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.

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 acknowledgment of the interactive influence they have on our relationships and well-being.

Memberships

American Psychological Association

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 their 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

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.

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.

Education

University of Indianapolis, 2019, Clinical Psychology

Internship

Southern Illinois University Counseling & Psychological Services

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.

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.

Education

West Virginia University; 2021; Counseling Psychology

Internship

Texas Woman’s University, Counseling and Psychological Services

Theoretical Orientation

My theoretical orientation is integrative, utilizing interpersonal, multicultural humility, and womanist theories.

Memberships

American Psychological Association

Supervision Style

I use the Integrative Developmental Model to inform my supervision.

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.

Education

James Madison University, PsyD 2018

Internship

James Madison University Counseling Center

Theoretical Orientation

As a clinician, I am committed to cultivating change through warmth, humor, and fostering a sense of empowerment in my individual and group work. I provide a safe space where individuals feel able to explore and understand why they may be experiencing difficulty, how to move forward and experience increased well being. I work from a multicultural and attachment framework and also incorporate interpersonal processes to help students better understand how they relate to themselves and others. I also will integrate cognitive and mindfulness-based interventions in my work.

Memberships

American Psychological Association
Association for Applied Sport Psychology

Supervision Style

As a supervisor I work from a relational, developmental and strengths-based approach. I work collaboratively to establish a safe place to help supervisees meet their goals, increase self-efficacy, self-awareness and develop one’s professional identity.

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

Association for Contextual Behavioral Science

Supervision Style

I approach supervision from an integrative, developmental and feminist model. I work to meet the supervisee where they are and to utilize the supervisory relationship to foster growth and change, while addressing the personhood of each participant in the supervisory relationship. 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.

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

American Psychological Association

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.

Education

Smith College School for Social Work, 2019

Internship

US Naval Academy, Midshipmen Development Center

Post-Master’s Fellowship

North Carolina State University, Counseling Center

Theoretical Orientation

My approach to therapy is integrative and informed by psychodynamic theory, attachment theory, and Internal Family Systems (IFS) through a trauma informed and social justice lens. I strive to create a therapeutic space where clients can feel safe to bring their whole, authentic selves as we collaboratively work to address their goals.

Memberships

American Group Psychotherapy Association

Supervision Style

My supervision style is strength-based and supportive with an emphasis on creating the necessary environment for supervisees to feel safe to learn and grow as their whole, authentic selves. I advocate for my trainee’s goals and work hard to ensure they have the opportunities to explore their interests and address areas of growth. I value openness and transparency, and I enjoy attending to interpersonal dynamics as they arise in the supervisory relationship.

Education

Virginia Commonwealth University, 2021, Social Work

Internship

Virginia Commonwealth University University Counseling Services

Theoretical Orientation

Relational Cultural Theory and Internal Family Systems

Memberships

National Association of Social Workers

Clinical Interests

Daniella's clinical interests include trauma, couples, relationship concerns, LGBTQIA+ issues, grief, identity exploration, substance use, ACOA, and graduate and health sciences students.

Education

Virginia Commonwealth University, 2015, Social Work

Internship

YWCA of Richmond

Theoretical Orientation

I practice from a person-centered orientation.  My approach to clinical work is trauma-informed and strengths-based.  I enjoy integrating expressive techniques, such as art and sandtray interventions, to explore and process feelings and experiences. My goal is to work collaboratively with clients and to reduce barriers to accessing resources. 

Supervision Style

My supervision style is supervisee-centered and strengths based.  I enjoy working collaboratively with interns to meet their identified goals.  I view the development of self-awareness as foundational to social work practice and encourage supervisees to use self-reflection as a tool to understand clinical work.  I also encourage supervisees to consider cultural identities, of self and others, as a critical component of ethical social work practice. 

Education

Virginia Commonwealth University, MSW

Internship

Virginia Commonwealth University Counseling Services

Theoretical Orientation

My clinical approach is informed by person-centered and narrative theories. My goal is to work collaboratively with clients to develop an understanding of their strengths, their narratives, and their agency to author or reauthor those narratives in ways that feel true to who they are. I take a multicultural approach in understanding how a client’s identities, their experiences, or outside systems impact and are shaped by these narratives.

Memberships:

National Association of Social Workers

Education

George Washington University, 2022; Clinical Psychology

Internship

University of Dayton Counseling Center

Post-Doctoral Fellowship

Santa Clara University, Counseling and Psychological Services

Theoretical Orientation

My approach to therapy is integrative, drawing from psychodynamic theory, interpersonal theory and feminist multicultural approach.

Memberships

American Group Psychotherapy Association

Supervision Style

My approach to supervision is collaborative and developmental. I focus on creating a safe space for my supervisee and meet them where they are in their clinical identity development. I work with the supervisee to help them identify their strengths  and growth edges and encourage open communication throughout the supervisory relationship. I aim to provide ongoing feedback to facilitate the trainee's clinical and overall professional development.