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Counseling Center

About us, here to help

Additional Information about our staff relevant to training

Jenna Bauer, Psy.D.

I take an integrative approach in working with clients. While looking through a multicultural lens, I address the interpersonal dynamics at play while bringing in mindfulness, CBT and DBT skills if needed. I view the therapeutic relationship as the foundation for growth and change, and thus I strive to create a safe, nurturing environment where therapist and client can work together. Similarly, I feel that creating a safe and supportive supervisory relationship is key to the growth of a supervisee. I seek to make supervisees feel comfortable enough to process both successes and challenges in their work, as well as the dynamics of the supervisory relationship. I meet supervisees where they are at and balance guidance with collaboration and space for self-exploration. Supervision is a process where both parties are constantly learning and growing, and I feel honored by the opportunity to help a supervisee on their path towards developing their own style as a therapist.

Stephanie Benedict, Psy.D.

I describe my theoretical orientation as psychodynamic, with an emphasis on interpersonal/relational and multicultural dynamics. As such, I consider relationships to be powerful tools for healing and growth and believe the therapist and client both bring important contributions to the therapeutic relationship. As a clinician, I pay particular attention to cultural factors, transference and countertransference dynamics, and interpersonal/relational dynamics. As a supervisor, I work to create a safe space within which we can work together to explore similar factors. Additionally, I believe it is important to examine the relational components of the supervisory relationship, including parallel process dynamics and cultural factors.

Elizabeth Clark, Psy.D.

My primary theoretical orientation is psychodynamic, drawing from a wide range of psychoanalytic theories but particularly influenced by self-psychology and contemporary relational theories. To me, this means attending to the therapeutic relationship as the primary vehicle of change, bringing my authentic self into the room as a therapeutic instrument, and attending closely to transference and countertransference dynamics. Similarly, as a supervisor, my first goal is to establish and maintain a trusting and authentic relationship within which my supervisee can feel safe enough to take risks and challenge themselves to grow personally and clinically toward theoretical integration.

Cristina Dorazio, Ph.D.

My work with clients is integrative, as my conceptualization and interventions are grounded in interpersonal, cognitive-behavioral, and multicultural theory. I take a strengths-based and collaborative approach when working with clients, as I believe that they are the experts of themselves and encourage them to use the therapeutic relationship/space as a vehicle for change. I value the importance of exploring intersections of identity within this relationship, and encourage dialogue about difference regarding all areas of diversity. Similarly, in supervision, I encourage supervisees to explore their clinical strengths and cultural context, as a means of exploring how that might impact the supervisory relationship and the relationship with their clients.

Leanna Fortunato, Ph.D.

I would describe my theoretical approach as integrative with a strong grounding in interpersonal, attachment, feminist, and cognitive-behavioral theories. I view a safe and supportive therapuetic relationship as the primary vehicle for change. As such, my goal is to form a collaborative relationship in which a client is assisted in reaching his/her goals through a combination of capitalizing on his/her strengths and developing new insights, skills, and capacities. Similarly, as a supervisor, I seek to cultivate a safe and collaborative supervisory relationship. My hope is to provide an environment in which my supervisee can feel supported and validated as he/she continues to grow in clinical skill and professional identity.

Heather Frank, Psy.D.

My approach to supervision is collaborative, supportive and individualized to meet the unique needs of each supervisee that I have the pleasure of working with. I view the developing supervisory relationship as the foundation for growth for both myself and my supervisees. I recognize that supervisory experiences can unfold differently for each supervisee and my intention is to provide an environment where you can feel safe, supported, and appropriately challenged to promote your own strengths and growth edges. My treatment approach is informed by psychodynamic, feminist, multicultural and relational perspectives with an emphasis on the importance of self-exploration and reflection in a safe and supportive space. As a clinician and supervisor, I pay close attention and remain mindful of cultural factors, transference and countertransference dynamics, and parallel process and work towards creating a safe space to explore these relational components within the supervisory relationship.

Joe Hermes, Ph.D.

I began my clinical training heavily influenced by my psychodynamic mentors and consider myself to practice an informed eclecticism; client and therapist in a dyadic relationship as influenced by internal and external systems with personal and practical resources brought to bear on symptom relief, recognition of strengths, and further interpersonal development. My hope for a supervision process is that it is an ongoing relationship of recognizing development and developmental needs and supporting, encouraging, and acknowledging change toward greater knowledge, skill, and clinical success.

Seunghee Kwon, Ph.D.

My description of my theoretical orientation is twofold. Conceptually I am largely drawn from a blend of interpersonal, existential, and person-centered approaches within a multicultural framework. In terms of intervention strategies, I identify myself as integrative, and strive to tailor my approach to each person's unique needs and style. Similar to my approach to therapy, my style as a supervisor is relational, reflective, and collaborative. I pay close attention to what we each bring to our collaboration, and how our similarities/differences influence the way we work with each other as well as with clients. I invite my supervisees to reflect on their own processes around clinical work while I continue to reflect on myself as well. I find my role as a supervisor to be incredibly meaningful and enjoyable. I feel honored to be a part of my future colleagues' journey to shape their identity and voice as therapists.

Karen Maddi, Ph.D.

My primary theoretical approach is psychodynamic/interpersonal with additional emphasis on socio-cultural context and feminist perspectives. I have a strong generalist background but am also experienced in working with individuals suffering from trauma, PTSD or eating disorders and can be equally comfortable working with a pragmatic symptom management of disruptive symptoms. I prefer to take a developmentally-based approach working collaboratively with trainees to identifying and work on individualized goals for professional development.

Yoko Mori, Ph.D.

My approach to clinical work can be described as transtheoretical with a strong emphasis on interpersonal, multicultural, and feminist perspectives. I perceive the working alliance as the foundation for any change process; as such I strive for creating collaborative working relationships with my clients and supervisees while adjusting my approach to where they are. Similarly, I focus on supervisee' training goals to meet their needs in supervision. I strive to create an environment where trainees feel comfortable discussing various issues, including dynamic within supervisory dyad by bringing interpersonal, multicultural, and feminist perspectives to supervision.

Benjamin Schwartz, Psy.D.

My therapeutic work is predominantly informed by psychodynamic thinking, integrating facets of object relations and self psychology within a cultural context and relational/interpersonal process. I attend to the activation of relational patterns in therapy and use this to facilitate emotional growth. Using my own reactions and emotional experience in therapy is a means of connecting with my clients and better understanding their struggles. Similarly, I view supervision as a relational and collaborative process. I look to my supervisee to shape the supervision experience and hope to provide a collaborative environment to explore emerging dynamics within the client-therapist and supervisory relationship. A primary goal of my supervision is to facilitate the development of my supervisee's identity as a therapist and emerging professional through exploration, open and honest communication, and challenging.

Danielle Simmons, Ph.D.

My clinical approach is closely aligned with my supervisory style and can be best described as interpersonal and emotion-focused with intentional attention paid to multicultural contexts. I believe in the power of a solid, working relationship and therefore, strive to create safe, supportive environments that promote self-care and authentic self-expressions. It is my hope that through our working relationship, clients and trainees can further their development and affirm their unique voices and identities. I deeply believe in the strengths and resources that we all possess. I also believe that training is a life-long process for all of us and each day I am enriched by the clinical and supervisory work I do. I am truly honored when I can sit with a client or supervisee who is working to hone their skills and increase their understanding of self and others.

Jeanette Simon, Psy.D.

My approach to therapy is integrative with a primary foundation in psychodynamic/interpersonal theory and systemic, feminist, and multicultural perspectives. As a supervisor (in many ways similar to my approach as a therapist), I believe an essential part of my role is to create an environment where trainees feel understood and supported. I approach supervision from a developmental perspective, looking at where at a supervisee is at and mutually identifying training and professional development interests, needs and goals. I strive to seek a balance of supporting and appropriately challenging and value having an open and collaborative relationship.

Kurt Stevens, Psy.D.

While my primary theoretical orientation is strongly influenced by psychodynamic theories (e.g., object relations, attachment, self-psychology, ego-psychology, and contemporary relational) within a multicultural framework, I generally utilize an interpersonal/relational treatment approach in which I continually strive to foster an authentic and trusting therapeutic alliance in which clients feel validated, understood, and safe to identify and explore their emotions, thoughts, and underlying motivations in greater depth. Similarly, as a supervisor, I use a relational and collaborative style in order to create a safe and supportive space in which I attempt to meet supervisees where they are both in a particular moment during supervision as well as from a broader, developmental perspective. I view the opportunity to serve as a supervisor as a privilege and aspire to create a mutually enjoyable and rewarding supervisory experience. I also aim to seek an appropriate balance between giving positive feedback, providing guidance, offering appropriate challenges, and exploring supervisee's emerging reactions associated with both their client-therapist and supervisor-supervisee relational experiences, all in the context of an open, supportive, and collaborative supervisory relationship.



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