Author

Justin A. Davich, M.S.
3 articles
I grew up in the northern part of Washington. Later, I found myself in Moscow, Idaho for my undergraduate education at the University of Idaho. Therein, I received a Bachelor of Science in Psychology with an emphasis in Family, Health, and Business. While there, I participated in two different research capacities. The first was in a research lab under the supervision of Rajal Cohen, Ph.D. The research topics included postural alignment, metabolic cost, and cognition. The second was in the Counseling and Testing Center (CTC) at the University of Idaho. At the CTC, I had two mentors: Sharon Fritz, Ph.D., and Chuck Morrison, Ph.D. I participated in the education of the student body on diverse psychological topics, collected data as a means to understand the general student population, and learned about different biofeedback tools. After graduating from the University of Idaho, my wife and I moved to the Bay Area for me to attend the Ph.D. program at Palo Alto University. At Palo Alto University, I earned my M.S. in Clinical Psychology, and am currently a Doctoral Candidate in Clinical Psychology. My present research interests consist of trauma, PTSD, anxiety, depression, stress, alcohol abuse, and cognitive function. More specifically, I am interested in military trauma as well as how childhood trauma (e.g., emotional abuse and neglect) affects the individual as an adult (e.g., cognitive function, personality, ability to regulate emotion, and psychopathology). My future career goal is to work as a clinical psychologist in the VA setting in order to help veterans overcome the distress that accompanies traumatic experiences. I can also see myself working in a teaching capacity as a professor later in my career. Self-care is an important component in our graduate studies. One activity that serves in this capacity for me is art and music. I also enjoy playing piano, guitar, and singing.

If You Give Supervisees Difficult Situations
Introduction Clinical supervision comes in many different shapes and sizes. However, clinical supervision remains, at its core, a professional relationship in which the supervisor provides instruction and guidance in order to further develop the supervisee’s knowledge, skills, and attitudes in clinical practice (Falender & Shafranske, 2004; Falender & Shafranske, 2014). Although the style of supervision […]

Justin A. Davich, M.S. + 2 more
November 12, 2019

If You Give a Supervisor a Trainee
Supervision will be introduced to students in many graduate cohorts as an aspect of their training they will both enjoy and endure. Framing it this way inherently leads students to start to question what they want in a supervisor. Some will think of the worst and ponder what it would be like to have a […]

Hannah R. Saltzman, M.S. + 2 more
April 15, 2019

Growing Pains
Introduction Supervision is a crucial aspect of training and psychology trainees gain many benefits from it (Hook, Watkins, Davis, Owen, Van Tongeren, & Ramos, 2016). The supervisors’ actions guide the psychology trainees to help them increase their treatment knowledge and improve their abilities to apply that knowledge (Wrape, Callahan, Ruggero, & Watkins, 2015). Supervision is […]

Joseph S. Nijmeh, M.S. + 2 more
December 6, 2018
