My advanced degrees include an Education Specialist in Community Agency Counseling and a Masters degree in Agency Counseling from Jacksonville State University. I am a Licensed Professional Counselor Supervisor (#0856), a National Certified Counselor, and a Registered Play Therapist- Supervisor.

I have been self-employed in private practice full time since 2009. I am a member of the American Counseling Association, the Alabama Counseling Association (ALCA), the South Carolina Counseling Association, Association for Child and Adolescent Counseling, Association for Play Therapy and Association for Counselor Education and Supervision. My primary practice is in counseling children and adolescents, parents, and families in areas related to behavior modification, social and coping skills, relationship issues, and trauma. I offer individual and group counseling services for children through age 18. In addition to working with children, I offer counseling services to adults with depression, anxiety, mood swings, and grief that can disrupt daily life and relationships. I provide counseling services and therapy with couples, including premarital counseling. Within the community, I lead seminars and groups for churches, universities, businesses, public schools, and other interested groups. Most of my time currently, is spent providing supervision and trainings throughout the U.S. and internationally.

I am a member of the American Counseling Association, the National Board of Certified Counselors (NBCC), the Alabama Counseling Association (ALCA), the South Carolina Counseling Association (SCCA), Association for Counselor Education and Supervision (ACES), International Association of Marriage and Family Counselors (IAMFC), and the Association for Play Therapy (APT).

I enjoy reading, traveling, and all things coffee! For more information on my passion and experience, please look around.

Contact me: garrett@garrettcounseling.com

My Philosophy of Teaching

Authentic learning and engagement is a vulnerable experience for both the student and the teacher. I view it as my role to provide a safe space for all students to develop themselves in a learning environment further that embraces diversity and inclusivity. From my teaching methods to my course assignments, each should communicate the importance of connection, relationship, and safety for all through interactive and experiential approaches.

Students who take my courses should come away with more knowledge, new skills to enhance their practice, renewed energy, and meaningful connections. In today’s fast-paced world and complex mental health systems, many counseling practitioners feel overwhelmed and experience burnout and other health problems. My approach is designed to offer students a safe space with unique opportunities to nourish their personal and professional selves as a means to model appropriate clinical care for years to come.

Syllabus

• SampleSyllabus.pdf
  

Trainings

My work as a clinical supervisor includes working with those seeking certification as a Registered Play Therapist, and those seeking supervision required by a graduate internship or practicum. My qualifications to provide clinical supervision include RPTS, LPCS, Board Certified Counselor, ongoing continuing education, and post-master’s work in supervision.

Please visit my website for more information about my practice and/or qualifications. There you will find my curriculum vita, which further details my professional training and experience.

View of Supervision

Simply stated, the purpose of clinical supervision is to help you develop the skills necessary to become a competent clinician and to also protect your clients during this learning period.

There are a multitude of theoretical orientations regarding clinical supervision. I view supervision as a developmental and competency based process —– particularly with counselors at the beginning of their careers —- in which supervisees gain increasing competence throughout the process of supervision. Goals typically include the following:

• Develop competence in standard mental health assessment and treatment techniques
• Develop ability to conceptualize cases (i.e. synthesizing all client data into a unified treatment plan)
• Develop a solid understanding of theoretical orientations and match orientation to counseling practice
• Recognize and respond appropriately to multicultural issues and ethical issues
• Develop a good sense of counselor self-awareness (e.g., identifying professional strengths and weaknesses, identifying and responding to countertransference issues).

Evaluation Process

When setting initial goals in supervision with supervisees I often refer to the Therapist Evaluation Checklist by Hall-Marley. With assistance from this form we will establish agreed upon goals for supervision. Progress is reviewed regularly throughout the supervisory meetings. I will also write brief session notes after each supervisory session, and I may provide a formal written evaluation for you when supervision is finished, as required by ABEC. If needed, a Remedial Plan will be implemented with supervisee and supervisor.

King, J. H., & Garrett, A. (2018): Pearson correlation coefficient between Bessel van der Kolk's DTD & DSM-5’s PTSD. Unpublished manuscript.