Articles Tagged "education & training domain"

Psychology predoctoral interns face many challenges, as difficult roles and competing expectations may lead to burnout. Edelwich (1980) defined burnout as “a progressive loss of idealism, energy, and purpose by people in the helping professions as a result of the conditions of their work” (p. 14). Common factors contributing to burnout include difficult cases, feeling […]

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It was the night before one of my doctoral interviews and the current students of my program had organized a welcome event for us interviewees. Some of the advanced students talked about anxiously awaiting to hear whether they matched for internship the next morning. Doctoral interviews are always scheduled on the same Friday as internship […]

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Domain Note: The Role of Deliberate Practice across the Professional Lifespan The Society for the Advancement of Psychotherapy Education and Training Committee is excited to be providing a series of articles on the role of deliberate practice (DP) in the development of highly effective psychotherapists. The initial article (Love, Davis, & Callahan, 2016) focused on […]

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The landscape of higher education is definitely shifting (e.g., higher tuition costs, increase reliance on adjuncts for teaching). Along with these shifts, we have seen the rise and influence of accrediting bodies in the execution of mental health graduate programs. Indeed, there are a number of professions training graduate students to conduct psychotherapy, such as […]

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Obesity is a nationwide epidemic that is measured by a person’s body mass index (BMI), or weight in kilograms divided by height in meters squared (Devlin, Yanovski, & Wilson, 2000; Shugart, 2013).  In 2012, two-thirds of American adults were considered to be overweight or obese (Mitchell, Garcia, de Zwaan, & Horbach, 2012), and it is […]

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Most states in the U.S. require a psychotherapist to break confidentiality when a client verbalizes suicidal intent (National Conference of State Legislatures, 2013). The purpose of this paper is to share a personal reflection on suicidal ideation within the therapeutic relationship, and to question whether a psychotherapist’s ethical responsibility and personal morality are consistently clear-cut. […]

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There are several sources of this conflict or dilemma. As they learn to do the work of what Freud (1937) termed an “impossible profession” (p. 401), beginning therapists are typically beset with multiple stressors, including a greater awareness of their own personal issues; the myriad of difficulties and frustrations inherent to treatment per se; the […]

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Has reality set in? You are preparing to start your internship. A lot of changes will occur when students leave for internship. It is an exciting time, but also a time of great transition. This transition impacts students who are moving across the country and students staying put. Routines to which students were once accustomed […]

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In my supervision practice, I work with doctoral students at the beginning of their work as therapists. These students have either had no therapeutic experience or limited experience. As Chessick (1971) indicated, three critical issues often confront therapists in their shift from classroom to clinic: (a) learning to manage anxiety early on during the treatment […]

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It has long been assumed that asking a supervisee to explore her conscious and unconscious feelings toward a client will help her work with that client, understand herself better, and ultimately facilitate her professional development (e.g., Ekstein & Wallerstein, 1972; Kagan, 1984). Underlying this assumption is an appreciation for the therapist as the instrument of […]

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