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 Lei Sun, Chair, Student Development Committee. E-mail: l.sun6@umiami.edu
Submission Deadline: April 1.
Mathilda B. Canter Education and Training Paper Award
2018 Recipient: Yun Garrison, PhD
Title: Linguistic Minority International Counseling Psychology Trainees’ Experience in Clinical
Supervision
Author: Yun Garrison
Institution: University of Iowa
Yun Garrison is a first-generation immigrant who landed in the United States to become a psychologist. She recently finished her pre-doctoral internship in Health Services Psychology at Colorado State University Health Network. After obtaining her Ph.D. degree in the University of Iowa’s APA-accredited Counseling Psychology program, she joined Bates College as an Assistant Professor of Psychology. She also works as a clinician at Psychology Specialists of Maine working with community members. Her research is centered on how dominant ideologies and systemic oppression (e.g., racism, classism, native-speakerism) are related to psychological/vocational outcomes among people of color, immigrants, and working-class community members.
Paper Abstract: The present study aims to identify helpful and hindering supervisory experiences from the perspectives of international counseling psychology doctoral trainees with a focus on English-specific sociolinguistic issues in clinical settings. Specifically, the current research is underpinned by a strengths-based perspective to recognize these students’ challenges, strengths, and growth that are often overlooked by a deficits-based approach (e.g., native-speakerism). Twenty participants who self-identified as international, non-native English-speaking, and counseling psychology doctoral trainees in the United States participated in a one-on-one interview and online survey. The present study used a mixed method research design (concept mapping methodology) and identified four clusters of perceived sociolinguistic experiences related to English in clinical settings, seven clusters of perceived helpful supervisory events, and seven clusters of perceived hindering supervisory events. Implications for clinical supervision, training, and advocacy, and suggestions for future research are discussed.
Mathilda B. Canter Education and Training Paper Award
Previous Winners
2019- Kristina Clevinger, University of North Texas, "Supervisor Self-disclosure: Supervisees’ Perceptions of Positive Supervision Experiences."
2018- Taylor Groth, Derner School of Psychology at Adelphi University, "Psychologists’ Willingness to Provide Services to Individuals At Risk for Suicide"
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
