Introduction
I offer professional supervision to psychologists looking for a reflective, thoughtful, and integrative space to support their clinical work and professional growth. I am a Board-Approved Supervisor and provide supervision that complies with the standards of the Psychology Board of Australia.
My supervisory approach is deeply informed by neurobiology and is grounded in interpersonal neurobiology, developmental theory, and reflective practice. I assist supervisees in exploring nervous system functioning, relational safety, and how early experiences, stress, and life transitions influence presentation, formulation, and the therapeutic process.
Supervision with me is not just about reviewing cases. It provides a space to slow down clinical thinking, deepen formulation, and boost the therapist’s ability to manage complexity while keeping professional clarity and emotional resilience.
What I Offer
Supervision is tailored to each psychologist's developmental stage and professional objectives. Sessions may concentrate on clinical reasoning, ethical reflection, therapeutic processes, and the integration of psychological theory with practical clinical work.Areas commonly explored in supervision include:
• Case formulation and clinical conceptualisation
• Working with complex or emotionally demanding presentations
• Integrating neuroscience, attachment, and developmental perspectives into therapy
• Reflective practice and therapeutic use of self
• Ethical and professional considerations in clinical work
• Supporting confidence and professional identity development
I also provide guidance for psychologists working with children, adolescents, and families, including support with developmental assessment, report writing, and integrating assessment findings into clinical formulation.
My Background that informs my work
My supervision draws on 30 years of clinical experience, managing a psychology service and mentoring psychologists at various stages of their careers. Throughout my career, I have supported early-career psychologists, provisional psychologists, and students in developing their clinical thinking, reflective skills, and confidence in practice.
My clinical work has focused extensively on children, families, trauma-informed practice, and developmental presentations. I have also undertaken advanced training in EMDR and trauma-focused approaches, which informs my understanding of how the nervous system, relational experience, and life transitions shape psychological functioning.
Alongside my clinical work, I have a strong interest in integrating neuroscience, lifestyle science, and psychological wellbeing throughout the lifespan. This perspective shapes how I supervise: helping clinicians consider both the science and the human experience behind the presentations they see.
My Supervision Style
My supervision style is reflective, collaborative, and developmentally sensitive. I strive to create a professional environment where psychologists feel supported in exploring uncertainty, improving their clinical thinking, and deepening their therapeutic presence.
Instead of focusing solely on technique, supervision often examines the wider relational and neurobiological context of therapy: how therapeutic relationships develop, how the nervous system reacts to stress and safety, and how the therapist’s awareness can foster more effective and compassionate care.
Supervision also aids in developing embodied therapeutic awareness, helping clinicians notice how their own nervous system responses, emotional signals, and bodily cues can inform attunement, timing, and therapeutic presence.
Interactive and Experiential Supervision
Alongside reflective discussion, my supervision is also interactive and experiential. I often incorporate deliberate practice techniques that enable clinicians to actively rehearse therapeutic skills rather than just discuss them conceptually.
Some of the approaches I incorporate in supervision include:
• Reviewing session recordings to identify micro-skills and the therapeutic process
• Pausing recordings and exploring “What might you say next?” in key clinical moments
• Role-playing difficult therapeutic interactions
• Practising alliance-repair conversations when relational ruptures occur
• Rehearsing responses to specific client patterns such as shutdown, anger, or avoidance
• Exploring alternative responses within the same moment to expand therapeutic flexibility
I have found that short, embodied rehearsals can be particularly powerful in supporting the development of clinical skill.
From a neuro-informed perspective, learning is rarely passive or purely cognitive. The brain tends to encode new patterns more effectively when learning is experiential, repeated, and supported by feedback. When supervision includes role-play, micro-skill rehearsal, and real-time reflection, it engages cognitive, emotional, and behavioural systems simultaneously, strengthening the learning pathways clinicians rely on in therapy.
Research in implementation science similarly suggests that modelling, rehearsal, and feedback within supervision can support greater integration of therapeutic skills in practice than discussion alone.
Who is my supervision best suited for?
My supervision is ideal for psychologists who value reflective, integrative clinical thinking and want to deepen their understanding of the relational and developmental processes that influence therapeutic work.
It is particularly suitable for psychologists, whether at the start of their careers or in mid-career, who want to enhance their formulation skills, refine case conceptualisation, and develop a deeper embodied therapeutic awareness within their clinical sessions.
Psychologists who work in areas such as the following may find this approach particularly relevant:
• Women’s mental health and wellbeing
• Life transitions, grief, and identity change
• Perinatal and midlife experiences
• Trauma-informed, attachment-based, and relational work
• Complex emotional and body-based presentations
• Parenting and family contexts where attachment, development, and relational dynamics are central
These areas often involve nuanced relational work and benefit from formulation that integrates developmental history, nervous system functioning, and the broader context of a person’s life.
Supervision is available for psychologists and provisional psychologists and may be conducted individually or in small reflective groups when available. Sessions may be held online or in person at the Bentleigh Office, depending on availability. If you're interested in supervision, schedule a time for us to work together