Integrating Human-Animal Interactions and Psychology
Lori R. Kogan, Phyllis Erdman in Career Paths in Human-Animal Interaction for Social and Behavioral Scientists, 2021
I finished my undergraduate degree, completed a master’s degree in mental health counseling and started a PhD program in counseling psychology. When time came to propose my dissertation project, I knew I wanted it to be about HAI. This was back in 2009, and in Puerto Rico (PR) AAI and the human-animal bond were topics scarcely studied. Finding a mentor was also challenging, since most professors saw HAI work as trivial. I remember one even telling me that it was a fad. Finally, I found a mentor; she was not an animal lover, but she believed in me as a student and was willing to take the risk. I was able to complete my PhD with a dissertation about general well-being and pet attachment in older adults living in the western region of PR and had the opportunity to present my work at the International Association of Anthrozoology (ISAZ) Conference in 2012.
Evaluating Analysis and Results Sections: Qualitative Research
Fred Pyrczak, Maria Tcherni-Buzzeo in Evaluating Research in Academic Journals, 2018
Mary Lee Nelson is a professor of counseling psychology. She came from a lower middle, working-class background, was the first in her family to pursue higher education, and had many of the experiences described by the research participants. This background provided her with important insights about the data. In addition, it might have biased her expectations about what participants’ experiences would be. She expected to hear stories of financial hardship, social confusion, loneliness, and challenges with personal and career identity development. Matt Englar-Carlson is a counseling psychologist and currently an associate professor of counselor education. He has a strong interest in new developments in social class theory. He comes from a middle-class, educated family background. He came to the study with expectations that findings might conform to the social class worldview model, as developed by Liu (2001). Sandra C. Tierney is a recent graduate of a doctoral program in counseling psychology…
Chestnut Health Systems' Bloomington Outpatient and Intensive Outpatient Program for Adolescent Substance Abusers
Sally J. Stevens, Andrew R. Morral in Adolescent Substance Abuse Treatment in the United States, 2014
The program coordinator has ten years’ experience with CHS, is licensed and certified, and has a master's degree in counseling psychology. He is responsible for hiring, training, weekly clinical supervision, conducting staff meetings, and facilitating treatment groups. In addition, he oversees the daily operations of the program (e.g., census, program reports, etc.), as well as program development. The outpatient therapists are licensed or license-eligible and have master's degrees in counseling or social work with one to six years of experience. They are responsible for developing the MTP with clients, ongoing assessment, reviewing treatment progress, report writing, discharge planning, and facilitating individual, family, and group sessions. Case managers are bachelors level certified substance abuse counselors. One provides on-site screenings/evaluations of youth from the target counties. The other provides off-site screenings/evaluations at the local county's juvenile detention center, facilitates drug education groups, admissions, and a minimal amount of outpatient treatment. The Latino interventionist is bilingual and has five years’ experience working with youth. He works to engage and retain Latino youth in need of substance abuse treatment. The part-time counselor helps provide transportation to groups for youth, completes paperwork, and assists in the facilitation of skill groups.
Views of non-Western trainee or recently-qualified practitioner psychologists on the import of Western psychology into their indigenous non-Western cultures
Published in International Journal of Mental Health, 2019
Katriona Taylor, Gerald H. Burgess
Despite numerous discursive papers, often written from Western perspectives in regard to the import of Western psychology into other countries, there appears to be a paucity of research that directly aims to gather the perspectives of non-Western psychologists on the matter. One exception was a qualitative study by Duan et al. (2011), in which eight Southeast Asian counseling psychologists were interviewed. Key findings included that the major assumptions of US counseling psychology, (a) limited its transferability to Southeast Asian cultures (because of issues such as the non-fluidity of professional-client boundaries and an individualistic focus), and (b) did not sufficiently include cross-cultural teaching, experiential learning, international exchange and collaboration. The authors concluded that such barriers were a problem, however that Western counseling psychology retained relevance. To overcome the barriers, however, the theories and methods of counseling psychology needed to be adapted to suit a particular country’s (or people’s) cultural understandings and values.
Health Bias in Clinical Work with Older Adult Clients: The Relation with Ageism and Aging Anxiety
Published in Clinical Gerontologist, 2022
Grace I. L. Caskie, Shannon L. Patterson, Abigail R. Voelkner
Almost half of participants (46.5%, n = 227) were enrolled in a Ph.D. (n = 153) or Psy.D. (n = 74) program in clinical or counseling psychology, with the remaining 53.5% (n = 261) pursuing a master’s degree in counseling/clinical psychology, social work, or another counseling-related program. Most participants (85.0%, n = 415) identified as female; the remainder identified as male (14.1%, n = 69), trans-man (0.2%, n = 1), or self-identified genders (0.6%, n = 3). For racial/ethnic background, 79.3% selected White/Caucasian/non-Hispanic; the remainder identified as follows: 5.1% Asian/Pacific Islander, 3.9% as other, 3.7% Hispanic/Latino, 3.7% biracial/multi-ethnic, 3.5% Black/African American, 0.8% Native American/American Indian. Trainee ages ranged from 21 to 66 years (M = 27.8, SD = 6.6), with 94% under 40 years of age; 28.5% (n = 166) chose not to report age. Trainees represented 38 of the 50 United States; 3% were in Canada. Most reported their social class as middle class (46.5%, n = 227) or working class (33.4%, n = 163); the remainder identified as follows: 8.4% lower class, 10.0% upper middle class, 1.6% upper class. Most reported not having taken a course in their graduate program focused specifically on older adults or aging (78%, n = 379).
Providing Sexuality Training for Psychologists: The Role of Predoctoral Internship Sites
Published in American Journal of Sexuality Education, 2021
Dena M. Abbott, Debra Mollen, Elxycus J. Anaya, Theodore R. Burnes, Madeline M. Jones, Victoria A. Rukus
As the final fieldwork experience in health service psychologists’ training, investigating the scope of sexuality training among American Psychological Association (APA)-accredited doctoral psychology internship programs may help to elucidate the current role of fieldwork experiences in providing sexuality education to psychologists. To earn a doctorate in clinical or counseling psychology from an APA-accredited program and meet licensure requirements in most jurisdictions in the United States, students must successfully complete a 2,000-h predoctoral clinical internship (Tracy et al., 2011). Internship programs provide students an opportunity to immerse themselves in clinical practice, as well as structured training experiences including supervision, consultation, teaching, didactics, and other educational experiences (Webb & Hill, 2016). Of the limited recent research on internship training in various disciplines in mental health training programs, most has focused on successfully obtaining an internship placement (Callahan & Watkins, 2018b; DeHay et al., 2019) and the importance of adhering to a competency-based approach to training (Grus et al., 2016; Larkin et al., 2016). The relatively little scholarship exists regarding specific training experiences on fieldwork internship or the domains covered, although there have been some recent efforts to address this gap, as well as a concomitant call for increasing attention to ensuring internship training, as with academic training in applied psychology more generally, is evidenced-based (Callahan & Watkins, 2018a; Callahan & Watkins, 2018b).
Related Knowledge Centers
- Anxiety
- Career Counseling
- Clinical Psychology
- Psychotherapy
- Therapeutic Relationship
- Psychology
- Adjustment
- Abnormal Psychology
- Family Therapy
- Meta-Analysis