Dr. Ashley Garrett

Converse College, Adjunct Professor – Diagnosing and Assessment (DSM 5) – Introduction to Play Therapy	2019 – Present
Brave Play, Founder Spartanburg, SC Provide consulting, professional development, and supervision throughout Southeast US for mental health professionals.	May 2017-Present
Garrett Counseling​, Executive Director Jacksonville, AL Conducts counseling, assessments, education, and consultation services Manages a team of professionals in 2 locations, covering 8 Counties Conducts day-­to­-day business duties for small business owner	October 2009 – Present
Making A Difference​, INC, Contract Counselor Anniston, AL Performed individual and family counseling / drug and parenting assessments	July 2008 – October 2009
Jacksonville State University​, Clerical Assistant – EDRS Jacksonville, AL Office support, research, textbook ordering Distance learning support Livetext – CACREP	February 2007 – October 2009
Starbucks Coffee​, Assistant Store Manager – SM Ready Auburn, AL and Oxford, AL Coffee Master­ and District Coffee Master Specialist Supervision of 30+ partners	August 2005 – November 2007
New Directions​, Substance Abuse Therapist – Outpatient Anniston, AL Provided Group Therapy – 2 groups, 3 times a week Provided Individual Therapy Assessments and Screenings Dual Diagnosis *Short-­term employment due to life partner relocating for work	February 2005 – August 2005
February 2005 – August 2005
Jacksonville State University​, Graduate Assistant of EDRS Jacksonville, AL Conduct research and seminars with counseling faculty Advising graduate and undergraduate students in department Provided supervision of student workers Office support	August 2003 – December 2004
Children’s Hospital​, Clinical Neuropsychological Testing Administrator for HC Birmingham, AL Test Huntington patients for verbal skill increase Organize findings of study for future research	2001 – 2005

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

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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.