre-practicum course where students can role play several times before seeing clients or assignments in each course addressing clinical application. I also think, based upon my work with brick-and-mortar programs in Louisiana, other students seem more skilled in diagnosis. I know this is something broader for the field, not just distinct to NCU students. What is a message or lesson you generally share with students? I think live supervision and review of recordings are essential. I also encourage participation in state conferences and expose students to the business side of therapy, including marketing and professional development. In an effort to assist interns/supervisees with avoiding personal reliance in their therapy responses, I frequently discuss the isomorphic experience of the supervisory relationship (supervisor-intern/supervisee-client). I emphasize that it is important to have a nurturing supervisor who "has your back" during the process.