Diversity
Explore the importance of diversity in psychotherapy practice and research. This section covers topics related to cultural competence, inclusivity, and the ways in which diverse perspectives enhance the therapeutic process.
143 articles found
Multicultural Suicide Risk Assessment Webinar
Multicultural Suicide Risk Assessment Webinar Featuring Sherry Molock, Ph.D. Hosted by the Early Career Professionals Domain of APA Div. 29 Wanting a continuing education opportunity that will really improve the way you do suicide assessments? Look no further, Society for the Advancement of Psychotherapy has you covered. About the Webinar Suicides have tragically increased in recent years, especially among minoritized youth. […]
Society for the Advancement of Psychotherapy
March 11, 2024
The Climate and Environmental Crisis: A Primer for Psychologists
Recent research shows an increasing level of distress concerning the climate and environmental crisis (Leiserowitz et al, 2022; Hickman, 2021). This workshop will illuminate the broader context of this crisis, including the embedded sociocultural factors that differentially affect communities and individuals. We will discuss ways that climate distress, grief and anxiety are showing up clinically, as well […]
Wendy Greenspun, Ph.D. + 1 more
January 30, 2024
A Call to Action: Decolonizing Clinical Practice
Theories and processes of psychology have largely been influenced by North American and European psychologists whose Western-oriented paradigms have not promoted inclusivity or recognized the strengths of ethnically diverse cultures. Western paradigms promote power, hierarchical order, and structural privilege to the detriment of the well-being and mental health of racially and ethnically diverse cultures (Goodman […]
August Alderman M.S. + 4 more
January 15, 2024
The Differences Between Borderline Personality and Complex Posttraumatic Stress Disorders
Why do Borderline Personality Disorder and Complex Posttraumatic Stress Disorder Get Confused? The World Health Organization’s 11th revision of the International Classification of Disease defines Complex Posttraumatic Stress Disorder (CPTSD) as meeting full criteria for PTSD plus symptoms of disturbances in self-organization. Disturbances in self-organization can best be categorized as experiencing strong emotional dysregulation, negative […]
Simona Stoian, MS + 1 more
January 1, 2024
Cultural Influences and Heteronormativity on Experiences in Romantic Relationships
Romantic relationships are influenced by various concepts, including the dominant discourses in society, cultural norms, and heteronormativity. One’s interpretation and connection to their significant other is informed by their childhood and family influences, the historical context and geographical location of their upbringing, along with the persistence of religiosity and the corresponding practices. Considering religion, heteronormativity […]
Kedene Smith, LMFT + 1 more
January 1, 2024
A Message from the Society’s Publications & Communications Board Chair
Discovering My Professional Home When guiding graduate students through their academic journeys, I consistently emphasize the importance of finding a “professional home” – an organization that not only advocates for their desires and requirements but also offers a supportive community and a wealth of information. Any one of my past students will attest to the […]
Amy E. Ellis, Ph.D.
November 22, 2023
Call for Systemic Changes to Alleviate International Students’ Practicum Barriers in APA Accredited Psychology Programs
In counseling psychology programs, students face unique challenges related to the scientist-practitioner model of training.1 Unlike many people in graduate school who only have research responsibilities, counseling psychology students are expected to have dual duties: engaging in research and practicing mental health. Practicum experiences shape students’ future careers as mental health professionals. During their doctoral […]
JiSoo Park, MA + 1 more
October 27, 2023
Religion, Spirituality, and Suicide
When evaluating suicidal patients, it is often indicated to ask them about their religious beliefs about suicide because many patients believe that their spiritual or religious beliefs1 are closely linked to their mental health (Yamada et al., 2020). For example, some patients in significant emotional distress say they would not kill themselves because their religion […]
Samuel Knapp, Ed.D., ABPP
October 27, 2023
Strengthening International Collaboration for Advancement of Psychotherapy: A Report from the International Domain/Committee
Since its inception in 2015, the SAP (Div. 29) International Domain/Committee has actively pursued international engagement and collaboration for the purpose of advancing psychotherapy as a science, as a profession, and as a service promoting mental health for citizens and communities in the global village as well as in the United States (U.S.). Guided by […]
Changming Duan, Ph.D. + 2 more
October 27, 2023
Examining goop by Gwyneth Paltrow through a Disordered Wellness Lens
Celebrity, actress, and touted “wellness guru” Gwyneth Paltrow has been active in Hollywood for the past 34 years. Since opening her online storefront, goop, in 2008, the company has cultivated a net worth of 200 million, produced a popular podcast, and created a Netflix documentary. Gwyneth was a very successful actress prior to opening goop, […]
Katarina Williams + 1 more
October 22, 2023
让受督导者知道成长的路长什么样|督导中的教育
原文链接：https://societyforpsychotherapy.org/an-important-aspect-of-educational-orientation-in-psychotherapy-supervision-providing-supervisees-with-a-conceptual-framework-for-understanding-their-own-therapist-development/ 亲爱的督导师，还记得你开始做咨询的青涩模样吗？ 我这么说对吗？ 我是不是很差劲啊？ 我能成为一名胜任的咨询师吗？ …… 如果那时候你的督导师告诉你，这些感受都是正常的，告诉你成为有效能咨询师需要经历的过程包括种种种种，你会有什么感觉呢？ 现在作为督导师，你有没有想过可以做点什么，让你的受督导者更安心地成长，不必重蹈覆辙？ 我们来看看C. Edward Watkins博士是怎么做的。 新手治疗师需要安全的学习空间 在我的督导工作中，大部分受督导者是刚刚担任治疗师的博士生。他们要么没有咨询经验，要么经验十分有限。就像Chessick (1971)指出的，刚刚从教室走向临床实践的治疗师通常会面临三个问题： 1 学习在治疗早期过程中控制焦虑感； 2 发展作为治疗师的认同感； 3 形成一种信念，相信心理治疗是可行且有效的治疗手段。 刚开始的这段训练期的学生通常能最敏锐地发现自己实践上的缺陷，非常容易受挫，因此这段时期可能会很艰难。此时的关键在于创造一个安全的学习空间，让新手治疗师能够自如地去应对困难，而不会因为犯错受到惩罚。 安全的学习空间的理论基础 如何创造这个空间呢？我的基本思路主要来自治疗师发展理论及其相关研究，还有成人学习理论及其应用。基于这个认识，在开始新督导前我思考的首要问题是： 当下如何创造一个安全的学习空间，才最能满足特定受督导者的学习需要？ 在创造学习空间时，我坚信最好的出发点是对受督导者进行全面的教育性指导(如督导目标，督导师和受督导者的角色)。许多国家都将教育性地指导受督导者视为重要的督导胜任力之一(例 Pilling & Roth, 2014)，因为它使督导过程变得清晰明了，促进了概念化理解，并且还会促进督导双方的协作。通常，受督导者充分了解时状态最好，因此我希望接受我督导的学生尽可能从一开始就完全了解督导过程(例如通过建立督导协议、讨论、角色介绍等方式)，希望他们能更加有效地利用督导，在这个过程中更积极主动。 安全的学习空间的前提–教育取向的督导 教育取向的督导中有一个非常值得强调的重要方面——概念化。这里概念化的意思是：受督导者理解自己作为治疗师成长历程的框架。作为督导师，我首先想给受督导者提供一个发展性的概念化框架。我相信在教育性督导中这一点很容易被忽略或轻视。这一步能够极有力地促进督导的开始，同时增强受督导者的学习能力——相信他们在自身成长过程中，能更好地理解遇到的异常和变化，并且在当下更有效地反应。 Orlinsky和Ronnestad(2005), Ronnestad和Skovholt(2013), Skovholt(2012), Stoltenberg和McNeill(2010)的研究都够告诉我们，在督导中要重视以下事项： 1、用发展的眼光看问题； 2、在督导中整合发展的眼光； 3、提供一个发展性的基本原则和框架来定位治疗师／受督导者的成长过程。 他们的工作一方面研究了治疗师在发展职业自我或治疗师身份时所经历的演变过程，另一方面鉴别或提示了能够刺激治疗师发展的督导行为。Hess等人(2008)认为：“如果督导是教育性的，那么就非常有必要发展一个督导的教育过程模型”。他们发现，关键部分是帮助受督导者更好地理解自己当下的治疗师成长过程。 从成人学习理论的视角来看(Knowles et al., 2011)，对督导过程的教育能够解答受督导者学习中体验到的困惑，并增加他们对过程的掌控感；同时，对过程准备的教育能减轻受督导者的焦虑并让他们提前做好准备，帮助受督导者未雨绸缪(Skovholt & Ronnestad, 2003)，对于如何在督导中进行阐述与协作成竹在胸。 Frank和Frank(1991)的助人和疗愈关系的概念框架也可以被推广用于督导之中。在这个模型中，那些寻求心理治疗帮助的人正处于心力委顿、心烦意乱的抗争阶段，通常可以从这三个方面获益：1.与一个受到认可的助人者，在一个精心设计的助人设置中，进入一段充满信任的关系；2.得到一个能够帮助他们理解自身困扰的适应性解释/概念图式，并看到解决方法；3.与助人者积极合作，展开一套基于概念化的行动(Budge & Wampold, 2015; Wampold & Budge, […]
Luyao Ma, MS + 4 more
October 2, 2023
Development and Current Status of Evidence Based Practice in Psychotherapy with Dr Koocher
How to select the best therapeutic approach is what mental health clinicians have searched for in the past, are engaging in the present, and will continue to advance in the future. In addition to experts or authorities, more effective practices rely on strong research evidence. Therefore, it is necessary to pay great attention to evidence-basedpractice […]
Society for the Advancement of Psychotherapy
September 24, 2023