Mathilda B. Canter Education and Training Paper Award

Description

The Mathilda B. Canter Education and Training Award for the best paper on education, supervision, or training of psychotherapists.

Funding Specifics

Cash prize of $500 for the winner.

Benefits of Applying

  • Cash prize for the winner.
  • Enhance your curriculum vitae and gain national recognition.
  • Certificate and check presented at the Division 29 Awards Ceremony at the annual meeting of the American Psychological Association.
  • Abstract will be published in the Psychotherapy Bulletin, the official publication of the Society for the Advancement of Psychotherapy.

Proposal Requirements

  • Papers must be based on work conducted by the first author. The paper must be written, and award application be submitted, no more than two years post-graduate degree. Papers can be based on (but are not restricted to) a Masters thesis or a doctoral dissertation.
  • Papers should be in APA style, not to exceed 25 pages in length (including tables, figures, and references) and should not list the authors’ names or academic affiliations.
  • Please include a title page as part of a separate attached MS-Word or PDF document so that the papers can be judged “blind.” This page can include authors’ names and academic affiliations.
  • Also include a cover letter as part of a separate attached MS-Word or PDF document. The cover letter should attest that the paper is based on work that the first author conducted while in graduate school. It should also include the first author’s mailing address, telephone number, and e-mail address.
  • All applicants must be members of the Society for the Advancement of Psychotherapy. Join the Society here.
  • Applicant must specify for which award he/she is applying. Applicants can submit multiple papers for awards, but an individual paper may only be submitted for a single award.
  • Papers that have been published will be considered, but submissions should be in final manuscript format (such as a word document).

Submission Process & Deadline

Submission Process: Email materials to Carly Schwartzman, Chair, Student Development Committee. E-mail: [email protected]

Submission Deadline: April 1.

Mathilda B. Canter Education and Training Paper Award

2018 Recipient: Taylor Groth

Title: Psychologists’ Willingness to Provide Services to Individuals At Risk for Suicide
Author: Taylor Groth
Institution: Derner School of Psychology at Adelphi University

Taylor Groth will begin her third year in the Doctoral Program at the Derner School of Psychology at Adelphi University in the fall. Her Master's Thesis assessed psychologists' willingness to treat suicidal clients, and her dissertation will look at treatment outcome of adolescents with eating disorders. In the future, Taylor hopes to work with children and adolescents, as well as continue to do research. Aside from psychology, in her free time she likes to play soccer and spend time with her dog and family.

Paper Abstract: Objective: This study examined psychologists’ willingness to accept a new client into their private practice as a function of the client’s clinical presentation (with or without suicidality). Psychologists’ openness to working with a client at risk for suicide was evaluated in the context of potential barriers to treatment provision, such as practitioners’ stigmatizing attitudes, liability and inadequate training concerns, and limited community resources. Method: Eighty-six psychologists practicing within the U.S. were surveyed via email and randomly assigned to one of two conditions, consisting of exposure to either a vignette describing a client reporting suicidal ideation and a history of attempts or a client without explicitly elevated suicide risk. Participants completed a questionnaire assessing their likelihood of accepting the hypothetical client into their practice and examining explanations for disinclination to provide treatment. Results: Psychologists were less willing to work with a client experiencing suicidality than an individual without elevated suicide risk. Those indicating a reluctance to provide services reported greater concerns over the adequacy of their suicide-related training and fewer resources in the community. Conclusions: Recommendations for improving the responsiveness of private practitioners are provided, with emphasis on enhancing clinical training and increasing the availability and accessibility of mental health resources.


Mathilda B. Canter Education and Training Paper Award

Previous Winners

2017 – Jennifer Oswald, University at Albany, State University of New York, "A Qualitative Analysis of Clinician Attitudes and Experiences Learning and Implementing Transdiagnostic Evidence-Based Practices for Eating Disorders"

2016 – Simon B. Goldberg, University of Wisconsin, “Creating a Climate for Psychotherapist Improvement: A Case Study of an Agency Focused on Outcomes and Deliberate Practice”

2015 – Xu Li, University of Maryland, College Park, “Does Helping Skills Training Make a Difference? A Longitudinal Multilevel Analysis of the Effects of Helping Skill Use On Working Alliance and Session Outcome with Chinese Trainees”

2014 – Ashlee J. Warnecke, Chatham University, “Intercorrelations Between Individual Personality Factors and Anxiety”

2013 – Mallaree Blake-Lodestro, Adler School of Professional Psychology, “The Impact of Bug Chasing on the Spread of HIV”

2012 – Mark Mason, University of Albany, “How psychotherapy trainees experience theoretical orientation development: Pilot study findings from a phenomenological study”

2011 – Lotte Smith-Hansen, University of Massachusetts Amherst, “The Preliminary Efficacy of a Psychotherapist Workshop in Alliance Strategies”

2010 – Samuel Nordberg

2009 – Sarah Gates, Antioch University New England, “The Relationship between Supervisor Leadership Qualities and Home-based Clinician Burnout”

2008 – Jenelle Slavin, Adelphi University, “The Effects of Training, Clinical, Supervisory, and Scholarly Experience on Supervisors’ Views of Therapuetic Techniques”

2007 – Deleene S Menefee, University of Houston, “Perceptions of Trainee Attachment in the Supervisory Relationship”

2006 – James F. Boswell, Pennsylvania State University

2005 – Jay L. Cohen

2004 – no award given

2003 – no award given

2002 – Gary F Freitas

2001 – Mary D. Looman, Fielding Institute

2000 – Georgios Lampropoulos, Ball State University

1999 – Alexander J. Schut