Jonathan Impellizzeri, PhD, LMFT, LPC, ACS

AAMFT-Approved Supervisor

I’d like to share a bit about my work and how I can help you to advance as a leader in the MFT profession.  As a mental health professional, my meta-framework for engaging therapy, supervision, and mentoring integrates systems theory, attachment science, and a developmental perspective. The Gottman method provides a research-informed framework for understanding the differences between the “masters” and “disasters” of couple relationships and a very clear road map for helping couples to develop healthier relationships. Given its emotion and attachment focus, it is highly compatible with my meta-framework.  While I find Gottman’s structured interventions to be particularly helpful in rekindling a friendship, unraveling gridlocked conflicts and facilitating meaning-making,

I also find Johnson’s conceptualization of couple distress through an attachment lens to be a complementary way to understand the therapy alliance and the couple’s dance. When I work with families, my primary map is structural family therapy (SFT) on whose shoulders EFT stands. Mapping the family structure and assessing their relationships, rules & roles, hierarchy, and boundaries sets the table well for systemic interventions. As a supervisor and mentor, I am often thinking about the developmental level of the trainee and I attempt to customize interventions accordingly.  Skovolt & Ronnestad (1992) describe various counselor stages across the professional lifespan which helps me to consider which levers to pull and what role I try to play with a particular supervisee.  SFT also influences the way I think and act as a supervisor and mentor.  In SFT, strengths are not so much conferred but elicited from families because all families are seen as having internal, untapped resources.

This competency-based perspective helps me to de-focus on self and trainee flaws and instead see possibilities and untapped potential in clients, supervisees, and supervisors.  Attachment science helps me to understand the secret sauce of wellness across the professional lifespan.  As a result, my relational goal is for the supervision alliance to serve as both safe base and launch pad for supervisees to receive support and empowerment to take risks and explore their professional world. If you would like to learn how to better integrate a systems, attachment, and developmental perspective to therapy and supervision, then let’s start a conversation.

Anthony Calvario, LPC, NCC, CGT, ACS

Licensed Professional Counselor; Certified Gottman Therapist

Anthony graduated from Shippensburg University in 2012 with his Master’s in Education, specializing in both mental health and school counseling. He has been intentional in his career to pursue specializations that support a relationship-drive and client-focused style of counseling. In addition to his master’s degree and professional experience, he is also a Licensed Professional Counselor (LPC), a Nationally Certified Counselor (NCC), and is a Certified Gottman Therapist (CGT). Anthony’s passion is working alongside couples who may be experiencing struggles with connection, dealing with the pain of addiction, and assisting them in repairing damaged relationships; it is his belief that lasting change, unencumbered joy, and true peace comes through genuine empathy, being heard, and connecting on a deep level with our partners. Couples therapy is a life-changing experience that can bring lasting transformation to any individual. In addition to his clinical work as a therapist, Anthony has also been an instructor for the University of Pittsburgh’s Clinical Rehabilitation and Mental Health Counseling program. He has taught both substance abuse and crisis management courses at the graduate level. Anthony also has extensive experience and training working with individuals struggling with substance use disorders. Anthony approaches his clinical work through a humanistic lens as well as an emotionally focused approach.

My approach to supervision is founded in developmental and discrimination models of supervision. Recognizing each supervisee will be in a different developmental stage in their career is important to make sure their professional development needs are being met while in supervision. It is my goal to partner with the supervisee to help them learn, feel supported, and feel challenged. Enhancing each supervisee’s professional development is vital to the supervision process, which includes case conceptualization, intervention skills, and self-awareness as a therapist. I also carry a fiduciary responsibility to promote client welfare and ensure that your clients are receiving quality care.

I approach supervision that will allot time during weekly supervision with me to provide formative feedback on the supervisees’ performance. Self-report, progress notes, video tapes, reflective process, and live supervision are supervision interventions that are utilized. It is requested the supervisee produce at least 1 video tape for supervision every 4 weeks. The supervisee is encouraged to bring up any questions, concerns and/or feedback that they may have about the supervisory relationship. Supervisor will send the Supervisor Working Alliance (SWAI) form at least once per month to better understand Trainee’s experience and needs relating to supervisor and the supervisor.

• Clinical Population(s) served: Adult and couples
• Specialties: Couples therapy
• Special interests/activities: (This can include teaching, research, anything else relevant)
• Couples workshops, Teaching CE events for the CBI Center for Education. Current Program Manager for the CBI Center for Education.
• General working Hours: Monday-Friday: 9-5

Special requirements to be expected of supervision process: Goals are co-constructed and tailored to the supervisees’ needs according to individual contracts, performance and experience, reason for supervision (licensure/internship/credentialing), and in accordance with current standards of practice and ethics in the field. As a supervisor, it is my goal to provide you with regular feedback. Additionally, I will provide you with summative feedback at every quarter so that we can step back and collaboratively review your growth as a professional counselor. Furthermore, supervisees are provided opportunities for remediation, if needed, via written contract and procedures of due process (except for certain gross ethical violations). Adherence to the ethical standards of ACA and NBCC and any supervisory directives is expected and a basis for evaluation.

Elizabeth  Brendik, psyd

Licensed Psychologist

Dr. Elizabeth Bendick is a licensed psychologist in the state of Pennsylvania. She completed her undergraduate degree at Washington and Jefferson College and went on to earn her doctorate in clinical psychology (Psy.D.) from William James College in Massachusetts. Dr. Bendick takes an integrative approach to therapy which includes therapeutic approaches which range from CBT, ACT, Psychodynamic therapy, and Relational/Interpersonal Therapy. Above all, Dr. Bendick emphasizes the human connection that is created in therapy and works to use creativity, spontaneity, and humor to build a strong relationship and promote healing. Dr. Bendick has experience working with clients throughout the lifespan. Most recently her experience has focused on young adults and college-aged students. She has experience working with individuals who have a history of trauma or negative life experiences, complicated family dynamics, interpersonal or relational concerns, and individuals with concerns related to self-value and assertiveness difficulties. Elizabeth approaches individual therapy pulling from various theoretical perspectives which include CBT, ACT, Psychodynamic therapy, and Relational/Interpersonal Therapy.

Elizabeth’s supervision style is collaborative and allows the supervisee to explore where they are developmentally and explore areas of strength and growing edges. Elizabeth encourages her supervisees to be motivated, assertive and proactive in their developmental process. Elizabeth’s supervision focuses often emphasizes themes which include: development of case conceptualization, intentionality in intervention and exploring the way the interpersonal relationship and emotional experience deepen the therapy experience.

• Clinical Population(s) served: Adults
• Specialties: Adults, Trauma focused
• Special interests/activities: Elizabeth is passionate about working with individuals with complex trauma.
• She is pursuing training to become a Trauma Certified Therapist.
• General working Hours: Daytime hours Monday-Thurs (10am-4pm)

Special Requirements to be expected of supervision process: Trainees should expect to come prepared each week with cases to review. This at times includes preparing case conceptualizations and videos of their clinical work. There could also be times where some additional literature can be assigned to explore a specific topic or theory (and she encourages trainees to bring in interesting materials from their learning too!). Trainees should expect to explore their own emotions/reactions to clinical material, reflect on their own attachment history and experience impact the therapy experience.

Trevor Stiffler, LCSW

Licensed Clinical Social Worker

Trevor Stiffler, LCSW is a Licensed Clinical Social Worker and experienced supervisor dedicated to fostering meaningful growth and healing in a private practice setting. With over a decade of clinical experience, Trevor specializes in trauma-informed care, anxiety disorders, and life transitions. He is trained in EMDR (Eye Movement Desensitization and Reprocessing), EXRP (Exposure and Response Prevention), CBT (Cognitive Behavioral Therapy), and DBT (Dialectical Behavior Therapy), allowing him to tailor his approach to meet each client’s unique needs. Trevor’s calm, steady presence helps clients feel supported and empowered as they work toward personal clarity and emotional resilience. 

As a supervisor, Trevor is committed to mentoring both counselors and social workers in developing ethical, authentic, and effective clinical practices. He offers reflective, strengths-based supervision that nurtures professional growth, clinical confidence, and self-awareness. Trevor values open dialogue, mutual respect, and a collaborative learning environment where supervisees feel safe to explore challenges, celebrate successes, and continually refine their therapeutic skills. His supervision philosophy is rooted in the belief that great clinicians are built through curiosity, vulnerability, and lifelong learning. Trevor actively supports supervisees in identifying their clinical interests, setting meaningful goals, and deepening their knowledge through ongoing training, self-reflection, and practical experience. Whether you're building your foundation or refining your approach, Trevor provides thoughtful, individualized guidance to help clinicians develop their voice, expand their competence, and thrive in private practice.

Stacy Buonomo, LCSW

Licensed Clinical Social Worker

Stacy is a Licensed Clinical Social Worker, LCSW, a Certified Clinical Trauma Professional/ CCTP at the International Association of Trauma Professionals/ IATP and a certification of Older Adult Competent Clinician. She earned her Bachelor of Social Work and Master of Social Work in Advanced Generalist Practice with Rural Emphasis from California University of Pennsylvania's Multi-level Community-based Ethnic-sensitive Social Work Practice Program. She works with adults 18 and over focusing heavily on PTSD, OCD, GAD, mood disorders and BPD. Other competencies Stacy brings to her experiences include therapy with youth ages 12-21 in sex offender programs, hospice work & grief work, coaching and case management with active Unites States Marines & military veterans, and case management with senior citizens.

As a supervisor, it is my objective, assisting my trainee’s development, feeling engaged, challenged, and supported in the process. Achieving this, we will work on your goals and your critical thinking, assessment/diagnostic, knowledge base and clinical skills. I would also encourage growth in self-awareness and self-care that will build insight that will help you stay grounded in your work.

• Clinical Population(s) served: 18 and over
• Specialties: CBT, DBT, EXRP and PE/ Prolonged Exposure
• Special interests/activities: Stacy is interested in pursuing EMDR to add to the toolbox for treating trauma and other stress related disorders. She continues to work on her knowledge and skills in eating disorders and body-focused repetitive disorders. Continues building on her skills of motivational interviewing, solution focused, problem solving and strength-based interventions.