Some clinical and developmental challenges can't be understood from a single perspective. Complex cases require us to look beyond the presenting problem—to consider relationships, development, trauma, systems, context, and what may be happening beneath the surface.

I offer consultation and supervision for clinicians, clinical teams, schools, and organizations working with complex human situations. My approach is relational, reflective, and depth-oriented, with particular experience in substance use, complex trauma, adolescent development, and the systems surrounding care.

The goal isn't always to find an immediate answer but to slow down enough to see what we may be missing.

CLINICAL CONSULTATION

For clinicians and teams working with complex cases

Complex clinical work requires more than technical skill. It requires the capacity to think relationally, recognize what is happening beneath the surface, and remain grounded when the work becomes complicated.

I provide consultation for therapists, clinical teams, and organizations navigating complex cases, treatment dilemmas, and relational dynamics.

Areas of experience include:

• Substance use and addiction

• Harm reduction

• Complex trauma

• Co-occurring mental health and substance use concerns

• Relational and attachment dynamics

• Countertransference and the therapeutic relationship

• Clinician burnout and vicarious stress

• Treatment impasses and clinical dilemmas

• Team and organizational dynamics

Consultation may focus on a particular case, a recurring clinical challenge, or a larger question about how a team is understanding and responding to the work.

We might slow down around a case that feels stuck, explore a strong emotional response to a client, consider what is happening between clinician and client, or examine how the larger system is influencing treatment.

The aim is not to provide a quick answer or impose a particular way of working. It is to create enough space to think, notice, and develop a fuller understanding of what is happening so that new possibilities can emerge.

CLINICAL SUPERVISION

Developing your capacity to think— not just clinical skills

Supervision is an opportunity to develop not only clinical knowledge, but your capacity to think and work as a therapist.

I offer supervision for clinicians who want to deepen their clinical thinking, strengthen their therapeutic presence, and become more curious about the relational and emotional dimensions of their work.

Together, we may explore:

• Case conceptualization and treatment planning

• Therapeutic impasses

• Countertransference

• Boundaries and ethical questions

• Relational and attachment dynamics

• Substance use and harm reduction

• Trauma and complex presentations

• The therapist's emotional experience of the work

I also pay attention to what happens within the clinician. Sometimes uncertainty, frustration, over-responsibility, avoidance, or feeling stuck can provide important information about what is happening in the therapeutic relationship.

Supervision is not about having the “right” answer. It is about developing the capacity to stay curious when an answer isn't immediately available.

SCHOOL & YOUTH-SYSTEM CONSULTATION

Understanding the young person within the system around them

Supporting adolescents well requires understanding more than what is happening inside the young person.

During my early clinical work, I worked within school settings with adolescents, teachers, parents, and school staff, including at KIPP and in San Francisco high schools. I supported students' mental health and educational needs, including students with IEPs, while working alongside the systems surrounding them.

That experience shaped how I understand adolescent development. A teen's anxiety, withdrawal, disengagement, defiance, or difficulty functioning at school may have meaning that isn't immediately visible.

What looks like an individual problem may also reflect relationships, developmental transitions, family dynamics, peer relationships, identity, learning differences, school expectations, or the student's broader environment.

I offer consultation to schools and youth-serving organizations seeking a more relational and developmentally informed way of understanding the young people they serve.

Consultation may include:

• Thinking through complex student presentations

• Understanding behavior through a developmental and relational lens

• Supporting students navigating trauma, substance use, anxiety, or emotional distress

• Consultation around students with IEPs and complex educational needs

• Supporting communication between educators, families, and mental health providers

• Helping teams think through challenging relational dynamics

• Staff consultation and reflective practice

• Developing more attuned, non-shaming responses to student behavior

The goal isn't simply to determine what's wrong with the student. It's to develop a fuller understanding of what the young person is navigating, what the behavior may be communicating, and what the surrounding adults and systems might need to understand or do differently.

Consultation can help teams move from reacting to behavior toward understanding the young person within their developmental, relational, and environmental context.

A DEPTH-ORIENTED PERSPECTIVE

Looking beneath the presenting problem

My approach has been shaped by years of working with complex clinical and developmental situations.

At HAART (Humanistic Alternatives to Addiction Research and Treatment), I spent eight years providing psychotherapy in an outpatient substance use treatment setting, working with people navigating substance use alongside complex trauma, grief, mental health concerns, relationship difficulties, and other complicated life challenges. I also served as a clinical supervisor and trainer, supporting therapists and substance use counselors working with complex cases.

My earlier work in school settings gave me a similarly systemic view of adolescent development, working directly with students while also collaborating with teachers, parents, and school systems.

Across these settings, I've learned that what appears on the surface is not always the whole story.

• A behavior may be communicating something.

• A clinical impasse may be telling us something about the relationship.

• A student's disengagement may make more sense when we understand the environment around them.

• A clinician's strong reaction may contain information worth exploring.

This is the kind of thinking I bring to consultation and supervision.

We can attend to what is observable and practical while also making room for the less visible dynamics that shape the work.

REFLECTIVE PRACTICE

Good clinical work requires more than knowing what to do. It requires the ability to remain present when the work evokes uncertainty, frustration, urgency, helplessness, or strong emotional responses. It requires us to notice our own assumptions and reactions while staying curious about the person or system in front of us.

Consultation and supervision can provide a place to step outside the immediate demands of the work and ask:

• What am I seeing?

• What might I be missing?

• What is happening between us?

• What might this behavior be communicating?

• What is the larger system making possible—or making difficult?

These questions don't replace clinical skill or practical intervention. They deepen them.

WHO I WORK WITH

I offer consultation and supervision for:

• Individual Clinicians
  Therapists and other mental health professionals seeking a space to deepen their clinical thinking and reflective practice.

• Clinical Teams & Organizations
  Teams working with complex cases, substance use, trauma, relational dynamics, burnout, or challenging systems issues.

• Schools & Youth-Serving Organizations
  Schools, programs, and organizations seeking consultation around adolescent development, complex student needs, relational dynamics, and the systems surrounding young people.

Consultation can be structured as an individual session, ongoing supervision, case consultation, team consultation, or a larger training or reflective-practice engagement, depending on the organization's needs.

If you're working with something complex, feeling stuck in a case, or looking for a place to think more deeply about your clinical work, we can begin there.