Alexander Katopis LCPC/CADC/NCC/CTMH/MHRT-C

Alexander graduated from Endicott College with an Associate of Science in Business Management, from the University of Southern Maine with a Bachelor’s in Social and Behavioral Sciences, and has completed the Master of Science program in Clinical Mental Health Counseling from the University of Southern Maine. He is currently pursuing his doctoral degree (PhD in Counselor Education and Supervision) at Grand Canyon University.

His professional counseling experience includes a residency in post-graduate practicum and internship settings and working with adults with co-occurring disorders; facilitating psycho-educational/counseling groups; and consulting with families and couples with children and adolescents experiencing difficulties within the home, professional, and academic settings. Throughout his career in the mental health arena, he has held roles as a direct support professional, case manager, assistant director, team leader, program manager, counselor, clinical director, university faculty, and interim program chair. He has worked with clients of all ages, from early childhood to late adulthood, as well as families. Alexander also co-owns a community-based mental health agency and an international conference business that provides workshops for counseling professionals to receive continuing education.

Alexander believes that receiving adequate clinical supervision is a foundational aspect of clinical mental health practice. He encourages and supports all the mental health providers, practitioners, and counselor education graduate students who work directly with clients to receive clinical supervision on a regular basis, not only to discover more about themselves but also to continue to enhance the treatment they render to clients they support. Additional foci within the context of his clinical supervision are professional counseling citizenship (giving back to the community in various ways – Pro Bono Publico) and multicultural competencies. He utilizes discrimination and developmental models with a counselor-centered focus when rendering clinical supervision.