Articles Tagged "education & training domain" (Page 2)

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 […]

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 […]

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. […]

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 […]

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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The ethical issues involved in writing about clients are complex and were the topic of a recent special section of Psychotherapy, Division 29’s Journal (Samstag, 2012). The five papers in the series (Barnett, 2012; Blechner, 2012; Fischer, 2012; Sieck, 2012; and Woodhouse, 2012) identified a number of implications of a) obtaining consent from a client […]

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Despite ongoing efforts to conceptualize and envision possible solutions to resolve the internship imbalance, the problem has continued to escalate (e.g., Baker, McCutcheon, & Keilin, 2007; Grus, McCutcheon, & Berry, 2011; Keilin, Baker, McCutcheon, & Peranson, 2007; McCutcheon, 2011; Rodolfa, Bell, Bieschke, Davis, & Peterson, 2007). The number of students entering the Association of Psychology […]

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Internship match is a topic of pressing national interest to the training community (Keilin, Baker, McCutcheon, & Peranson, 2007). As such, over the last 18 months the Division’s Training and Education Committee developed a series of six articles on this topic. The first article examined how internship is a scare resource that can create a […]

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