CEPS effective therapy
Deliberate practive consultation and supervision

Research on therapy outcomes has shown that only 50% of our clients improve in therapy. A significant portion of the remaining 50% either remain stuck in therapy, and a small percentage deteriorate. Like most clinicians who are committed to help their patients, I knew most of clients had benefited from therapy with me, but I also wondered about those clients who left prematurely, and those whose progress was stalling.

When I saw the research data on therapy outcomes, I was:

  • Relieved to know that this was a norm in most clinician’s experience.
  • Alarmed about the lack of a systematic way to know whether our patients are improving or not.
  • Motivated to address this issue in my own practice.

There are three particular angles that I am available to teach, supervise and consult with other clinicians, who like me, are committed to improve their clinical skills so that they can serve their clients better.

  • Clinical Skills training
  • Development of Self Supervision skills and practice based on a model that follows principles of Deliberate Practice
  • Implementation of Outcome Measures

I offer my supervision and consultation services in a small group format, face to face or online. If you are interested in learning more about this, feel free to contact me.

Getting started
New to therapy?
Frequent Q&A about therapy

The following links are listed to provide you with additional online information about how the process of experimental dynamic therapy works, and the type of problems it addresses.

Difference between conventional Talk Therapy and Experiential Psychotherapy: See information


Therapy supervision has traditionally relied on the therapist’s self-report of their work with clients. Videotaping is gaining traction as a tool used in supervision to help therapists in training develop their clinical skills, and it is now an APA requirement for psychology internships. However, videotapes are still mainly used to support the supervisor’s role: identifying the developmental stage in the student’s training, ensuring patient’s safety, and providing global feedback about the therapist’s intervention skills. Video recordings of therapy sessions can be used in supervision and self-supervision to increase the therapist’s level of effectiveness with their patients by providing the opportunity for intentional, moment-to-moment assessment of the client’s level anxiety and use of coping mechanisms, therapist-client dynamics, and client’s response to interventions.

Therapists in training tend to take a passive role in their own learning. Many times, students do not know how to make the best out of their supervision sessions. Because of the lack of models of supervision that rely on the use of video recording, especially in psychoanalytic and psychodynamic training programs, supervisors are often at a loss as to how to make the best use of the videotapes their supervises bring in for review. Traditionally trained therapists did not use video as part of their own training, and in most cases, they do not use videos in their own therapy practice. As a result, video recordings in supervision tend to be underused.