About My Supervision Practice
I am a Board Approved Supervisor offering supervision to provisional psychologists, registrars, and qualified psychologists (as well as other MH professionals) across government and private practice settings. My supervision practice is grounded in collaborative learning, reflective practice, and a commitment to neuro-affirming and trauma-informed approaches
My Philosophy of Supervision
I view supervision as a collaborative space for reflection, learning, and professional growth. My aim is to support clinicians to develop confidence in their clinical thinking, deepen their understanding of the people they work with, and practice in ways that are neuroaffirming and trauma-Informed. I place strong value on curiosity, openness, and creating a safe environment where clinicians can explore both challenges and strengths in their work.
I obtained General Registration in 2006, via the 4+2 pathway, and subsequently going on to complete a Combined Masters/PhD in Clinical Psychology. I have worked across government and private practice settings, with extensive experience in complex mental health services supporting adolescents and young adults. My clinical focus has increasingly centred on supporting neurodivergent clients, particularly those who have experienced significant trauma or attachment-related trauma.
My Competencies as a Supervisor
I am a Psychology Board of Australia Approved Supervisor, and I supervise:
- Provisional Psychologists (5+1 pathways & Trainees in the Clinical Programs)
- Clinical Psychology Registrars
- General Psychologists
- Clinical Psychologists
- other Mental Health Professionals
The therapies that I use regularly include:
- Cognitive Behaviour Therapy
- Metacognitive Therapy
- Schema Therapy
- Eye Movement Desensitization and Reprocessing (EMDR)
- DBT
I have particular experience and interest in supervising work with:
- Neurodivergent clients (Autism, ADHD, and other neurodevelopmental presentations)
- Complex trauma and attachment-related trauma
- Adolescents and young adults
- Clients with co-occurring neurodivergence and mental health presentations
- Schema therapy and EMDR approaches
My Approach
Importance of goodness of fit
I recognise that supervision works best when there is a good fit between Supervisor and Supervisee. Differences in style, expectations, and learning preferences can influence how helpful supervision feels. For this reason, I encourage open conversations early on about what supervisees need from supervision and how I work, so we can determine whether the fit is likely to support their learning and development. If it becomes clear that another Supervisor may better meet a Supervisee’s needs, I believe it is important to acknowledge this openly and support a transition where appropriate.
I welcome open conversations about supervision style and expectations from our first meeting. If at any point the supervision relationship doesn’t feel like the right fit—whether due to differing approaches, learning needs, or personal style—I see this as important professional information rather than a failure. I am committed to supporting a thoughtful transition to another supervisor if that would better serve your development.
1. A collaborative, relational approach
I approach supervision as a collaborative and relational process. I aim to create a psychologically safe space where supervisees feel comfortable being open about their work, including uncertainties, challenges, and mistakes. I see supervision as a shared process of reflection and learning rather than a top-down teaching relationship.
2. Supporting reflective clinical thinking
I place a strong emphasis on helping clinicians develop reflective and thoughtful clinical thinking. This includes exploring formulation, understanding the person in their broader context, and reflecting on what is happening in the therapeutic relationship. My goal is to support supervisees to develop strong clinical judgement rather than rely solely on techniques.
3. Neuroaffirming and Trauma-informed practice
I encourage supervisees to practice in ways that are neuro-affirming and trauma-informed. This includes understanding each client within their developmental and social context, recognising how trauma shapes presentation and coping, and moving away from deficit-based interpretations of neurodivergence toward strengths-based, identity-affirming approaches.
4. Integrating evidence with real-world practice
I support supervisees to integrate evidence-based models with the realities of everyday clinical work. This often involves drawing from approaches such as CBT, schema therapy, and trauma-informed frameworks in a way that remains flexible and responsive to the individual client.
5. Fostering professional growth and confidence
I aim to help supervisees develop confidence in their clinical judgement and professional identity. This includes offering constructive feedback, recognising strengths, and supporting areas for development as clinicians progress in their training and careers.
6. Maintaining ethical and professional practice
I place strong importance on ethical, reflective, and responsible practice. I support supervisees to meet professional competencies and regulatory requirements while maintaining a thoughtful and client-centred approach to their work.
7. Neurodiversity in Supervision
As a neurodivergent clinician myself, I bring lived experience to understanding the intersection of neurodivergence and clinical practice. I welcome and actively support neurodivergent supervisees, including offering supervision adaptations such as written agendas, flexible session structures, and alternative methods of reflection (e.g., written case notes rather than solely verbal discussion). I encourage supervisees to discuss any accommodations that would support their learning.
SUPERVISION PATHWAYS & REQUIREMENTS
AHPRA Supervision Framework
The Australian Health Practitioner Regulation Agency defines policy about the practice of the profession of psychology in Australia. There are different levels of training that psychologists may complete, with different implications for supervision.
- 5+1 Pathway:
People who have completed an approved 4-year tertiary course in psychology in the last 10 years may become Registered Psychologists if they undertake an approved Masters in Professional Psychology, followed by one year of supervised practice with a board approved supervisor. - Clinical Psychology Registrar Pathway:
People who have completed an approved 6-year tertiary course in clinical psychology may become Clinical Psychologists if they undertake up to 2 years of supervised practice with a Board Approved Supervisor (BAS) who has held an Endorsement in Clinical Psychology for 2 years.
AHPRA defines 8 core capabilities that all psychologists must demonstrate. These competencies are what supervisors evaluate as trainee psychologists or registrars progress through their training placements.
Scientific Knowledge of Psychology;
Applying psychological theory, models, and research evidence to understanding client presentations and guiding practice.
Ethical, Legal and Professional Matters;
Practising within ethical guidelines, legislation, professional boundaries, and placement policies; recognising limits of competence
Professional reflexivity, deliberate practice and self-care;
Reflecting on personal responses, biases, strengths, and limits; using feedback intentionally; attending to wellbeing
Psychological Assessment and Measurement;
Developing skills in assessment selection, administration, interpretation, and integration appropriate to training level.
Psychological Intervention Strategies:
Developing and applying evidence-informed intervention skills under supervision, tailored to client needs.
Communication and Interpersonal Relationships;
Building effective therapeutic relationships and communicating clearly with clients, supervisors, and teams.
Health Equity, Cultural Responsiveness and Diversity;
Understanding how culture, identity, disability, neurodiversity, and systemic factors shape client experience and access to care.
Culturally safe practice with Aboriginal and Torres Strait Islander Peoples;
Practising in ways that promote cultural safety, respect self-determination, and acknowledge historical and ongoing impacts of colonisation.
Training programs and registrar pathways require Psychologists to demonstrate competence across a range of professional domains. In supervision, these competencies are translated into learning goals that guide professional development. I encourage trainees and registrars to develop Specific and Action-Oriented goals, rather than broad or generic statements, so that supervision can focus on meaningful skill development and reflective learning.
A simple structure can make writing goals much easier for trainees. One approach that tends to work well in supervision is a three-part goal framework:
1. Identify the skill or competency area
WHAT specific aspect of practice do you want to develop?
2. Describe the action you will take
What will you DO to develop this skill? (e.g., practice a skill, complete an activity, review recordings, develop formulations, read specific material)
3. Identify how progress will be reflected on in supervision
HOW will you review or evaluate what you are learning?
Effective supervision goals are SPECIFIC, OBSERVABLE, and LINKED to PRACTICE, so that learning can be meaningfully reflected on within supervision.
