Feeling offended by clients: The experiences of doctoral student therapists.

2020 ◽  
Author(s):  
Lydia HaRim Ahn ◽  
Stephanie E. Yee ◽  
Katherine Morales Dixon ◽  
Colleen A. Kase ◽  
Rajni Sharma ◽  
...  
Keyword(s):  
Doctoral Student ◽  
Student Therapists

Deliberate practice for the skill of immediacy: A multiple case study of doctoral student therapists and clients.

Psychotherapy ◽  
2020 ◽  
Vol 57 (4) ◽  
pp. 587-597
Author(s):  
Clara E. Hill ◽  
D. Martin Kivlighan ◽  
Tony Rousmaniere ◽  
Dennis M. Kivlighan ◽  
Judith A. Gerstenblith ◽  
...  
Keyword(s):  
Doctoral Student ◽  
Deliberate Practice ◽  
Multiple Case Study ◽  
Student Therapists ◽  
Multiple Case

Push and pull: The influence of race/ethnicity on agency in doctoral student career advancement.

2017 ◽  
Vol 10 (3) ◽  
pp. 232-252 ◽  
Author(s):  
Audrey J. Jaeger ◽  
Allison Mitchall ◽  
KerryAnn O'Meara ◽  
Ashley Grantham ◽  
Jingjing Zhang ◽  
...  
Keyword(s):  
Career Advancement ◽  
Doctoral Student ◽  
Race Ethnicity ◽  
Push And Pull

Student forum: Successfully securing a research grant as a doctoral student

2004 ◽  
Author(s):  
Annalise L. Caron
Keyword(s):  
Doctoral Student ◽  
Research Grant

Doctoral Student Perspective

2006 ◽  
Author(s):  
Melanie A. Mace
Keyword(s):  
Doctoral Student ◽  
Student Perspective

Art Therapy Training Readiness in Graduate Student Therapists

2012 ◽  
Author(s):  
Thomas Demaria ◽  
Eric Yellin ◽  
Marie Mercado
Keyword(s):  
Art Therapy ◽  
Graduate Student ◽  
Student Therapists ◽  
Therapy Training

Terca, pero no pendeja: Terquedad as Theory and Praxis of Transformative Gestures in Higher Education

2020 ◽  
Vol 14 (2) ◽  
pp. 23-43
Author(s):  
Omi S. Salas-SantaCruz
Keyword(s):  
Higher Education ◽  
Sexual Violence ◽  
Doctoral Student ◽  
Power Structures ◽  
The University

In this article, the author explores the concept of terquedad or waywardness as a blueprint towards gender/queer justice in education. Using María Lugones’s (2003) theorizing resistance against multiple oppressions, the author presents Gloria Anzaldúa’s' writings in Borderlands/La Frontera (1987) and This Bridge Called My Back (1981/2015) as a project of storying the plurality of terquedad. In doing so, the author calls for a theory and praxis of terquedad as a framework to understand the embodied resistances queer and trans-Latinx/e students deploy as textual inconveniences to push back and resist the “institutional grammars” of U.S. universities (Crawford & Ostrom, 1995; Bonilla-Silva, 2012). Through a plática methodology (Fierros & Delgado Bernal, 2016), the author introduces Quiahuitl, a doctoral student engaging with a praxis of terquedad when confronted with institutional and sexual violence as she moves within and against the geographies and power structures of the university.

The Importance of Tough-Love Mentoring to Doctoral Student Success: Instruments to Measure the Doctoral Student/Proteges’ Perspective

10.28945/4630 ◽  
2020 ◽  
Vol 15 ◽  
pp. 485-516
Author(s):  
Laura Roberts
Keyword(s):  
Doctoral Students ◽  
Graduation Rates ◽  
Validation Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
The United States ◽  
Assessment Tools ◽  
Unique Contribution ◽  
Program Administrators ◽  
High Standards

Aim/Purpose: The purpose of this study is to examine tough-love mentoring theory (TLM) as a potential way to address the problem of low graduation rates among doctoral students. Background: In order to address this purpose, the researcher presents the following: a) a validation study for assessment tools pertaining to TLM and b) a validation study of TLM theory and its two sub-theories: mentor integrity and trustworthiness sub-theory (MIT) and the mentor high standards sub-theory (MHS). Methodology: The researcher tested the validity of the mentor integrity and trustworthiness scale from the protégés’ perspective (MIT-P), the mentor high standards scale from the protégés’ perspective (MHS-P) and the protégés’ perceptions of their own independence (PPI) scale. The sample consisted of 31 doctoral protégés recruited with multi-phase sampling at four education-related doctoral programs in the eastern part of the United States. Contribution: The study provides evidence to support TLM as a strategy to address the problem of low graduation rates among doctoral students. In addition, the study contributes validation of assessment tools that can be used to measure doctoral protégés’ perceptions of their mentors. Findings: For each scale, the data show acceptable levels of internal consistency and evidence of content validity. The data are consistent with the TLM theory and its two sub-theories. The unique contribution of the current study is that it draws from the protégés’ perspective. Recommendations for Practitioners: The researcher presents a) strategies protégés can use to find trustworthy mentors with high standards and b) strategies program administrators can use for professional development of doctoral mentors. The researcher also provides the Right Angle Research Alignment (RARA) table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: It is recommended that researchers use experimental methods to test TLM theory and the sub-theories, MIT and MHS. Impact on Society: This theory may be useful in business and in the arts and in other teaching relationships such as coaching and tutoring. The researcher encourages scholars to test TLM theory in these other contexts. Future Research: Further research questions that arise from this study are as follows: How can protégés find mentors who have high standards and who are trustworthy? What can doctoral program administrators do to help mentors develop high standards and trustworthiness?

scholarly journals Assessing and Harnessing the Power of Intergenerational Interactions in Mindfulness-Based Treatment Groups

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 834-835
Author(s):  
Deanna Dragan ◽  
Andrea Newman ◽  
Calia Torres ◽  
Keisha Carden ◽  
Sarah Letang ◽  
...  
Keyword(s):  
Older Adults ◽  
Group Cohesion ◽  
Therapist Training ◽  
Future Research ◽  
Prior Training ◽  
Group Interactions ◽  
Treatment Groups ◽  
Mindfulness Skills ◽  
Student Therapists ◽  
Cohort Differences

Abstract Mindfulness-based interventions (MBIs) in individual and group formats, have been shown to be effective for a variety of psychological disorders. Due to the promising evidence supporting the wide applicability of mindfulness skills, graduate student therapists were trained to deliver groups that attracted diverse individuals across the lifespan. In these groups, therapists noted how intergenerational dynamics facilitated group cohesion and allowed for increased normalization of common challenges related to practicing mindfulness skills. Therapists’ prior training on cohort differences and treatment recommendations for older adults served as an important foundation to navigating these group interactions. Barriers to simultaneously collecting data and delivering intervention components were noted by the student therapists. Future research and therapist training gaps in knowledge related to effectively facilitating intergenerational groups were identified.

Mentoring for Doctoral Student Praxis-Centered Learning: Creating a Shared Culture of Intellectual Aspiration

2007 ◽  
Vol 36 (4_suppl) ◽  
pp. 64S-79S ◽  
Author(s):  
Max Stephenson ◽  
Rachel Christensen
Keyword(s):  
Doctoral Student ◽  
Shared Culture
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