Graduate Training

Message from the Supervision Team:

Thank for your interest in the University of Louisville Counseling Center as a practicum site.

An important part of the Counseling Center’s purpose on UofL’s campus is contributing to the training of students in mental health-focused graduate programs. In support of the Counseling Center’s overall mission, the training program provides opportunities for students to join our team in providing mental health services to UofL students.

We offer year-long Therapy and/or Assessment practicum to master’s students from UofL's Art Therapy Program, doctoral students from UofL’s Counseling and Human Development programs, doctoral students from Spalding University’s Clinical Psychology program, master's students from Spalding's Clinical Mental Health Counseling program, and master’s students from the UofL Kent School of Social Work. We also offer supplemental semester-long (Fall or Spring) Assessment practicums for students from both clinical and counseling doctoral programs. While we would be open to partnering with other mental health graduate programs, this would be considered on a case-by-case basis. 

Introduction to the Supervisory Staff:

Geetanjali Gulati, PsyD, HSP — Clinical Psychologist, Counseling Center Director

I primarily use CBT and Motivational Interviewing techniques in my work, but also incorporate dynamic and attachment theories in development of a case conceptualization. The focus of my supervision is usually to provide a student the opportunity to develop their own clinical orientation and also learn different approaches to clinical work. I take a very pragmatic approach to supervision with a focus on learning hands-on clinical techniques, as well as the ‘how-to’ of therapy. I also emphasize learning good note writing and focus on the student’s development of their own clinical techniques.

Beth Simon, PsyD, HSP, — Clinical Psychologist, Associate Director, Training

As a clinician, I gravitate toward third wave behavioral models, integrating culture and context when conceptualizing work with clients. However, I have worked happily and successfully with supervisees who conceptualize from a variety of frameworks. I believe healthy and productive supervision requires safety, trust, and collaboration. I work to create a supervision relationship with space to discuss ideas, reactions, and experiences of clients. I enjoy talking through thought processes and hypotheses with a sense of curiosity and exploration. I strive to be flexible in facilitating the trainee’s development into the clinician they want to become, providing feedback and growth experiences influenced by skill level, experience, and goals.

Aleska Hagan, PhD, HSP — Counseling Psychologist, Associate Director-Training

As a Clinician, I tend to integrate Client Centered, Interpersonal, CBT, and Feminist theories amongst others, and my supervision typically falls in line with this as well. As a supervisor, I try to stay mindful the power differentials inherent in a supervisory relationship, and I work hard to navigate those by being transparent, genuine, and approachable. It is my belief that supervision works best when supervisees feel safe and able to be vulnerable. I enjoy working with supervisees at all levels of training. I enjoy facilitating trainee growth as it pertains to conceptualization skills and therapeutic style. I tend to emphasize risk assessment skills. I also think it is very important to attend to transference, countertransference and any biases that may be at play in the therapeutic relationship. In addition, I hope to be able to collaborate to create a supervisory experience that best work for the trainee, and I will regularly solicit feedback with the hopes of providing the best training experience possible.

Michelle Pinckney Johnson LPCC-S, LMFT — Counselor II

My approach to therapy is very collaborative & integrative in nature. I like to incorporate techniques from Systems Theory, CBT, Solution Focused & Motivational Interviewing. I take on this same approach in supervision as well. I will meet students at their level of training development & strive to foster a supportive space where students can learn clinical skills, explore their own theoretical orientation & apply this to case conceptualization. I also focus on the importance of rapport building while also highlighting individual strengths to help build self-confidence in the therapy room. I am excited to have the opportunity to work with & challenge students as they grow & launch into their professional careers.

Gabrielle Billings, LCSW — Counselor II

My approach to therapy is eclectic, drawing especially from Motivational Interviewing, CBT and Systems Theory. I have a very holistic and collaborative approach to counseling. I look at all aspects of a person’s life to work with them to determine their goals and what will work best for them to achieve those goals.

I love providing supervision. I like to tailor supervision to each student and their needs. My approach is generally to have students start slowly and then increase their workload and case difficulty as their skills and confidence increase. I work to make supervision feel safe and challenging for students so that they can increase their clinical and professional skills as well as build their self-awareness.

Sarah Kolb, PhD, HSP — Counseling Psychologist

I approach supervision much in the way I approach therapy. I take a very collaborative approach and tailor my approach to meet the supervisee’s individual needs and developmental level. I place a strong emphasis on the therapeutic relationship, and will challenge students to attend to the relationship with their clients. In therapy, I take a predominantly CBT and interpersonal/psychodynamic approach. I encourage students to explore their own theoretical orientation and to try different theoretical approaches, and to be willing to tailor their style to the client’s needs. I am very willing to give directives regarding clinical techniques to try and selecting appropriate assessment measures, but I will also challenge students to explore their own ideas about how to proceed with clients and explore the thought process behind these decisions. I truly enjoy working with students and watching the process of growth and development of confidence in their role as clinicians.

Gabbi Ebeling-Rodriguez, LPCC, LPAT, ATR-BC — Counselor II

Embracing an integrative framework, I often blend third- wave cognitive behavioral, humanistic and systems therapies; however, I encourage students to begin exploring and defining their own theoretical approach. In my clinical supervision practice, I prioritize safety and trust, while fostering a supportive and open learning environment. Through collaboration, we work on setting and achieving professional goals, building essential skills, and exploring clinical concepts. I hope by working together, the student can gain a deeper understanding of the field and begin their path on self-discovery and professional development.

Rachel Evans, ATR, LPCC-S — Counselor II

As a registered art therapist and licensed professional clinical counselor, I take an integrative approach to my clinical work. I tend to pull from person-centered, CBT, and motivational interviewing techniques, and I particularly enjoy incorporating art therapy interventions into counseling sessions. Much like the way I approach therapy, I tailor supervision to meet each student where they are in terms of skill and level of experience. I will work with you to identify your individual goals as a developing clinician and professional, as well as challenge you to try different techniques as you explore your own theoretical orientation. I also emphasize the importance of learning the practical "behind the scenes" work we do as clinicians, including developing good note writing and time management skills.

Christina Kayrouz, LCSW — Counselor II

My supervisory approach integrates theory into the practical application of therapy. Common theoretical frameworks that guide my practice are Polyvagal Theory, Neurobiological Theory of Trauma, Attachment, Sytems Theory, Psychodynamic Theory, Humanistic and Holistic Counseling. In supervision, I emphasize trust and safety in the therapeutic space, the importance of the therapeutic alliance, cultural competence and building strong rapport with the individuals they will treat.  Specific treatment modalities that I practice integrate Psychodynamic, Cognitive Behavioral Therapy, Dialectical Behavioral Therapy, Eye Movement Desensitization, and Reprocessing, Solution-Focused, Motivational Interviewing and Mindfulness practices.  

Practicum Information

We are now accepting applications for our practicum positions for the 2025-26 training year!

We interview prospective practicum students during the spring semester prior to the fall in which the practicum placement begins. After receiving applications from interested students we will contact candidates for on-site or virtual interviews. We will interview candidates until we have filled all available practicum slots for the academic year. The number of slots available each year varies based on available staff resources. You may contact Dr. Aleska Hagan with any concerns or questions.

Fall 2025 Practicum Application Form