By understanding and appreciating individual, group and organizational dynamics in the workplace, we are able to develop custom training, coaching, and supervision opportunities to solve workplace challenges or develop capacity to serve others. This may include helping a system identify training and staff development needs, formulating and implementing training programs, coaching staff members, and evaluating the effectiveness of training and staff development programs.

Staff development and training opportunities include, but are not limited to:

  • Intervention Approaches
    • Cognitive behavioral approaches
    • Trauma-informed schools
    • Social Skills
    • Dialectical Behavioral Therapy
    • Grounding Techniques
    • Mindfulness and Calming Techniques
    • Trauma Focused CBT
    • Bullying and Violence Prevention
    • herapeutic Crisis Intervention
    • Behavior Management
    • Positive Behavior Intervention and Supports (PBIS)
    • The SCERTS® Model
  • Mental Health among Children and Adolescents
    • Attachment Disorders
    • Enuresis and Encopresis
    • Problematic Sexualized Behaviors in Children
    • Delinquency
    • Autism Spectrum Disorders
    • Neuroplasticity and brain development
    • Self-harm behaviors
    • Anxiety, Depression
    • Schizophrenia, Psychoses
    • Borderline Personality Disorder
    • Obsessive Compulsive Disorder
    • Trichtotillomania
    • Addiction
  • Health and Wellness topics for professionals
    • Self-care
    • Professional Stress
    • Avoiding Burnout

We also have expertise in the supervision and training of pre-professionals seeking licensure supervision as well as professionals in the field seeking continuing education and support.

We employ a developmental model of supervision that defines progressive stages of supervisee development. Goals that target characteristics and skills specific to the supervisee’s strengths, needs, and level of confidence are identified. Supervision is focused on fostering the supervisee’s progression to more advanced clinical skills using an interactive process, known as “scaffolding” (Zimmerman & Schunk, 2003).