Psychotherapy

OFFICIAL PUBLICATION OF THE SOCIETY FOR THE ADVANCEMENT OF PSYCHOTHERAPY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION www.societyforpsychotherapy.org B In This Issue

*AnnouncemenT of SpecIAl focuS for 2020 * The Person of the Psychotherapist: What We Bring to the Room Introduction to the editorial Team candidate Statements U

psychotherapy research, Science, and Scholarship Trainee Therapist Characteristics in the Prediction of Client Rated Alliance L Bridging practice and research An Integrative Review of Therapeutic Empathy Diversity Working with Clients With Disabilities: Implications For Psychotherapists L public Interest and Social Justice A Psychological Perspective on Collective Action and Healing ethics in psychotherapy Ethical Use of Interpreters for Non-English-Speaking Clients in Forensic Contexts E education and Training To swipe or not to swipe? Contemplating Mental Health Professionals’ Use of Online Dating Services early career Being Our Best Selves When Dealing With High-Risk Situations: Reflections From an Early Career Psychologist T I 2020 VOLUME 55, NUMBER 1 N Society for the Advancement of psychotherapy n 2020 Governance Structure ELECTED BOARD MEMBERS OFFICERS Domain Representatives Diversity President Public Interest and Social Justice Susan Woodhouse, PhD, 2020-2022 Jennifer Callahan, PhD Lavita Nadkarni, PhD, 2018-2020 Department of Education and UNT Department of University of Denver-GSPP Human Services Terrill Hall, Room 376 2450 South Vine Street Lehigh University 1155 Union Circle #311280 Denver, CO 80208 111 Research Drive Denton, TX 76203-5017 Ofc: 303-871-3877 Bethlehem, PA 18015 Ofc: 940-369-8229 E-mail: [email protected] Ofc: 610-758-3269 E-mail: [email protected] E-mail: [email protected] Psychotherapy Practice President-elect Barbara Vivino, PhD, 2019-2021 Diversity Gary VandenBos, PhD 921 The Alameda #109 Manijeh Badiee, PhD. 2019-2021 1706 Esquire Lane Berkeley, CA 94707 Department of Psychology McLean, VA 22101 Ofc: 510-303-6650 California State University E-mail: [email protected] E-mail: [email protected] 5500 University Parkway San Bernardino, CA 92407 Education and Training Secretary Ofc: 909-537-7305 Marilyn Cornish, PhD, 2019-2021 Rebecca Ametrano, PhD, 2018-2020 E-mail: [email protected] Auburn University Office of Patient Centered Care 2084 Haley Center VA Boston Healthcare System International Affairs Department of Special Education, 1400 VFW Parkway Frederick Leong, PhD, 2018-2020 Rehabilitation, and Counseling West Roxbury, MA 02132 Michigan State University Auburn University, AL 36849 Ofc: 857-203-5394 Department of Psychology Ofc: 334-844-7601 E-mail: [email protected] East Lansing, MI 48824 E-mail: [email protected] Ofc: 517-353-9925 Treasurer Membership E-mail: [email protected] Joshua Swift, PhD, 2020-2021 Jean Birbilis, PhD, 2019-2021 Department of Psychology University of St. Thomas APA Council Representatives Idaho State University 1000 LaSalle Ave., MOH 217 Lillian Comas-Diaz, PhD, 2020-2022 921 S. 8th Ave, Stop 8112 Minneapolis, Minnesota 55403 908 New Hampshire Ave NW Ste 700 Pocatello, ID 83201 Ofc: 651-962-4654 Washington, DC Ofc: 208-282-3445 E-mail: [email protected] Ofc: (202) 775-1938 E-mail: [email protected] E-mail: [email protected] Early Career Past President Beatriz Palma, PhD, 2020-2022 , PhD, 2020-2022 Nancy Murdock, PhD University of Virginia - CAPS Clinical and Forensic Psychology University of Missouri-Kansas City 400 Brandon Ave. 285 Beverly Road 215 Education Building Charlottesville, VA 22908 Chestnut Hill, MA 5100 Rockhill Road Ofc: 434-243-5150 E-mail: [email protected] Kansas City, MO 64110 E-mail: [email protected] [email protected] Student Representative Ofc: 816-235-2495 Science and Scholarship Carly Schwartzman, 2019-2020 E-mail: [email protected] Patricia Spangler, PhD, 2020-2022 University at Albany, SUNY Center for the Study of Traumatic Stress Social Sciences, Department of Psychology Department of Psychiatry 1400 Washington Ave. Uniformed Services University Albany, NY 12222 4301 Jones Bridge Road Ofc: 551-265-6750 Bethesda, MD 20814-4799 E-mail: [email protected] Ofc: 240-620-4076 E-mail: [email protected]

STANDING COMMITTEES Continuing Education Finance Program Chair: Ken Critchfield, PhD Chair: Georita Frierson, PhD Chair: James Boswell, PhD E-mail: [email protected] E-mail: [email protected] E-mail : [email protected]

Diversity International Affairs Psychotherapy Practice Sheeva Mostoufi, PhD Changming Duan, PhD Daniel Gaztambide, PsyD E-mail: [email protected] E-mail: [email protected] E-mail: [email protected]

Early Career Psychologists Membership Psychotherapy Research Chair: Sara Danitz, PhD Rosemary Adam-Terem, PhD Chair: Jenelle Slavin-Mulford, PhD E-mail: [email protected] E-mail: [email protected] E-mail: [email protected]

Education & Training Nominations and Elections Social Justice Eric Sauer, PhD Chair: Gary VandenBos Linda Campbell, PhD E-Mail: [email protected] E-mail: [email protected] E-mail: [email protected]

Fellows Professional Awards Chair: Robert L. Hatcher, PhD Chair: Jeffrey Younggren, PhD E-mail: [email protected] E-mail: [email protected] n

pSYcHoTHerApY BulleTIn pSYcHoTHerApY BulleTIn Published by the Official Publication of the Society for the Advancement of SocIeTY for Psychotherapy of the American Psychological Association THe ADVAncemenT of pSYcHoTHerApY American Psychological Association 6557 E. Riverdale Mesa, AZ 85215 602-363-9211 e-mail: [email protected] eDITor 2020 Volume 55, number 1 Lynett Henderson Metzger, PsyD [email protected] conTenTS ASSocIATe eDITor Cara Jacobson, PsyD president’s column ...... 2 [email protected] editors’ column ...... 5 conTrIBuTInG eDITorS Greetings and Introduction to Diversity the Special Focus for 2020 Manijeh Badiee, PhD and Rosemary Phelps, PhD psychotherapy research, Science, and Scholarship ..6 Trainee Therapist Characteristics in education and Training Marilyn Cornish, PhD and the Prediction of Client Rated Alliance Eric Sauer, PhD Bridging practice and research ...... 12 ethics in psychotherapy An Integrative Review of Therapeutic Empathy Apryl Alexander, PsyD Diversity ...... 19 psychotherapy practice Working with Clients With Disabilities: Barbara Vivino, PhD and Implications For Psychotherapists Daniel Gaztambide, PsyD psychotherapy research, public Interest and Social Justice ...... 23 Science and Scholarship A Psychological Perspective on Collective Susan Woodhouse, PhD, and Action and Healing Joshua Swift, PhD ethics in psychotherapy ...... 29 public Interest and Social Justice Lavita Nadkarni, PhD, and Ethical Use of Interpreters for Non-English- Linda Campbell, PhD Speaking Clients in Forensic Contexts Washington Scene education and Training ...... 34 Patrick DeLeon, PhD To swipe or not to swipe? Contemplating Mental early career Health Professionals’ Use of Online Dating Services Leigh Ann Carter, PsyD and Sara Danitz, PhD early career ...... 41 Student feature Being Our Best Selves When Dealing With Carly Schwartzman High-Risk Situations: Reflections From an Early Career Psychologist editorial Assistants Salwa Chowdhury early career ...... 45 [email protected] Finding and Providing Mentorship in Cory Marchi Psychotherapy Research: Six Suggestions for [email protected] Mentors and Mentees STAff Washington Scene ...... 49 central office Administrator Tracey Martin “When You Wish Upon a Star” Website candidate Statements ...... 49 www.societyforpsychotherapy.org

1 preSIDenT’S column Jennifer L. Callahan, PhD University of North Texas – Denton, TX

As a third-year graduate errantly cited and repeatedly mischar - student, I recall being acterized. Strupp clearly appreciated the asked to engage in a adverse impact of how the study and classroom debate on findings were portrayed. After nearly 20 the question of whether years of citations involving mischarac - good psychotherapists terization, he attempted to clarify some were “born versus of the most salient issues (Strupp, 1998). made”. We were allowed Yet, the earlier article continues to be a few weeks to prepare arguments be - misunderstood and speciously cited into fore our teams faced off to debate the the present. Worse, it is cited by psy - issue, with notecards of points and cita - chotherapists. If we don’t value what we tions at the ready. As a young psy - do, who will? chotherapy researcher and practitioner, as well as a double ruby debater, this As conventional wisdom increasingly class assignment was personal on many endorsed the idea that training and ed - levels. Oddly, I do not recall which side ucation were irrelevant, those psy - of the argument I was assigned. I do, chotherapists who excelled in working however, remember which side won: with clients may have become even born. Based on the citations available more vulnerable to the fundamental at - 20ish years ago, it was hard to argue tribution error than is typical. I wit - against innate expertise. Unfortunately, I nessed that phenomenon just a couple of continue to hear those same tired cita - years ago at a major psychotherapy con - tions and persisting belief that training ference when I attended a panel session and education in psychotherapy is, es - featuring “master” (clearly inappropri - sentially, irrelevant to the development ately and anachronistically named) psy - of psychotherapy expertise. chotherapists discussing their work and expertise with one another. During the I will pick one notable example that was question/answer period, I asked the likely on the required reading list for panel to reflect back on their graduate many: Strupp and Hadley (1979). Often training years and identify the single referred to as Vanderbilt I, the primary most important thing they learned dur - finding of the study was that psy - ing their training. Every single respon - chotherapists evidenced variable trajec - dent on the panel stood firmly on the tories of effectiveness and that some belief that they had learned nothing at therapists were better than others. The all of significance during their graduate study was published in a psychiatry training and education. While they did journal at a time when a new class of not go quite so far as to suggest they anti-depressant medications was enter - were “born” with innate expertise, they ing the market on a large scale. Because very definitely perceived themselves to of this, a message that dismissed psy - be entirely self-made experts. chotherapy effectiveness and dispar - aged psychotherapy training found ears I have re-visited that panel discussion in at the ready. Design flaws were over - my head many times over the last cou - looked, the finding of variable trajecto - ries was ignored, and the study was continued on page 3

2 ple of years. I wish I had not sat down velopment (Vygotsky, 1930-1934, 1978) quite so quickly. I wish I had probed the for psychotherapy expertise, supervi - conditions that facilitated the develop - sion transcends our professional train - ment of expertise in these psychothera - ing structures and is utilized worldwide pists. I strongly suspect I would have in the development of psychotherapists. learned that, albeit innately talented, su - Further underscoring the importance of pervisory relationships were key to their those years, when close supervision is early developmental gains in specific ex - discontinued, development of psy - pertise as psychotherapists. How many chotherapy expertise typically stagnates of us can look back and identify a form - (for a comprehensive review that ative supervisory relationship that left reaches that conclusion, see Tracey et al., an imprint on us as psychotherapists? 2014). Taken together, it appears that close supervision and mentorship is crit - There are many good quotes disputing ical to calibrating the expertise any the concept of being self-made, but my given psychotherapist will carry for - favorite is this one (variably attributed): ward into their career. “There is no such things as a ‘self-made’ man. We are made up of thousands of The relationships we nurture with one others. Everyone who has ever done a another, as psychotherapists, facilitate kind deed for us, or spoken one word of our expertise by providing conditions encouragement to us, has entered into for safe exploration, identification of the make-up of our character and of our growth edges, and constructive feed - thoughts, as well as our success.” back. Let’s be generous with credit for the sources of influence past and pres - I am not dismissing innate talent but ent and endeavor to meaningfully share placing it in a larger context that ex - our multigenerational expertise with pands credit and acknowledges the role one another into the future. Our Society of others. It is true that talented aspiring can offset risk of professional isolation psychotherapists are already making by providing a salve of meaningful con - small incremental gains in salient pro - nections that brings psychotherapists at fessional competencies, some via life ex - every career stage together. periences and others via instruction, even before the begin their formal train - Author’s note: ing and education in psychotherapy (for Have thoughts on this vision or any - a review that supports this conclusion, thing else pertaining to the Society? Feel see Hatcher & Lassiter, 2007). Those free to email me at Jennifer.Callahan@ preparatory experiences likely reflect unt.edu and keep the dialogue going. the kind words or deeds, described by Adams, as well as the insights and re - references siliency tied to negative life events. Callahan, J. L. (2019). Master’s level ac - creditation in health services psy - Importantly, there is a marked period of chology: A primer to the special exponential professional growth in pro - section with commentary. Training fessional competencies during the pro - and Education in Professional Psychol - fessional training years, (see Price et al., ogy, 13 (2) , 73-83. http://dx.doi.org/ 2017; Callahan, 2019, for empirical evi - 10.1037/tep0000248 dence of that effect). Not only does su - Hatcher, R. L. & Lassiter, K. D. (2007). pervision and mentorship inherently Initial training in professional psy - underlie the entire zone of proximal de - continued on page 4

3 chology: The practicum competen - try, 36 (1), 1125-1136. cies outline. Training and Education in https://doi.org/10.1001/arch - Professional Psychology, 1 (1) , 49-63. psyc.1979.01780100095009 https://doi.org/10.1037/1931- Tracey, T. J. G., Wampold, B. E., Licht - 3918.1.1.49 enberg, J. W., & Goodyear, R. K. Price, S. D., Callahan, J. L., & Cox, R. J. (2014). Expertise in psychotherapy: (2017). Psychometric investigation of An elusive goal? American Psycholo - competency benchmarks. Training gist, 69 (3) , 218-229. and Education in Professional Psychol - https://doi.org/10.1037/a0035099 ogy, 11 (3) , 128-139. Vygotsky, L. S. (1978). Mind in society: https://doi.org/10.1037/tep0000133 The development of higher psychological Strupp, H. H. (1998). The Vanderbilt I processes (M. Cole, V. John-Steiner, S. study revisited. Psychotherapy Re - Scribner & E. Souberman., Eds.) (A. search, 8 (1) , 17-29. R. Luria, M. Lopez-Morillas & M. https://doi.org/10.1093/ptr/8.1.17 Cole [with J. V. Wertsch], Trans.) Strupp, H. H., & Hadley, S. W. (1979). Harvard University Press. (Original Specific vs nonspecific factors in psy - work published ca. 1930-1934) chotherapy: A controlled study of outcome. Archives of General Psychia -

Find the Society for the Advancement of Psychotherapy at www.societyforpsychotherapy.org

4 eDITorS’ column Joanna M. Drinane, Ph.D., Editor Assistant Professor, Counseling & Counseling Psychology Programs, University of Utah – Salt Lake City, UT Stephanie Winkeljohn Black, Ph.D., Associate Editor Assistant Professor, Psychology, Penn State Harrisburg – Middletown, PA Salwa Chowdhurry, PsyD, Editorial Assistant Postdoctoral Fellow, Peak Exceptional Services – Denver, CO Kate Axford, MS, Editorial Assistant Doctoral Student, Counseling Psychology, University of Utah – Salt Lake City, UT

Greetings Division 29 and SAP Mem - of the Psychotherapist: bership! Happy 2020! Along with the What We Bring to the start of the new year has come a shift in Room.” Our editorial the team that will lead the charge in the team is comprised production of the Psychotherapy Bulletin . largely of psychotherapy Thank you to Lynett and Cara for their process and outcome re - outstanding service to the Division in searchers and it is our intent to increase their editorial capacities, to Tracey for discussion of the ways our personal, pro - her continued organizational prowess, fessional, and cultural identities influence and to Kourtney who will serve as the our participation in this work. We wel - Internet Editor. We (Joanna, Editor ; come submissions that fit with this theme Stephanie, Associate Editor ; and Salwa and also those that extend beyond it and and Kate, Editorial Assistants ) are very represent your experiences and curiosi - excited to be part of a such a dynamic ties (applied or research focused). publication that is consumed by practi - tioners and scholars alike. The field of Thank you to all who make the Psy - psychotherapy is ever evolving and we chotherapy Bulletin a success (readers, con - hope to present cutting edge pieces that tributors, Division members, and more!). move the discourse forward and engage For submission guidelines or to write for our readership. It is through your ongo - the Bulletin , please visit our website ing support and contributions that this (http://societyforpsychotherapy.org/bul will be possible and we hope your voice letin-about/ ). We do wish to highlight will be represented in our 2020 editions! that we are changing our timeline for 2020 submissions starting with the next issue. In this first edition of the year, we have The updated deadlines will be April many wonderful articles for you to view, 15 th , July 15 th , and october 15 th . Please a column from our new President, Jen - reach out with questions to joanna.dri - nifer Callahan, and statements from the [email protected] and we look ahead to a candidates being considered for leader - great year of collaboration! ship positions within the Division. Fur - ther, we want to formally introduce t Thank you, he special focus for the year, “The Person Joanna, Stephanie, Salwa, and Kate

5 pSYcHoTHerApY reSeArcH, ScIence & ScHolArSHIp Trainee Therapist characteristics in the prediction of client rated Alliance

Jenelle Slavin-Mulford, PhD Augusta University Augusta, GA

Ample research sug - two most heavily weighted “objective” gests that therapists dif - variables in the graduate admissions fer in their level of process (Norcross, 1997), the need for effectiveness (Blow et. further research is clear. al., 2007; Wampold, 2001). Even more strik - A therapist’s empathic ability is also the - ing is that therapist ef - orized to be important (e.g., Rogers, fects appear to be larger than treatment 1957) and research suggests that a sig - effects (e.g., Lindgren et al., 2010). These nificant portion of outcome variance is related to therapists’ level of empathic findings suggest that “who” the thera - responding in session (e.g. Elliot et al., pist is may be more important than the 2011). However, research on the amount type of treatment used. Moreover, ther - that pre-screening measures of empathy apist training, experience, and theoreti - can predict later therapeutic effective - cal orientation do not appear to explain ness is mixed (e.g., Hill et al., 2008; Moy - the majority of therapist effects (e.g., ers & Miller, 2013). Given the strong Okiishi et al., 2003; Stirman & Crits- relationship of empathy to outcome, fur - Cristoph, 2011). Thus, it has been hy - ther investigation of empathy as an in - pothesized that therapists’ personal nate therapist characteristic is needed. characteristics impact treatment (e.g., Black et al., 2005; Heinonen et al., 2012). A therapist’s interpersonal and attach - ment style are also thought to be impor - Hypotheses regarding which therapist tant. These constructs have been found characteristics are important have cen - to relate to the alliance (Diener & Mon - tered around constructs such as: intelli - roe, 2011; Hilsenroth et al., 2012), the ef - gence (e.g., Shedler, 2006), empathic fectiveness of individual sessions (Mohr ability (e.g., Hill et al., 2008), and inter - et al., 2005) as well as to problems in personal and attachment styles (e.g., therapy (Black et al., 2005). However, Marmarosh et al., 2013). Unfortunately, the majority of these studies examine the empirical literature has largely ig - therapists’ interpersonal and attach - nored some of these factors and pro - ment styles and therapeutic process/ duced inconclusive or limited results for outcome concurrently. Thus, future others. For example, GRE scores and work is needed to determine whether GPA are often thought to be markers of interpersonal and attachment styles intelligence and work ethic. However, measured prior to a therapist’s training there has been limited research on how can predict later therapeutic abilities. these scores relate to therapeutic abili - ties and the work that has been done In sum, while there is considerable evi - does not suggest a positive association dence that therapist characteristics im - (Smaby et al., 2005; Hill et al., 2008). pact the process and outcome of Given that GPA and GRE scores are the continued on page 7

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> therapy, more work is needed. Develop - is 75% female, 46% European American, ing a greater understanding of which 36% African American, 9% Asian Amer - therapist factors are most important and ican, 5% Hispanic, and 4% other. The the degree to which these factors are in - mean age of the group is 20 years ( SD = nate versus developed through training 2.13). will have important implications for graduate school admissions criteria. To procedures add to this knowledge base, we exam - Multi-Method Assessment ined whether a multi-method evaluation At the beginning of their graduate train - of trainees at the beginning of graduate ing (2 nd day of class of the 1 st semester), school could predict which trainees all clinical graduate students completed would demonstrate the greatest thera - a multi-method personality assessment peutic skill during their first clinical en - as part of their course work. A research counters. Given that the therapeutic assistant unaffiliated with the program alliance is one of the most reliable pre - administered, de-identified, and scored dictors of psychotherapy outcome (e.g., the assessments. All student responses Horvath et al., 2011), we used client are confidential and are not shared with rated alliance as the first measure of anyone in the program. therapeutic ability.

method Therapy Sessions In their second semester, all clinical stu - Participants dents took an introductory therapy Presently, data have been collected from course with curriculum based on Hill’s 5 cohorts of clinical graduate trainees three-stage model as presented in Help - (N=44) attending a southeastern univer - ing Skills: Facilitating Exploration, Insight, sity. The participant group is currently and Action (2009). As part of this course, 75% female with a mean age of 24 years each trainee was assigned an under - (SD = 5.24). The racial composition of graduate student volunteer with whom the sample is 68% European American, they had four non-manualized therapy 16% African American, 9% Hispanic, 2% sessions. The first session was a 1.5-hour Asian American, and 5% other. In addi - intake and the remaining three sessions tion, participants’ academic records in - were 45 minutes. Patients were told that dicated a mean undergraduate GPA of they could use the sessions to work on 3.56 ( SD = .28), quantitative GRE score whatever felt most important to them. of 147.73 ( SD = 5.44) and verbal GRE However, they were instructed not to score of 152.05 ( SD = 4.82). share concerns related to suicidal or homicidal ideation or child or elder Volunteer undergraduate students from abuse. Common presenting problems the same university served as therapy included relational difficulties, anxiety patients. These students were enrolled associated with school, and concerns re - in a class focused on personal growth garding choosing a career path. and they received course credit for par - ticipating in the sessions and writing a All sessions were videotaped. Trainees reflection essay. None of these under - received supervision from the course in - graduates knew the researchers in this structor who is a licensed clinical psy - project, and their professor was not pro - chologist. Following sessions one, two, vided any information about the ther - and four, trainees received 1.5 hours of apy sessions except that the students participated. The patient group (N = 44) continued on page 8

7 group supervision (2-3 trainees per The overall regression model signifi - group). In addition, students received cantly and robustly predicted ( p < .05 , R 1.5 hours of individual supervision fol - =.58) client rated alliance. In line with a lowing session 3. Supervision focused recent meta-analysis suggesting that heavily on the review of video-recorded therapist interpersonal functioning is the case material with emphasis on case therapist factor most strongly linked to conceptualization and clinical interven - treatment outcome (Lingiardi et al., tions. For all students, this was their first 2017), we found that trainees’ self-re - training case. ported interpersonal problems ( p = .05 , β = -.42, sr 2 = .08) and attachment related Measures avoidance ( p = .05 , β = .34, sr 2= .08) both Evaluation of therapist characteristics: made unique contributions to our model During the initial assessment, trainees with moderate effects. Although none of complete a number of self-report ques - the other variables made a unique contri - tionnaires. These include: The Experi - bution, it is important to note that under - ences in Close Relationships-Revised graduate GPA was uncorrelated ( r = .03), (ECR-R; Fraley et al., 2000) to assess anx - and quantitative ( p < .05 , r = -.38) and ver - ious and avoidant attachment styles, bal ( p < .05, r = -.35) GRE scores signifi - The Inventory of Interpersonal Prob - cantly and negatively correlated with lems-Short Circumplex (IIP-SC; Soldz et client ratings of alliance. Given that GRE al., 1995), and The Perspective Taking and GPA are used to screen most clinical Scale of the Interpersonal Reactivity and counselling applicants (e.g., Samp - Index (IRI; Davis, 1980, 1983). In addi - son & Boyer, 2001), these findings are tion, seven Thematic Apperception Test particularly noteworthy. They are also in (TAT; Murray, 1943) cards are adminis - line with the limited previous work in tered and scored by two expert raters this area. Specifically, they mirror Smaby using the Social Cognition and Object and colleagues’ (2005) findings that ver - Relations Scale Global Rating Method bal GRE scores negatively related to the (SCORS-G; Stein & Slavin-Mulford, Skilled Counseling Scale and Hill and 2018; Westen, 1995). GRE and under - colleagues’ (2008) finding that once out - graduate GPA were also obtained from liers were accounted for, GPA was unable participants’ applications. to predict therapeutic effectiveness.

Evaluation of alliance: The Working Al - conclusions and future Directions liance Inventory Client Form (Horvath Our findings raise concerns about com - & Greenberg, 1989) was rated by the mon clinical and counselling program rd clients following the 3 session. admissions processes which focus more heavily on grades and test scores than results and Discussion on relational qualities (Anderson et al., Multiple regression was used to explore 2015). Our results suggest that assessing whether we could predict client rated al - applicants’ interpersonal functioning is liance (WAI-C total score) based on clini - likely to be important in selecting effec - cal trainees’ scores from the initial tive therapists. Unfortunately, there is a assessment. The independent variables lack of research regarding the validity of included: Verbal and Quantitative GRE the admissions process in evaluating scores, undergraduate GPA, IIP-SC total these characteristics (e.g., Kuncel et al., score, IRI Perspective Taking score, 2014). Specifically, while letters of rec - SCORS-G total score, and ECR-R Avoidant ommendation and personal statements and Anxious Attachment Scores. continued on page 9

8 are almost ubiquitously used for this in common factors. Journal Of Marital purpose in the initial review of appli - And Family Therapy , 33 (3), 298–317. cants, they have been largely unstudied Davis, M. H. (1980). A multidimen - in terms of whether they can predict sional approach to individual differ - therapeutic ability (GlenMaye & Oakes, ences in empathy. JSAS Catalog of 2002). Thus, future research needs to ex - Selected Documents in Psychology , 10, 85. amine the admissions process to clini - Davis, M. H. (1983). Measuring indi - cally oriented programs and work to vidual differences in empathy: Evi - find valid methods for assessing candi - dence for a multidimensional dates interpersonal functioning. approach. Journal of Personality and , 44 , 113-126. Author’s note: We would like to thank Diener, M. J. & Monroe, J. M. (2011). the Society for the Advancement of The relationship between adult at - Psychotherapy (2013 Charles Gelso tachment style and therapeutic al - Grant), the Society for Psychotherapy liance in individual psychotherapy: Research (Small Grant Program) and A meta-analytic review. Psychother - Augusta University (multiple small apy, 48 (3) , 237-248. grants) for support of this work. Corre - https://doi.org/10.1037/a0022425 spondence regarding this article should Elliot, R., Bohart, A. C., Watson J. C., & be addressed to Jenelle Slavin-Mulford, Greenberg, L. S. (2011). Empathy. Department of Psychological Sciences, Psychotherapy, 48 (1) , 43-49. Augusta University, 2500 Walton Way, https://doi.org/10.1037/a0022187 Augusta GA 30909. Email: Fraley, R. C., Waller, N. G., & Brennan, [email protected]. K. A. (2000). An item response theory analysis of self-report measures of adult attachment. Journal of Personal - reference ity and Social Psychology, 78 (2) , 350- Anderson, T., Crowley, M. E., Hi - 365. https://doi.org/10.1037/ mawan, L., Holmberg, J. K., & Uhlin, 0022-3514.78.2.350 B D.. (2015). Therapist facilitative in - GlenMaye, L., & Oakes, M. (2002). As - terpersonal skills and training status: sessing suitability of MSW appli - A randomized clinical trial on al - cants through objective scoring of liance and outcome. Psychotherapy personal statements. Journal of Social Research, 26 (5), 511-529. Work Education , 38 (1), 67-82. http://dx.doi.org/10.1080/10503307 https://doi.org/10.1080/10437797.2 .2015.1049671 002.10779083 Black, S., Hardy, G., Turpin, G., & Parry, Heinonen, E., Lindfors, O., Laaksonen, G. (2005). Self-reported attachment M. A., & Knekt, P. (2012). Therapists’ styles and therapeutic orientation of professional and personal character - therapists and their relationship with istics as predictors of outcome in reported general alliance quality and short- and long-term psychotherapy. problems in therapy. Psychology and Journal of Affective Disorders, 138 (3) , Psychotherapy: Theory, Research and 301-312. http://doi.org/10.1016/ Practice, 78 (3) , 363- 377. http://doi.org j.jad.2012.01.023 /10.1348/147608305X43784 Hill, C. E. (2009). Helping skills: Facilitat - Blow, A. J., Sprenkle, D. H., & Davis, S. ing exploration, insight and action (3 rd D. (2007). Is who delivers the treat - edition) . American Psychological ment more important than the treat - Association. ment itself? The role of the therapist continued on page 10

9 Hill, C. E., Roffman, M., Stahl, J., Fried - Marmarosh, C. L., Markin, R. D., & man, S., Hummel, A., & Wallace, C. Spiegel, E. B. (2013). Attachment in (2008). Helping skills training for un - group psychotherapy . American Psy - dergraduates: Outcomes and predic - chological Association. tions of outcomes. Journal of Mohr, J. J., Gelso, C. J., & Hill, C. E. Counseling Psychology, 55 (3) , 359- 370. (2005). Client and counselor trainee https://doi.org/10.1037/0022- attachment as predictors of session 0167.55.3.359 evaluation and countertransference Hilsenroth, M. J., Cromer, T. D., & Ack - behavior in first counseling sessions. erman, S. J. (2012). How to make Journal of Counseling Psychology, practical use of therapeutic alliance 52 (3) , 298 -309. https://doi.org/ research in your clinical work. In R. 10.1037/0022-0167.52.3.298 A. Levy, J. S. Ablon, & H. Kaechele Moyers, T. B. & Miller, W. R. (2013). Is (Eds.). Psychodynamic psychotherapy low therapist empathy toxic? Psy - research: Evidence-based practice and chology of Addictive Behaviors, 27 (3) , practice-based e vidence. (pp. 361-380). 878- 884. https://doi.org/ Springer Press. 10.1037/a0030274 Horvath, A. O., Del Re, A. C., Flück - Murray, H. A. (1943). Thematic apper - iger, C., Symonds, D. (2011). Alliance ception test. Harvard University in individual psychotherapy. Psy - Press. chotherapy , 48 (1), 9-16. Norcross, J. C. (1997). GREs and GPAs: https://doi.org/10.1037/a0022186 The numbers game in graduate ad - Horvath, A. O., & Greenberg, L. S. missions. Eye on , 1 (2) , 10-11. (1989). Development and validation https://www.psichi.org/page/012E of the Working Alliance Inventory. yeWin97aNorcross#.XkDjBBdKgWp Journal of Counseling Psychology , Okiishi, J., Lambert, M. J., Nielsen, S. 36 (2), 223-233. https://doi.org/ L., & Ogles, B. M. (2003). Waiting for 10.1037/0022-0167.36.2.223 supershrink: An empirical analysis Kuncel, N. R., Kochevar, R. J., & Ones, of therapist effects. Clinical Psychol - D. S. (2014). A meta-analysis of let - ogy and Psychotherapy, 10 (6) , 361-373. ters of recommendation in college https://doi.org/10.1002/cpp.383 and graduate admissions: Reasons Rogers, C. R. (1957). The necessary and for hope. International Journal of Selec - sufficient conditions of therapeutic tion and Assessment, 22 (1), 101-107. personality change. Journal of Con - https://doi.org/10.1111/ijsa.12060 sulting Psychology, 21 (2) , 95-103. Lindgren, O., Folkesson, P, & Almqvist, https://doi.org/10.1037/h0045357 K. (2010). On the importance of the Sampson, C., & Boyer, P. G. (2001). therapist in psychotherapy: A sum - GRE scores as predictors of minority mary of current research. Internatio - students’ success in graduate study: nal Forum of Psychoanalysis, 19 (4) , An argument for change. College Stu - 224-229. http://doi.org/10.1080/ dent Journal , 35 (2), 271-279. 08037060903536047 Shedler, J. (2006). Why the scientist- Lingiardi, V., Muzi, L., Tanzilli, A., & practitioner schism won’t go away. Carone, N. (2017). Do therapists ’ The General Psychologist, 41 (2) , 9-10. subjective variables impact on psy - http://www.apa.org/divisions/div1 chodynamic psychotherapy out - /archive.html come? A systematic literature review. Smaby, M. H., Maddux, C. D., Rich - and Psychotherapy, mond, A. S., Lepkowski, W. J., & 25 (1), 85-101. doi : 10.1002/cpp.2132 continued on page 11

10 Packman, J. (2005). Academic admis - (2011). Psychotherapy research: Im - sion requirements as predictors of plications for optimal therapist per - counseling knowledge, personal de - sonality, training, and development. velopment, and counseling skills. In R. H. Klein, H. S. Bernard, & V. L. Counselor Education and Supervision, Schermer (Eds.). On becoming a psy - 45 (1), 43-57. https://doi.org/ chotherapist: The personal and profes - 10.1002/j.1556-6978.2005.tb00129.x sional journey (245-268). Oxford Soldz, S., Budman, S., Demby, A., & University Press. Merry, J. (1995). A short form of the Wampold, B. E. (2001). The great psy - Inventory of Interpersonal Problems chotherapy debate: Models, methods, Circumplex scales. Assessment, 2 (1) , and findings . Lawrence Erlbaum 53-63. https://doi.org/10.1177/ Associates. 1073191195002001006 Westen, D. (1995). Social cognition and Stein, M. B., & Slavin-Mulford, J . object relations scale: Q-sort for projec - (2018). The Social Cognition and Object tive stories (SCORS-Q [Unpublished Relations Scale-Global Rating Method manuscript]. Department of Psychia - (SCORS-G): A comprehensive guide for try, The Cambridge Hospital and clinicians and researchers . Routledge. Harvard Medical School. Stirman, S. W. & Crits-Cristoph, P.

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11 BrIDGInG prAcTIce AnD reSeArcH An Integrative review of Therapeutic empathy

Shannon L. McIntyre, Ph.D. Antioch University Keene, NH Lisa Wallner Samstag, Ph.D. Long Island University – Brooklyn Brooklyn, NY The complex nature of The History of Therapeutic empathy Therapeutic empathy empathy as an affective state. The con - Therapeutic empathy cept of empathy originated with the has long been identified German word einfühlung , defined as the as a particularly robust projection of oneself into the objects of predictor of outcome one’s perception, which gives way to a (e.g., Elliot et al., 2018; certain form of aesthetic appreciation Lafferty et al., 1989; (Lipps, 1905, as cited in Wispé, 1987). Luborsky et al., 1988), Lipps (1905) used einfühlung to de - yet its complexity has scribe how one comes to know another made it difficult to person, highlighting the role of motor operationalize. Histori - mimicry, and the body’s resultant affer - cally, some theorists ent feedback (as cited in Wispé, 1987). have emphasized the Borrowing and translating this term, sensory-emotional components (Kohut, Titchener (1915) coined the term empa - 1959; Titchener, 1915), while others have thy, as “the natural tendency to feel emphasized the cognitive-rational com - ourselves into what we perceive or ponents (Rogers, 1959). In a paradigm imagine… [empathic ideas] are the con - shift, however, contemporary theories verse of perceptions; their core is imag - have pointed to the empathic process inal, and their context is made up of (e.g., Rogers, 1975). The most emergent sensations” (p. 198). The stance of these theories, among these, have emphasized earliest theorists, who emphasized the the therapist’s capacity to dialectically role of affective resonance in empathy, shift between states of emotional reso - was partially commensurate with two nance and co-regulation (Holmes & psychotherapy theorists who rose to Slade, 2018). Psychotherapy research prominence thereafter: Heinz Kohut has yet to validate what appears to and . be a therapeutic “empathic dialectic,” though social neuroscience research has Therapeutic empathy as a develop - acknowledged the complexity of empa - mental capacity . Kohut (1959) posited thy, pointing to neurobiological events that empathy is a mode of psychoana - undergirding its component parts (e.g., lytic observation that involves “vicari - Dana, 2018; Decety & Lamm, 2009). The ous introspection,” or imagining what it purpose of this paper is to review defi - would be like to be the patient as the pa - nitions of therapeutic empathy, empha - tient reflects on their experience. Kohut sizing those that have been supported by contemporary theory and research. continued on page 13

12 also claimed that empathy is “as basic Contemporary relational theorists have an endowment as... vision, hearing, embraced this intersubjective viewpoint, touch, taste, and smell” (1977, p. 144), which has enabled them to address the and this view of empathy was criticized unconscious field between the therapist for capturing only a “primitive form of and the patient, or what Ehrenberg empathic understanding” (Feshbach, (1992) has called “the intimate edge.” 1987, p. 275). Kohut (2010) rebutted this From this perspective, Buechler (2008) and other criticisms, elucidating what he has described the empathic process, sug - felt he had already made clear in his gesting that the therapist first “feel into” seminal paper from 1959: that the type or affectively resonate with the patient’s of empathy therapists are capable of ex - experience, and then “feel out of” that periencing is contingent on their devel - experience, becoming aware of the pa - opmental level. Kohut did not go into tient’s emotions as distinct from their much greater detail to describe empathy own. Like Ehrenberg (1992), Buechler from the therapist’s perspective, since he (2008) described the tenuous boundary ultimately remained tethered to a one- that can exist between self and other, person model of psychotherapy, empha - and emphasized the importance of ther - sizing the therapist’s role in uncovering apists’ self-regulation (i.e., self-reflection the patient’s unconscious thoughts and interpersonal boundaries), which (Greenberg & Mitchell, 1983). allows them to “emerge with unusual readiness to hear… the [patient’s] mate - Therapeutic empathy as a multidimen - rial” (p. 45). sional state or process. As opposed to Kohut, Rogers did not have the same al - Theories of psychotherapy process legiance to classical psychoanalysis and Theories focused on the working al - was able to break free from the one-per - liance, define this as “agreements on the son theory of psychology that confined therapeutic goals; consensus on the Kohut. Rogers (1959) thus highlighted tasks that make up therapy; and the the therapists’ subjectivity in therapeutic bond between the patient and therapist” empathy, emphasizing how important it (Horvath et al., 2011, p. 10). This em - is that therapists acknowledge the emo - phasizes a therapists’ capacity to re - tional separation between themselves spond flexibly to the needs of each and their patients, in order to avoid patient, and in doing so, they highlight over-identifying with them. Later, aspects of therapists’ self-regulation. Rogers (1975) contended that therapeu - tic empathy is best described as a multi- For example, Greenberg (2015) recom - dimensional process, which means mends that therapists’ use empathy to “being sensitive, moment by moment, to follow their patients’ emotional experi - the changing felt meanings which flow ence to build the alliance in the early in this other person... and sensing mean - phases of treatment, and that therapists ings of which he or she is scarcely aware use their emotional awareness (an as - (p. 142).” At the time, this perspective pect of self-regulation) to challenge pa - was radical because it initiated a focus tients’ emotional schemas in the later away from the one-person model of psy - phases. Yet, as illustrated by Buechler chotherapy and toward a two-person (2008) and other theories, it seems ther - approach, where the therapist was con - apeutic empathy involves both follow - sidered another subject in the relation - ing and challenging patients. ship with the client-subject (Aron, 1992; Benjamin, 1992). continued on page 14

13 Throughout the psychotherapy process, sion for others, and personal distress and particularly when the therapist empathy, or the tendency to experience challenges the patient, ruptures—de - self-oriented feelings of discomfort in re - fined as “negative shifts in the quality of action to other’s distress. Referencing the therapeutic alliance or ongoing these affective dimensions, Davis problems in establishing one” (Safran, (1983b) found that compared to personal 1993, p. 34)—are thought to be in - distress empathy, empathic concern is evitable. To effectively (i.e., sensitively) more likely to lead to helping behavior. address ruptures, Safran and Muran (2000) suggest that therapists consider Researchers have since compared thera - themselves participant-observers, shifting pists to non-therapists on these affective their attention to the moment-to-moment dimensions of empathy. In a matched intersubjective negotiations between sample of 19 therapists and 19 control themselves and their patients. By using subjects, Hassenstab et al. (2007) found “mindfulness-in-action” to explore these therapists are less likely to experience relational enactments, therapists can then, personal distress empathy, compared to in turn, repair ruptures in the alliance. non-therapists. Hall et al. (2012) later ad - ministered the IRI to a sample of 290 Attachment theorists, Holmes and Slade psychologists, divided into practitioners (2018), embrace a similar view of the and scientists. Their findings suggested psychotherapy process. They emphasize that practitioners were more likely to en - therapists’ mentalization or capacity to dorse empathic concern, and (again) less understand and perhaps, put words to likely to endorse personal distress em - the states underlying the interpersonal pathy. Since personal distress empathy experiences of themselves and their pa - represents an over-identification with tients. Similar to mindfulness-in-action, another’s state, it makes sense that mentalization serves to coregulate the it would be less common among patients’ arousal. These theories of the therapists, whose training involves ac - psychotherapy process point to an em - knowledging the emotional separation pathic dialectic: therapists’ capacity to between themselves and their patients shift from emotional resonance to co- (per Rogers, 1959). Yet, to claim the other regulation, depends on their own self- extreme; that personal distress empathy regulatory skills (i.e., mindfulness-in- is completely unrelated to patient care action and mentalization), and works to (Hojat et al., 2005) seems misguided. co-create new relational possibilities with (and for) their patients. Indeed, research has shown that personal distress empathy cannot be extricated empirical validation for from other forms of empathy, method - the empathic dialectic ologically or in practice. Chrysikou and Empirical research has validated aspects Thompson’s (2016) factor analysis failed of the empathic dialectic in several stud - to differentiate the cognitive and affective ies, which have used different measures dimensions of the IRI. Drawing on these of empathy. The Interpersonal Reactiv - results, they suggested: ity Index (i.e., IRI; Davis, 1983a) is a self- report measure which includes affective Items that are considered to capture and cognitive dimensions. The affective affective empathy... require the in - dimensions include empathic concern, dividual to use cognitive empathy or the tendency to experience other-ori - to put herself in a situation before ented feelings of warmth and compas - continued on page 15

14 responding. Essentially, in this sponse) (Dana, 2018). Through co-regu - scale, cognitive empathy acts as a lation, the brains join as a single healing gatekeeper to the accurate meas - system (Hasson et al., 2012). urement of affective empathy (p. 6). conclusions, implications, It follows that the cognitive components and recommendations of empathy (perspective-taking) coexist Historically, psychotherapy theorists with the emotional components (per - have emphasized the sensory-emotional sonal distress empathy). Therefore, a (Kohut, 1959) or cognitive-rational com - therapist who is likely to engage in per - ponents of empathy (Rogers, 1959), spective-taking, is also likely to resonate while theorists now define therapeutic with their patients’ internal states (i.e., to empathy as a process (e.g., Buechler, experience personal distress empathy). 2008; Holmes & Slade, 2018). Drawing on contemporary theories and research, Social neuroscience research supports the current paper suggested the phrase the idea that empathy is a multidimen - “empathic dialectic” to refer to thera - sional process and that a certain degree pists’ ability to shift from states of emo - of affective resonance (or personal dis - tional resonance and co-regulation, in tress empathy) is likely to be triggered order to effectively co-create corrective alongside other forms of empathy. emotional experiences with (and for) Administering functional magnetic res - their patients. onance imaging (fMRI), behavioral, and self-report measures of empathy to non- Consistent with American Psychological therapists, Decety and Lamm (2009) Association’s aim to develop “clinical found that several discrete neural net - competencies” for the accreditation of works are involved in empathizing with clinical psychology doctoral programs another’s pain. Some are linked to auto - (Fouad et al., 2009), we recommend the matic self-oriented processes marked by empathic dialectic be added to the larger emotional contagion (e.g., personal literature on clinical competencies. As distress empathy) and others are linked this paper demonstrated, therapists’ can to deliberate other-oriented processes enhance their capacity to effectively nav - marked by perspective-taking (e.g., em - igate the empathic dialectic by develop - pathic concern). ing more efficient self-regulation. Therefore, we advocate for therapists’ Commensurate with contemporary psy - participation in relational supervision chotherapy theories (Buechler, 2008; (Sarnat, 2012) and personal therapy (Or - Holmes & Slade, 2018; Safran & Muran, linsky et al., 2005), which tend to en - 2000), Decety and Lamm (2009) similarly hance self-regulatory skills. contend that emotion regulation is indis - pensable, because it tones down self-ori - references ented states like emotional contagion (i.e., Aron, L. (1992). Interpretation as ex - personal distress empathy) so that other- pression of the analyst’s subjectivity. oriented states of empathy and compas - Psychoanalytic Dialogues, 2 (4), 475- sion (i.e., empathic concern) may emerge. 507. https://doi.org/10.1080/ In turn, this facilitates co-regulation as 10481889209538947 the same neurobiological systems that Benjamin, J. (1992). Recognition and control self-regulation are also responsi - destruction: An outline of intersub - ble for sending out “cues of safety” (e.g., jectivity. In N. J. a genuine smile, or compassionate re - continued on page 16

15 Skolnick & S. C. Warshaw (Eds.), Rela - L., Kaslow, N. J., Hutchings, P. S., tional perspectives in psychoanalysis Madson, M. B., Collins, F. L., Jr., & (pp. 43–60). Analytic Press, Inc. Crossman, R. E. (2009). Competency Buechler, S. (2008). Making a difference benchmarks: A model for under - in patients’ lives . Routledge. standing and measuring competence Chrysikou, E. G., & Thompson, W. J. in professional psychology across (2016). Assessing cognitive and affec - training levels. Training and Education tive empathy through the Interper - in Professional Psychology, 3 (4, Suppl), sonal Reactivity Index: An argument S5–S26 https://doi.org/10.1037/ against a two-factor model. Assess - a0015832 ment , 23 (6), 769-777. doi: Greenberg, J. R, & Mitchell, S. A. 10.1177/1073191115599055 (1983). Object relations in psychoana - Dana, D. (2018). The Polyvagal Theory in lytic theory . Harvard University Therapy: Engaging the Rhythm of Regu - Press. lation. W.W. Norton & Company. Greenberg, L. S. (2015). The therapeutic Davis, M. H. (1983a). Measuring indi - relationship, steps of emotion coach - vidual differences in empathy: Evi - ing, and coach’s own emotional dence for a Multidimensional awareness. In L. S. Greenberg (Ed.), approach. Journal of Personality and Emotion-focused therapy: Coaching Social Psychology, 44 (1), 113-126. clients to work through their feelings https://doi.org/10.1037/0022- (2 nd ed., pp. 93-118). American Psy - 3514.44.1.113 chological Association. Davis, M. H. (1983b). The effects of dis - Hassenstab, J., Dziobek, I., Rogers, K., positional empathy on emotional Wolf, O. T., Convit, A. (2007). Know - reactions and helping: A multidi - ing what others know, feeling what mensional approach. Journal of others feel: A controlled study of em - Personality, 51 (2), 167-184. pathy in psychotherapists. Journal of https://doi.org/10.1111/j.1467- Nervous and Mental Disease, 195 (4), 6494.1983.tb00860.x 277-281. DOI: 10.1097/01.nmd. Decety, J., & Lamm, C. (2009). Empathy 0000253794.74540.2d vs. personal distress. In J. Decety & Hasson, U., Ghazanfar, A. A., Galan - W. Ickes (Eds.), The social neuroscience tucci, B., Garrod, S., & Keysers, C. of empathy (pp. 199-213). MIT Press. (2012). Brain-to-brain coupling: A Ehrenberg, D. B. (1992). The intimate edge: mechanism for creating and sharing Extending the reach of psychoanalytic a social world. Trends in Cognitive Sci - interaction . W.W. Norton & Company. ences , 16 (2), 114-121. doi: Elliot, R., Bohart, A. C., Watson, J. C., & 10.1016/j.tics.2011.12.007 Murphy, D. (2018). Therapist empa - Hojat, M., Mangione, S., Kane, G. C., & thy and client outcome: An updated Gonnella, J. S. (2005). Relationships meta-analysis. Psychotherapy, 55 (4), between scores of the Jefferson Scale 399-410. https://doi.org/10.1037/ of Physician Empathy (JSPE) and the pst0000175 Interpersonal Reactivity Index (IRI). Feshbach, N. D. (1987). Parental empa - Medical Teacher, 27 (7), 625-628. doi: thy and child adjustment/maladjust - 10.1080/01421590500069744 ment. In N. Eisenberg & J. Strayer. Holmes, J. & Slade, A. (2018). Attach - (Eds.), Empathy and its development ment in therapeutic practice . Sage (pp. 271-291). Cambridge University Publications. Press. Horvath, A. O., Del Re, A. C., Flück - Fouad, N. A., Grus, C. L., Hatcher, R. continued on page 17

16 iger, C., & Symonds, D. (2011). Al - Rogers, C. R. (1959). A theory of ther - liance in individual psychotherapy. apy, personality, and interpersonal Psychotherapy, 48 (1), 9-16. relationships as developed in the https://doi.org/10.1037/a0022186 client-centered framework. In J. S. Kohut, H. (1959). Introspection, empa - Koch (Ed.), Psychology: A study of a thy, and psychoanalysis: An exami - science: Vol. 3. Formulations of the per - nation of the relationship between son in the social context (pp. 184-526). mode of observation and theory. McGraw-Hill. Journal of the American Psychoanalytic Rogers, C. R. (1975). Empathic: An un - Association, 7 (3), 459-483. appreciated way of being. The Coun - https://doi.org/10.1177/0003065159 seling Psychologist, 5(2), 2-10. 00700304 https://doi.org/10.1177/0011000075 Kohut, H. (1977). The restoration of the 00500202 self. International Universities Press. Safran, J. D. (1993). The therapeutic al - Kohut, H. (2010). On Empathy. Interna - liance rupture as a trans-theoretical tional Journal of Psychoanalytic Self phenomenon: Definitional and con - Psychology, 5(2), 122-131. ceptual issues . Journal of Psychother - doi: 10.1080/15551021003610026 apy Integration, 3 (1), 33-49. Lafferty, P., Beutler, L. E., Crago, M. https://doi.org/10.1037/h0101190 (1989). Differences between more Safran, J. D., & Muran, C. (2000). Nego - and less effective psychotherapists: A tiating the therapeutic alliance: Rela - study of select therapist variables. tional treatment guide . The Guilford Journal of Consulting and Clinical Psy - Press. chology, 57 (1), 76-80. https://doi.org/ Sarnat, J. E. (2012). Supervising psycho - 10.1037/0022-006X.57.1.76 analytic psychotherapy: Present Luborsky, L., Crits-Christoph, P., Mintz, knowledge, pressing needs, future J., & Auerbach, A. (1988). Who will possibilities. Journal of Contemporary benefit from psychotherapy?: Predicting Psychotherapy, 42 (3), 151-160. therapeutic outcomes . Basic Books. https://doi.org/10.1007/s10879-011- Orlinsky, D., Norcross, J., Ronnestad, 9201-5 H., & Wiseman, H. (2005). Outcomes Titchener, E. B. (1915). A beginner’s and impacts of the psychotherapist’s psychology . Macmillan. own psychotherapy: A research re - Wispé, L. (1987). History of the concept view. In J. Geller, J. Norcross, & D. of empathy. In N. Eisenberg & J. Orlinsky (Eds.), The psychotherapist’s Strayer (Eds.), Empathy and its devel - own psychotherapy: Patient and clinician opment (pp. 389-398). Cambridge perspectives . Oxford University Press. University Press.

17 DIVerSITY Working with clients With Disabilities: Implications for psychotherapists

Daniel Balva, MS, CRC, NCC University of Georgia Athens, GA Jose Luis Tapia-Fuselier Jr., MS, CRC, LPC, NCC University of North Texas Denton, TX Please note: Both authors The American Psychological Associa - identify as non-disabled, tion’s Guidelines for Assessment of and and share this informa - Intervention With Persons With Disabil - tion based on experiences, ities (2012) described the lack of training training, and passions psychologists receive as it pertains to about culturally respon - disability. This is concerning in and of it - sive care with the dis - self given the considerable amount of ability population. individuals living with disabilities. Lim - ited training available in serving clients Introduction with disabilities further hinders the pro - When we, as a profes - fession’s ability to advance. For our pro - sion, consider ways to fession and psychotherapy as a whole to advance psychotherapy, progress and provide the culturally re - we must begin by striv - sponsive services to which our clients ing for nothing less than are entitled, the profession and clini - fair, accessible, and clinically competent cians must engage in a conversation services for all populations—especially about disability education, concerns, those who have historically been under - rights, and areas of advocacy. served and underrepresented. One such population that is frequently over - Societal messages looked and underappreciated on a From a young age, children with dis - global realm are persons with disabili - abilities hear they are different in vari - ties (PWD), who form the largest mi - ous settings (i.e., school, doctors, nority in the country (United States society). Many professionals continue to Department of Labor, 2017). In the operate from the medical model, which United States alone, the Centers for Dis - emphasizes “fixing” what is considered ease Control and Prevention (2019) re - broken. This can imply that if something ported that there are more than 61 cannot be fixed, the person is “broken.” million adults with a registered disabil - These environmental messages experi - ity. The authors defined the term “dis - enced by children with disabilities es - ability” as a physical and or mental tablish their worldview of themselves limitation that impacts one or more and others (Chapel, 2005). Environmen - major life activities. This statistic tal messages do not seize in childhood; equates to one in four U.S. adults, or they continue throughout the lifespan 26% of our nation’s adult population (CDC, 2019). continued on page 19

18 into adulthood with more complexities employment rates and a lessened as the PWD experiences the world likelihood of graduating high school) around them. • Transportation barriers (often due to inaccessibility; CDC, 2019). PWD deal with challenges and issues within their families, environment, and Wright (1983) provided that the gravity society. Depending on the family’s un - of one’s limitations can be amplified or derstanding of disability and the various reduced based on environmental condi - identities held, those negative messages tions and that we cannot accurately con - can be perpetuated and further oppress sider concerns pertaining to coping and the PWD’s abilities and strengths. Fam - adjusting to one’s disability without first ilies often have a negative understand - acknowledging the specific problem(s) ing of disability based on the within a social and physical environ - information they receive from profes - ment. While clinicians without disabili - sionals, which can also be influenced by ties will not be able to truly understand cultural beliefs. Depending on the limi - the magnitude of barriers and their ef - tations of the PWD, families may as - fects on persons with a disability, we sume the individual to be incapable. must empathize and stay with clients in Due to these experiences, an under - the process of maneuvering through var - standing of how to work with clients ious systems and encourage change on a with disabilities and the systems they communal level (Marini et al., 2018). navigate is vital to addressing concerns while providing culturally responsive psychosocial Attitudes care (Tapia-Fuselier & Ray, 2019). Pro - While perceptions and beliefs about dis - viding sensitive care begins with under - abilities vary depending on one’s loca - standing the barriers faced by PWD. tion and country of origin, there are a plethora of reasons as to why disability- environmental Barriers based stigma continues to exist across The CDC (2019) describes different the globe. Values, beliefs, family mem - types of environmental barriers that bers, places of worship, education sys - exist, thus placing greater hardships on tems, and the media can influence PWDs. These include: attitudes (Joe & Miller, 1987). In addi - tion, outside factors such as perceptions • Attitudinal barriers (such as the use of physical attractiveness, competencies of stereotypes, stigma, discrimina - and abilities, and communication skills tion) can influence us (Gresham, 1982; Longo • Communication barriers (such as & Ashmore, 1995; Yuker, 1988). means of communication that are inaccessible to PWD) We may perceive an increase in comfort • Physical barriers (such as those that to those who are most similar to us hinder mobility) based on age, ethnicity, educational at - • Policy barriers (lack of familiarity or tainment, and socioeconomic status not adhering to enacted laws and (Gosse & Sheppard, 1979; McGuire, regulations) 1969; Rabkin, 1972; Sue & Sue, 1999). • Programmatic barriers (such as Such factors, along with previously held difficulties with the provision of beliefs, can influence one’s perception healthcare services and program - and attitudes toward other individu - ming) als—especially those with disabilities. • Social barriers (such as unequal continued on page 20

19 Rohwerder (2018) found that disability meaning placed on the word “disabil - stigma can often be attributed to misun - ity.” Often, people create an image in derstandings and lack of familiarity their mind of what they see when they with causes and types of disabilities, read the term “disability.” The image misperceptions about the abilities of per - that appears may be representative of sons with disabilities (e.g., not being what society depicts as someone with a able to contribute financially or engage disability or based on personal experi - in intimacy), and both proposed and en - ence. Examining the thoughts and feel - acted policies that do not support per - ings that we associate with the image are sons with disabilities. For example, important to further work through bi - historically, of the disability categories, ases about PWD. persons with physical disabilities have been found to be least stigmatized, fol - Individuals without disabilities tend to lowed by individuals with cognitive dis - concentrate on what they perceive to be abilities, individuals with intellectual adverse aspects of having a disability disabilities, and individuals with men - (Smart, 2009). If not checked, can influ - tal illnesses (Antonak, 1980; Charlton, ence clinicians’ work with clients and 1998; Tringo, 1970). While invisible dis - their families (Hartley, 2012). Therefore, abilities are becoming more accepted by therapists must strive to increase knowl - society through mental health advocacy edge and competencies when working efforts, they continue to remain highly with the disability community. stigmatized due to misperceptions about invisible disabilities and what Exploring self as the therapist is essential they entail. Many of the negative atti - to address necessary conversations with tudes toward disability can ultimately clients with disabilities regarding their be attributed to lack of contact and pos - disability and intersecting identities. If in - itive exposure to persons with disabili - ternalized biases are not explored or ad - ties, as well as a lack of knowledge base dressed, clients with disabilities may and education about disabilities. encounter difficult experiences with a therapist, which could further oppress While Olkin (1999) explained that a first their disability identity. By working impression, appearance, and the sever - through misconceptions of PWD, thera - ity of one’s disability could, in fact, in - pists have more internal resources to in - fluence attitudes, initial negative quire and manage aspects of the client’s attitudes lessen upon familiarity with life that may be difficult or uncomfort - the individual and an understanding able to discuss (i.e., sex, relationships, that disability is but one trait. Increasing barriers, life plan, etc.). Applying the in - contact, familiarity, and accurate learn - formation presented will lead to more ing opportunities about disabilities (that thoughtful and responsive care for PWD. are not based on media portrayals) can, and have, been shown to result in more recommendations positive attitudes toward PWDs and dis - • The use of expressive arts provides abilities as a whole. an opportunity to bridge PWD’s experience with a disability. Internalized Biases • Participate in psychology-focused Before exploring the ways to improve and interdisciplinary-based training serving PWD in psychotherapy, we focused on serving clients with must address internalized biases about disabilities. PWD. Take a moment to consider the continued on page 21

20 • Update the intake paperwork as persons with disabilities, increased process to be more accessible (i.e., education, training, and advocacy must online platform, large print, simple remain at the forefront of our work. language, etc.). • Ensure there is access to the clinic references entrance, waiting room, and therapy American Psychological Association. room (signs, movable furniture, ad - (2012). Guidelines for assessment of justable lighting) for mobility aids. and intervention with persons with • Provide referrals and resources for disabilities. American Psychologist, axillary services to reduce health - 67 (1), 4362. https://doi.org/ care barriers. 10.1037/a0025892 • Have access to interpreters (in-per - Antonak, R. F. (1980). A hierarchy of at - son or video relay), translation serv - titudes exceptionality. Journal of Spe - ices for linguistically diverse and cial Education 12, 231-241. Deaf/deaf or hard of hearing https://doi.org/10.1177/0022466980 clients. 01400210 • Consider cultural perspectives from Centers for Disease Control and Pre - family/partner(s) toward PWD dis - vention. (2019). Disability and health ability. disability barriers. CDC. https:// • Apply an intersectionality frame - www.cdc.gov/ncbddd/disabil - work when working with this popu - ityandhealth/disability- lation as all aspects of identity, barriers.html#ref including disability status, need to Centers for Disease Control and be considered. Prevention. (2019). Disability impacts • Identify ways to engage in advocacy all of us infographic. CDC. https:// (through legislative votes, conversa - www.cdc.gov/ncbddd/disabil - tions about accessibility, etc.). ityandhealth/infographic-disability- • Utilize the APA’s Guidelines For As - impacts-all.html sessment of and Intervention With Chapel, S. L. (2005). Child-centered Persons With Disabilities and ARCA play therapy with deaf children: Ex - Disability-Related Counseling Com - ploring linguistic and cultural impli - petencies to ensure culturally re - cations (Master’s thesis). Department sponsive care. of Counselor Education, College at Brockport–State University of New conclusion York. http://digitalcommons.brock - Marini and Stebnicki (2018) described port.edu/edc_theses/20 the extensive literature regarding the Charlton, J. I. (1998). Nothing about us impact perceived adverse conditions without us: Disability oppression and can have on an individual, which is why empowerment University of Califor - clinicians must be willing to address so - nia. https://doi.org/10.1525/califor - cial justice concerns hindering client de - nia/9780520207950.001.0001 velopment and growth within various Gosse, V. F., & Sheppard, G. (1979). At - realms of their lives. It is not enough for titudes toward physically disabled therapists to help clients adjust to living persons: Do education and personal in a non-disabled world, as our work contact make a difference? Canadian will then be left “unfinished or incom - Counselor, 13 (3) , 131-135. plete” (Marini & Stebnicki, 2018). As our Gresham, F. M. (1982). Misguided profession continues to serve marginal - ized and underserved populations, such continued on page 22

21 mainstreaming: The case for social Lindsey & E. Aronson (Eds.), The skills training with handicapped handbook of social psychology (Vol. 3, children. Exceptional Children, 48 (5) , pp. 136-314). Addison-Wesley. 422-433. https://doi.org/10.1177/ Olkin, R. (1999). What psychotherapists 001440298204800506 should know about disability. The Guil - Guidelines for assessment of and inter - ford Press. vention with persons with disabili - Rabkin, J. G. (1972). Opinions about ties. (2012). American Psychologist , mental illness: A review of the litera - 67 (1), 43–62. ture. Psychological Bulletin, 77 (3) , 153- https://doi.org/10.1037/a0025892 171. https://doi.org/10.1037/ Hartley, M. T. (2012). Disability rights h0032341 community. In D. Maki & V. Tarvy - Rohwerder, B. 2018. Disability Stigma in das (Eds.), The professional practice of Developing Countries . Institute of De - rehabilitation counseling (1st ed., pp. velopment Studies. https://assets. 147-164). Springer. publishing.service.gov.uk/media/5b Joe, R. E., & Miller, D. (Eds.) (1987). 18fe3240f0b634aec30791/Disab American Indian cultural perspectives ility_stigma_in_developing_coun - on disability (pp. 3-23). University of tries.pdf Arizona, Native American Research Smart, J. (2009). Disability, society, and and Training Center. the individual (2nd ed.). PRO-ED. Longo, L. C., & Ashmore, R. D. (1995). Sue, D. W., & Sue, D. (1999). Counseling The looks-personality relationship: the culturally different: Theory and Global self-orientations as shared practice (3rd ed.) . Wiley. precursors of subjective physical at - Tapia-Fuselier, J. L., Jr., & Ray, D. C. tractiveness and self-ascribed traits. (2019). Culturally and linguistically Journal of Applied Social Psychology, responsive play therapy: Adapting 25 (5) , 371-398. https://doi.org/ child-centered play therapy for deaf 10.1111/j.1559-1816.1995.tb01595.x children. International Journal of Play Marini, I., Glover-Graf, N. M., & Therapy, 28 (2), 79-87 . Millington, M. J. (2018). Psychosocial https://doi.org/10.1037/pla0000091 aspects of disability: insider perspectives Tringo, J. L. (1970). The hierarchy of and strategies for counselors. Springer. preference toward disability groups. https://doi.org/10.1891/9780826180 Journal of Special Education, 4 (3) , 295- 636 306. https://doi.org/10.1037/ Marini, I., & Stebnicki, M. A. (2018). pla0000091 The psychological and social impact of Wright, B. A. (1983). Physical disability: illness and disability. Springer. A psychosocial approach (2nd ed.). https://doi.org/10.1891/9780826161 HarperCollins. https://doi.org/ 628 10.1037/10589-000 McGuire, W. J. (1969). The nature of at - Yuker, H. E. (1988). Attitudes toward titudes and attitude change. In G. persons with disabilities. Springer.

22 puBlIc InTereST AnD SocIAl JuSTIce A psychological perspective on collective Action and Healing

Rohini Gupta, PsyD, MSW University of Denver Denver, CO Tracy Vozar, PhD University of Denver Denver, CO

The field of psychology McGarty, 2016; Louis, 2009). However, has traditionally fo - there is very little existing research that cused on promoting the focuses on activism as an act of healing. well-being of individu - In this article, a collaboration between als, couples, families, the Womxn’s March Denver and the and even groups, but Graduate School of Professional Psy - has focused less on pro - chology at the University of Denver moting the well-being aimed at providing healing workshops and healing of commu - to generally support the well-being of nities as a whole. There the community and specifically that of is much that psychol - those engaged in community action, ogy can offer to pro - will be described. Summary and reflec - mote connection and tions on the community healing work - health within commu - shops will be discussed as an illustration nities under stress. Specifically, psychol - of how psychology can help support ogy can offer insights into how those engaged in collective action. collective action and activism can sup - Those involved in collective action, port community healing and well-being whether it is at the individual or organi - when impacted by hate incidents that zational level, are at risk of burnout that have targeted various marginalized can impact the sustainability of social identities. Collective action involves movements and social change (Goriski, people working together to achieve a 2015). The awareness of large and over - common objective typically focused on whelming social problems can feel un - challenging inequity, exclusion, and/or surmountable. Activists may experience injustice rooted in the oppression of oth - pressure to act to the point where they ers (Millward et al., 2019). Activists are struggle with saying no before reaching individuals who work toward this social their limit (Maslach & Gomes, 2006). change (Millward et al., 2019). Research Those involved in collective action may on collective action in psychology has feel shame in admitting that the work focused mostly on attributes of activists, takes an emotional toll, thereby further predictors of activism, and how to moti - isolating themselves instead of reaching vate people to engage in collective ac - tion to create social change (Curtin & continued on page 24

* “ Womxn” is the spelling used intentionally by The Womxn’s March Denver in order to be inclusive of all those who have been targeted by sexism.

23 out for support and tending to their per - community members or an event that sonal well-being (Maslach & Gomes, impacts a few people but has structural 2006; Plyler, 2006; Rodgers, 2010.) and socially damaging consequences (Veerman & Ganzevoort, 2001). Collec - To sustain oneself in collective action, a tive trauma has also been described as a constellation of skills such as self-reflec - shared feeling of being subjected to hor - tion, cultivating mindfulness, and con - rendous events that leave negative necting with others are particularly marks on group consciousness (Gor - important (Hick & Furlotte, 2009; Grif - man-Smith & Tolan, 1998). fin & Steen, 2011). Many practices which activists may find to be supportive are The impact of collective trauma can be similar to those suggested in psy - felt by individuals, groups, and even en - chotherapy, including mindfulness, tire generations. The American Psycho - slowing down and seeing the big pic - logical Association’s 12th Annual Stress ture, reaching out to friends and loved in America Survey found that Genera - ones, and other forms of managing tion Z was overwhelmed by fears in - stress (Goriski, 2015). Connecting more cluding mass shootings, the current state compassionately to oneself and with of the country and the future of the en - others may be particularly important vironment, with reports that the prior (Goriski, 2015). generation of “millennials” have the While potentially stressful and over - highest level of stress compared to other whelming, engaging in collective action generations (APA, 2018). Within a social also has the potential to promote per - cultural context, collective trauma man - sonal development and well-being ifests itself by creating damaged and (Montague & Eiroa-Orosa, 2018). Mon - fragmented social relationships, dislo - tague and Eiroa-Orosa (2018) identify cating social norms, and promoting various positive aspects involved in col - unhealthy coping behaviors in the com - lective action. For example, collective ac - munity such as violence and hate. Over - tion can support the development of all, a decreased sense of political and self-awareness, identification, and ex - social efficacy can be a consequence pression of values specific to human (Pinderhughes et al., 2015). Incidents of rights and social justice. Further, a sense hate media, which are modeled by peo - of self-efficacy can develop, which is ple in power, have a pervasive impact often linked to positive well-being. on our community. This contributes to a Through collective action, resilience and collective fear of one’s safety and well- activism skills are modeled by others, being as well as that of others. Despite strengthening the individuals as well as the existence of trauma at the commu - the larger group of activists. Lastly, a nity level and the impact on the social strong sense of relatedness, a major pre - cultural environment, there fails to be a dictor of psychological well-being, can coherent framework for healing at a result from a shared sense of purpose community level, with much of the (Montague & Eiroa-Orosa, 2018). focus on addressing trauma at the indi - vidual level (Pinderhughes et al., 2015). collective Trauma in the united States The cumulative incidents of hate and vi - collective Action: Womxn’s olence referenced above, in combination march Denver with unknown and innumerable others, The Womxns March Denver is an or - reflect collective trauma and stress in the ganization that represents collective United States (Pinderhughes et al., action. Their mission is stated as “ ...a 2015). Collective trauma is defined as an aggregate of trauma experienced by continued on page 25

24 collective of womxn* committed to am - As stated in a Denver Post Article about plifying marginalized voices in the the Womxn’s March (Gupta & O’Grady, movement to end sexism, oppression, 2020): and injustice.” Through community en - These last three years have deepened gagement, protest, education, and lead - the rift in the moral fabric of our ership, they leverage their platform to country. Insteadof “making America ignite action (Womxns March Denver, great,” we have leaders who have 2018). They work to listen to those who opened the door for intolerance and have been silent, unite under the banner would rather divide than unite us. of oppression, and work to act with in - Rather than appreciating and learn - tention (Womxns March Denver, 2018). ing from each other, we distrust and They are not affiliated with the national belittle those who don’t look, pray, or movement but work to mobilize those in love like we do. In this quest for the Denver Metro Area (Womxn’s “great,” we have lost sight of what it March Denver, 2018). means to be good. On January 21, 2017, the date of Presi - In this version of America, womxn dent Donald Trump’s inauguration, the are losing access to their reproduc - Womxn’s March Denver was originated. tive freedoms. Immigrants hear Of course, the Womxn’s March was not shouts to “go back to where they exclusive to Denver. In fact, in the first came from.” Schools practice drills year, there were 680 Womxn’s Marches for active shooter scenarios leaving throughout the United States and 137 children petrified while other chil - additional Marches throughout the dren are dying in cages at our bor - world. Millions of womxn marched ders. Swastikas are painted on through the streets of cities across the buildings and headstones; bricks are world to protest a person in such a high thrown through the windows of position of power who overtly and ac - houses of worship. People are tar - tively expresses hate and intolerance. geted by violence for whom they The overwhelming response of womxn love. Communities are torn and bro - across the world may be a response to fear ken and our world is literally on fire. among many in larger society, particu - We are expected to trust those in larly those who are marginalized and un - power, yet the most powerful peo - derrepresented, of leadership misusing ple do not exercise trustworthy be - power and dividing the community havior. Instead, they attack the around gender, race, socioeconomic, identities of others for their own among other potential divisions. In the self-interest. They abuse their United States, the political climate of the power and then hide behind their last three years has resulted in a country lies. Where is the America that our even more divided, shattered, and fearful parents and elders immigrated to in as incidences of hate and violence have search of a better life? Does that bet - become more overt and commonplace. ter life really exist? Further, incidences of sexual assault and related violence towards womxn have re - collective Action & Healing: ceived increasing media coverage due to community workshops the “Me Too” movement as well as high In response to the adversity, stress, and profile allegations towards those in power collective trauma, The Womxn’s March such as Larry Nassar, Brett Kavanaugh, and Harvey Weinstein. continued on page 26

25 Denver, in collaboration with The lective activism by sharing wisdom from Trauma & Disaster Recovery Clinic experience and providing resources and (TDRC), and the Caring for You and strategies to one another. Baby Clinic (CUB) at the Graduate School of Professional Psychology, de - reflections and Insights related to veloped a community engagement ini - community Healing Workshops tiative aimed at ameliorating the The community healing workshops negative impacts of the social cultural specifically addressed the socio-cultural- environment and fostering support and environmental aspects of collective healing for those participating in com - trauma including rebuilding social rela - munity action. The TDRC and CUB clin - tions, revitalizing damaged or broken ics are training clinics for graduate social networks, and strengthening/ele - students in psychology that focus on vating community connections. The providing accessible psychological serv - workshops explored changing the nar - ices to the community and particularly rative about community and the people those impacted by trauma, broadly de - within as well as organizing and pro - fined and including childhood emo - moting regular community engagement. tional, physical, and/or sexual abuse, These methods of promoting commu - natural disasters, political conflict, do - nity relationships are suggested as a mestic violence and/or sexual assault, possible means to addressing the broken and the mental health needs of pregnant social and cultural environment that can and postpartum families with infants result from collective trauma (Pinder - and young children. The clinical staff of hughes et al., 2015). The workshops in - both clinics bring years of experience tegrated psychological concepts related working with traumatized and margin - to giving voice to experience, bearing alized populations, as well as a depth of witness, creating stronger relational understanding of the wealth of bonds, and developing strategies to sus - strengths, resources, knowledge, and re - tain oneself amidst challenges that silience these same populations embody. speak to self-care and mitigating vicari - ous trauma. Below is a summary of A series of community healing work - themes that emerged based on the re - shops facilitated a discussion of inci - flections and self-reports of the partici - dents that have divided local, national, pants and facilitators. and global communities. In the work - shops, community leaders, activists, and Shared emotional experience. Partici - allies explored the impact if these inci - pants expressed experiencing a shared dents on their personal and professional emotional experience, wherein they re - lives from the perspectives of their vari - flected on ways that they were impacted ous intersecting identities. Participants by the social and cultural incidences of were invited to share stories of adversity hate and violence locally, nationally, and and healing as well as to mourn the mul - globally in their personal and profes - tiple losses associated with collective sional lives. Stories of being invalidated, trauma, with some of those losses tangi - silenced, and minimized were shared. ble and some intangible such as the loss Stories indicative of feeling fear within of feelings of safety and alterations to their own community were explored. In their worldview. Participants were then concert with these stories were emo - invited to discuss ways in which they tional themes of anger along with hope - nurture and sustain themselves gener - lessness, burnout, exhaustion, and lack ally and specifically in the work of col - continued on page 27

26 of motivation. The desire to fight injus - were shared that allowed for new in - tice conflicted with feelings of wanting sights and also affirmed what people to give up. The themes paralleled were already doing. For example, partic - trauma reactions in the desire to fight in - ipants spoke of the need to find a com - justice, the desire to flee because of lack munity of like-minded people and of hope, and the feeling of being frozen reaching out to for help when needed. in a state of fear and disbelief around the Participants spoke about a need to say pervasive and overt nature of incidences “no” and setting boundaries related to of hate and violence. work, despite the guilt that exists related to the belief of needing to be selfless to Developing connections. Participants fight injustice. Participants discussed bore witness to the experience of others. ways they take care of their bodies that Although some reflected shared experi - included eating healthy and regular ence, there was an acknowledgement physical activity. Discussions about the that differences exist related to various need to focus attention on positive emo - intersecting identities. A shared experi - tions, acknowledging accomplishments, ence of distress and suffering was ac - and uplift one another and working col - knowledged as it related to various laboratively was emphasized. At the end hardships in the community. Some de - of the workshop, participants expressed scribed the shared experience of suffer - their hopes and wishes on a ribbon and ing related to the experiences of reported motivations to continue to gain oppression; having been silenced and insight, heal, and take action, along with invalidated by others. Bearing witness supporting their own well-being and the to this in a brave space was reported to well-being of their community. promote connection and understanding. Participants reflected on how witnessing Summary and hearing the stories of others within Psychology has much to offer to collec - this shared space promoted empathy tive action and activism. More specifi - and compassion. Participants expressed cally, pervasive incidences of hate and that this brought forth a strong sense of injustice ripple through the community connection and common purpose that and can lead to collective trauma where they experienced as energizing. In individuals and communities fear for speaking about how to support one an - their safety, experience distress, are over - other, the need to come together for whelmed, and become isolated. This lack something (i.e., not against something or of community connection can negatively someone) was acknowledged. The need contribute to each individual’s overall to uplift one another was named and well-being as well as the health of the emphasized, contributing to a shared community as a whole. Psychology offers sense of togetherness. Shifting from an opportunities for connection through “us vs. them” mentality to uplifting one sharing experiences, bearing witness, and another through recognition of the need the expression of emotion. In doing so, for insight, healing, and action during can support the well-being of communi - the workshops was a powerful indica - ties. This article described in detail the tion of community healing. collaborative efforts of a community ac - tivism group and a department of psy - Sustaining ourselves in challenging chology as an example of the beneficial times. As a way to support one another, impact of collaboration across these en - participants were invited to discuss ways deavors. Further research on collective to sustain themselves during these chal - lenging times. Suggestions for self-care continued on page 28

27 action and healing as a way to mitigate /10.1111/j.1540-4560.2009.01623.x or intervene with collective trauma Maslach, C., & Gomes, M. (2006). Over - would greatly benefit the discussion sur - coming burnout. In R. McNair & rounding how psychology can not only Psychologists for Social Responsibil - support the well-being of individuals but ity (Eds.), W orking for Peace: A hand - also of communities. book of practical psychology and other tools (pp. 43–59). Impact. references Millward, P., & Takhar, S. (2019). Social American Psychological Association. movements, collective action and ac - (2018). S tress in America: Generation Z tivism. Sociology, 53 (3), 1–12. https:// survey . doi.org/10.1177/0038038518817287 Curtin, N., & McGarty, C. (2016) . Ex - Montague, A. C., & Eiroa-Orosa, F. J. panding on psychological theories of (2018). In it together: Exploring how engagement to understand activism belonging to a youth activist group in context(s). Journal of Social Issues, enhances well-being. J ournal of Com - 72 (2) , 227–241 . https://doi.org/ munity Psychology, 46 (1), 23–43. 10.1111/josi.12164 https://doi.org/10.1002/jcop.21914 Goriski, P. C. (2015). Relieving burnout Plyler, J. (2006). How to keep on keep - and the “Martyr Syndrome” among ing on: Sustaining ourselves in com - social justice education activists: The munity organizing and social justice implications and effects of mindful - struggles. Upping the Anti: A Journal ness. Urban Review , 47 (4), 696–716. of Theory and Action , 3, 123–134. https://doi.org/10.1007/s11256-015- https://uppingtheanti.org/jour - 0330-0 nal/article/03-how-to-keep-on- Gorman-Smith, D., & Tolan, P. (1998). keeping-on/ The role of exposure to community Pinderhughes H., Davis R., & Williams violence and developmental prob - M. (2015). Adverse community experi - lems among inner-city youth. Devel - ences and resilience: A framework for ad - opment and Psychopathology, 10 (1), dressing and preventing community 101–116. https://doi.org/10.1017/ trauma. Prevention Institute. S0954579498001539 https://www.preventioninstitute.or Griffin, D., & Steen, S. (2011). A social g/publications/adverse-community- justice approach to school counsel - experiences-and-resilience-frame - ing. J ournal for Social Action in Coun - work-addressing-and-preventing seling and Psychology , 3(1), 74-85. Rodgers, K. (2010). ‘Anger is why https://openjournals.bsu.edu/jsacp we’re all here’: Mobilizing and man - /article/view/337 aging emotions in a professional ac - Gupta, R., & O’Grady, K. (2020). tivist organization. Social Movement Women will march again to heal this Studies , 9(3), 273–291. https:// broken nation. Join us. The Denver Post . doi.org/10.1080/14742837. 2010.493660 Hick, S. F., & Furlotte, C. R. (2009). Veerman, A. L., & Ganzevoort, R. R. Mindfulness and social justice ap - (2001). Communities coping with proaches: Bridging the mind and collective trauma. Psychiatry, 101, society in social work practice. Cana - 141–148. dian Social Work Review , 26 (1), 5–24. Womxn’s March Denver. (2018). Our https://www.jstor.org/stable/ Mission. https://www.womxns - 41669899 marchdenver.org/our-mission.html. Louis, W. R. (2009). Collective action – and then what? Journal of Social Is - sues, 65 (4), 727–748. https://doi.org

28 eTHIcS In pSYcHoTHerApY ethical use of Interpreters for non-english- Speaking clients in forensic contexts Caitlyn Azama University of Denver Denver, CO Apryl Alexander, PsyD University of Denver Denver, CO According to the United ethical and clinical considerations States Census Bureau, Principle E of the Ethical Principles of 60.4% of the United Psychologists and Code of Conduct (Code States population con - of Ethics), as well as Guideline 2.08 of sists of White persons the Specialty Guidelines for Forensic Psy - not of Hispanic or chology, outline the ethical responsibility Latino ethnicities, and of psychologists to respect the cultural, 41.8% of the population consists of individual, and role differences of all racial/ethnic groups identified as Black persons, including those of racial/eth - or African American, American Indian nic and linguistic diversity (American and Native Alaskan, Asian, Native Psychological Association [APA], 2017; Hawaiian or Other Pacific Islander, His - APA, 2013, respectively). Further, the panic or Latino, or those identified as APA Guidelines for Providers of Psycholog - being two or more races. From 2013 to ical Services to Ethnic, Linguistic, and Cul - 2017, 21.3% of the population, identify - turally Diverse Populations recommends ing as five years and older, reported clients should receive services in the lan - speaking a language other than English guage requested or be referred to a in the home (United States Census Bu - provider who can provide services in reau, 2019), indicating there is a large the requested language (APA, 1993). amount of diversity and multicultural - Given the limited availability of ism in the United States. providers, it may not be feasible to lo - cate a provider with those qualifica - There is an overrepresentation of People tions. In such cases, the clinician should of Color in the United States criminal jus - acquire a translator with the appropri - tice system. Given their work within these ate cultural background and who does systems, forensic psychologists must main - not hold a dual role with the client tain cultural competence when interact - (APA, 1993). In doing so, providers must ing and serving diverse populations, be aware of areas of ethical vulnerabil - including non-English-speaking individ - ity within both the assessment and treat - uals. In both forensic assessment and ment process when using interpreters. treatment, the use of interpreters is grow - ing. However, training on the ethical use of confidentiality interpreters is limited. The present article Standard 4.01 (Maintaining Confiden - will highlight important ethical, clinical, tiality) and 4.02 (Discussing the Limits and legal considerations when working with interpreters in forensic contexts. continued on page 30

29 of Confidentiality) in the APA Code of also be assumed possible between the Ethics requires psychologists to main - interpreter and treatment provider. This tain the privacy of confidential informa - is only exacerbated with multiple inter - tion through reasonable action as well as preters assigned to a client. Each differ - review with the client the limits to ent interpreter carries their personal which information can be kept confi - combination of individual differences dential (APA, 2017). Although the eval - that, if not carried through the entirety uator or clinician is bound to of treatment with the same client, can af - psychology’s ethical guidelines, inter - fect the reliability and validity of treat - preters may not be and cannot be as - ment and evaluation. sumed to operate under the same bounds of confidentiality. Additionally, The use of interpreters can also influ - Maddux (2010) mentions the possibility ence the reliability and validity of a of a dual relationship that may be pres - forensic assessment. First, when consid - ent between a client and interpreter. ering the reliability of the assessment, Non-English-speaking individuals may both intrinsic and extrinsic factors re - have small communities in which there quire attention. For instance, intrinsi - is increased contact between people of cally, gender across cultures carries the same cultural group, which in - different reactions. The amount of en - creases the probability of the client and gagement, response, disclosure, and the interpreter having previous contact or overall presentation can be differentially relationship with one another. This con - affected whether the client or interpreter tact could create a dual relationship that identifies as male, female, or does not the evaluator may need to consider. identify with the binary definition of gender (Maddux, 2010). A female client Interpreting Assessment results may be less willing to share personal in - Standard 9.06 (Interpreting Assessment formation with a female evaluator Results) of the APA Code of Ethics and through the translation of a male inter - Guideline 10.03 (Appreciation of Indi - preter. Similarly, social class may also vidual Differences) of the forensic spe - function as a possible hindrance to as - cialty guidelines note that psychologists sessment reliability. Client-interpreter should consider the characteristics of a rapport by individuals of the same cul - person when interpreting their assess - ture is more sensitive to the differences ment results. Idiographic characteristics, in class than individuals of different cul - such as linguistic and cultural differ - tures (Maddux, 2010). ences, could influence judgments and reduce interpretive accuracy (APA, Extrinsically, the lack of vocabulary 2017). With the involvement of an inter - available for direct translation and the preter during an assessment, not only is type of translation utilized can lower the the assessor interpreting the client’s re - level of reliability of outcome interpre - sponses, but they simultaneously have tation. Often, especially with justice-in - to interpret the responses through a lan - volved topics, there are no words that guage filter that contains individual dif - directly translate some terms. For exam - ferences from the interpreter. It is ple, “An interpreter’s anxiety in forensic important to note that with an inter - evaluation involving sexual matter may preter in the room, the dyadic relation - result in them explicitly changing a psy - ship becomes triadic. Each factor that chologist’s questions involving sexual can be at play between the interpreter details or relying more heavily on non - and the non-English speaking client can continued on page 31

30 verbal signals of affirmation to avoid translate an assessment from one lan - awkwardness” (Maddux, 2010, p. 57). guage to another. Any single factor or a Whether the interpretation is consecu - combination of these factors play a sig - tive versus simultaneous, direct versus nificant role in the confidence that an as - indirect, or presented in lay terms ver - sessment can accurately interpreted by sus professional terms, all forms of in - the evaluator. terpretation provide unique nuances to the quality of the assessment results. legal considerations Maddux (2010) explains that a level of In 1975, a California law was passed re - trust mediated by the working alliance quiring the use of the English language between the interpreter and the assessor in its courtrooms, but it lacked a man - must be present, or else the assessor may date for providing interpreters to non- be at risk of losing control of the session. English speaking clients. The rationale The speed of the session is determined provided for this law was the financial by the use of consecutive or simultane - and time-sensitive burden on the court ous interpretation, while direct or indi - to locate, assign, and proceed with the rect translation determines the amount trial. The state also argued that the law of side conversation. provided an incentive for non-English speaking participants of the court to The validity of assessment and treat - learn English. However, the nature of ment can be affected by the non-English this law fosters bias and discrimination speaker attempting to bypass the inter - against non-English speakers (Chang & preter, dialect differences, or the ability Araujo, 1975). Chang and Araujo (1975) of the interpreter. There may be in - made two main arguments to advocate stances when the client offers English re - for a mandate to providing interpreters sponses to the assessor despite the in the courtroom. availability of an interpreter (Maddux, 2010). In the case that the client commu - equal protection nicates the correct English word, the va - Under the United States Constitution, lidity of the assessment is saved. individuals have the right to equal pro - However, if the client offers the wrong tection of the laws against racial discrim - English word for what the client meant ination (U.S. Const. amend. XIV). Chang to communicate, the evaluator may mis - & Araujo (1975) make a compelling ar - take the client’s lack of language com - gument that denying the assistance of an petence as an incorrect response, interpreter to a non-English speaker invalidating any interpretation there - serves as grounds for illegal discrimina - after. Differences in dialect between the tion based on the postulation that lan - client and the interpreter may also be guage is tied closely to an individual’s present, known or unbeknownst to the race or national origin. Therefore, it can assessor (Maddux, 2010). As a result, be argued that the court is discriminating there may be a decrease in the accuracy against a person’s national origin. With or specificity of interpretation that may this in mind, should a defendant be con - hinder a client’s results. The inter - victed without having been appointed an preter’s capability for translation must interpreter, it could imply that the indi - also be considered (Maddux, 2010). The vidual’s incarceration was due to not fluency level, certification, and cognitive knowing the English language to the ex - abilities, such as working memory and tent that they could participate in their executive functioning, are all properties proceeding (Chang & Araujo, 1975). of an interpreter’s ability to effectively continued on page 32

31 Due process quest an interpreter on behalf of the non- Due process under the 14 th Amendment English speaker instead of an interpreter upholds an individual’s right to fair treat - automatically being appointed to them. ment under the legal system (U.S. Const. Interpreters are not always appointed if amend. XIV). A fair trial guarantees the “the speaker’s limited English ability is right to a speedy trial, confrontation with sufficient for conducting their case” the witnesses against him, and effective (Maddux, 2010, p. 56). As a result, there counsel (U.S. Const. amend. VI). An in - are still limitations to the rights of those terpreter may have to consider alternative whose native language is not English and ways of communicating with a defendant the services provided to them. or take frequent recesses to ensure there are no misunderstandings (Chang & recommendations for professionals Araujo, 1975). Using an interpreter would The literature provides multiple recom - inevitably consume amounts of time and mendations on this topic. First, assess - prolong the trial process, inhibiting the ing language fluency would aid in the ability to provide a proceeding within an interpretation of assessment results for acceptable amount of time. Moreover, those whose first language is not English without the ability to understand wit - (Barber-Rioja & Rosenfeld, 2018). The as - nesses, defendants are denied the right to sessor or clinician should be wary of confront witnesses brought against them. miscommunication by the client at - As a result, the defendant would not tempting to bypass the interpreter. Sec - maintain the ability to refute arguments ond, to increase the reliability and made against them. Lastly, a language validity of interpretations of assessment barrier between a defendant and their at - results, the assessor needs to record the torney would inhibit effective communi - behavioral observations of both the cation to engage the defendant in the trial client and the interpreter. Assessors in - process (Chang & Araujo, 1975). The com - consistently report information regard - bined inability to confer with an attorney ing the interpreter, and interpretation and confront the witnesses prevents the services are not often documented in as - defendant from participating and aiding sessment reports (Maddux, 2010). in their defense. These limitations are sim - In response to minimizing factors that ilar to defendants found incompetent to hinder reliability and validity, evalua - stand trial on the basis of mental illness tors and clinicians are encouraged to: (Change & Araujo, 1975). • Adjust their language to avoid The court Interpreters Act (1978) lengthy or complicated translation; Three years after Chang and Araujo • Strive to seek interpreters from the wrote their 1975 article, President Carter same country as the client; enacted the Court Interpreters Act of • Assess the client’s comfort level 1978, which gave individuals the right to towards the interpreter; an interpreter if language serves as a bar - • Discuss topics with the interpreter rier to their communication or compre - that will likely be included in the hension of their proceedings (Court session before starting the session; Interpreters Act of 1978). However, ten • Select neutral, well-trained years later, an amendment to the original interpreters; Act was made that left the responsibility of providing an interpreter to the courts • Discuss with the interpreter the (Court Interpreter Amendments Act of need for direct interpretation; 1988). The courts would be required to re - continued on page 33

32 • Seek interpreters who can interpret Barber-Rioja, V., & Rosenfeld, B. (2018). in the same dialect as the client; and Addressing Linguistic and Cultural • Use a single, consistent interpreter Differences in the Forensic Interview. for all sessions with the same client International Journal of Forensic Mental (Barber-Rioja & Rosenfeld, 2018; Health , 17 (4), 377-386. https://doi.org/ Weiss & Rosenfeld, 2010). 10.1080/14999013.2018.1495280 Chang, W. B., & Araujo, M. U. (1975). conclusion Interpreters for the defense: Due With the high prevalence of diverse process for the non- English-speak - populations within the criminal justice ing defendant. California Law Review , system, it is increasingly important to 63 (3), 801-823. https://doi.org/ practice ethical cultural competence 10.2307/3479855 when serving non-English speaking Court Interpreters Act of 1978, Pub. L. clients.Forensic psychologists are bound No. 95-139, 28 U.S.C. §1827–1828. under the Code of Ethics, as well as the Court Interpreters Amendments Act of Specialty Guidelines for Forensic Psychol - 1988, 7 U.S.C. §701–712. ogy , to do no harm, exercise justice, and Guidelines for providers of psychologi - respect the rights and dignity of indi - cal services to ethnic, linguistic, and viduals who differ in individual charac - culturally diverse populations. teristics, and consider these factors in (1993). American Psychologist, 48 (1), the interpretation of assessment results. 45–48. https://doi.org/10.1037/ All the while, clinicians may need to ad - 0003-066X.48.1.45 vocate for legal ethics in the form of a Maddux, J. (2010). Recommendations client’s legal rights as minoritized for forensic evaluators conducting groups in an unfamiliar environment, interpreter-mediated interviews. In - such as involvement in restoration for ternational Journal of Forensic Mental competency to proceed. Health, 9(1), 55-62. https://doi.org/ 10.1080/14999013.2010.483343 Author’s note : As a reminder, please Specialty Guidelines for Forensic Psy - send your psychotherapy research-, chology. (2013). American Psycholo - practice-, and training-related Ethics gist, 68 (1), 7-19. https://doi.org/ questions to [email protected]. 10.1037/a0029889 Please note that questions may be se - United States Census Bureau. (2019). lected by Dr. Alexander for inclusion in Quick facts: United States. Census Psychotherapy Bulletin or on the SAP Bureau. website/social media platforms at her https://www.census.gov/quick - discretion, and not all questions may be facts/fact/table/US/IPE120218 answered. In addition, the information U.S. Const. amend. VI. provided to Dr. Alexander and SAP in U.S. Const. amend. XIV. this context is for the purpose of fur - Weiss, R., & Rosenfeld, B. (2010). Cross- thering public knowledge and discourse Cultural Validity in Malingering As - around ethical issues and will not be sessment: The Dot Counting Test in a kept confidential. Rural Indian Sample. International Journal of Forensic Mental Health , 9(4), references 300-307. https://doi.org/10.1080/ American Psychological Association. 14999013.2010.526680 (2017). Ethical principles of psycholo - gists and code of conduct. APA. http://www.apa.org/ethics/code/

33 eDucATIon AnD TrAInInG To swipe or not to swipe? contemplating mental Health professionals’ use of online Dating Services Katherine E. O’Neil Auburn University Auburn, AL

As of May 2018, ap - gists’ use of social networking sites proximately 50 million (DiLillo & Gale, 2011; Lannin & Scott, Americans are using 2014; Lehavot et al., 2010; Taylor et al., online and mobile 2010; Tunick et al., 2011; Zur, 2008), very app dating services little has been written about the use of (hereafter referred to online dating services’ potential ethical as “online dating”; implications for mental health profes - Seetharaman & Wells, sionals. This lack of attention in the lit - 2018). With one out of five relationships erature may result in training programs now starting online (Cacioppo et al., providing little to no coverage of the 2013; Hamilton, 2016), mental health ethics of online and mobile app dating professionals and graduate students are for mental health professionals. likely using these services. Indeed, a re - cent study of mental health profession - What Does online Dating Have als’ usage of online dating services To Do With ethics? found 69.6% of graduate students and The American Psychological Associa - 65.4% of professionals surveyed re - tion’s Ethics Code (2002) clearly states ported using these services, most (64.9%) that the code “applies only to psycholo - while working as a therapist (O’Neil et gists’ activities that are part of their sci - al., 2018). One of the benefits of online entific, educational, or professional dating is the increased accessibility in roles” (p. 2). Some behaviors, however, meeting potential partners (Finkel et al., are both personal and professional 2012; Valkenburg & Peter, 2007). Online (Pipes, Holstein, & Aguirre, 2005). Al - dating may be especially helpful for peo - though dating is an inherently personal ple with marginalized identities who and private activity, there are ways in may have a harder time finding a part - which dating activities can also be pub - ner than more privileged groups (Rosen - lic. For example, if a client sees their feld & Thomas, 2012; Valkenburg & therapist kissing someone at a bar, this Peter, 2007). For graduate students and activity has the potential to affect the client. In public settings, clinicians can professionals who moved to a new area see who is around them before they act. and have a limited amount of free time, However, information online can be online dating can be a helpful way to viewed, often anonymously, by many meet potential partners (Donn & Sher - people. Anonymous viewing is particu - man, 2002). There are many benefits to larly true for online dating, bringing up utilizing these services but there is po - unique ethical concerns related to unin - tential risk and impact if a client finds tentional self-disclosure of the therapist, their therapist’s online dating profile. unintentional self-disclosure of the Despite the growing attention paid to client, and concerns regarding the field’s ethical issues associated with psycholo - continued on page 35

34 image if therapists and clients encounter “are generally not considered suitable” one another’s profiles online. (Smith & Fitzpatrick, 1995, p. 503) and yet these forms of disclosure are more unintentional Therapist Disclosure likely to be encountered by a client who Clinicians have varying stances on the finds their therapist’s online dating pro - appropriateness of self-disclosure in file (Kolmes, 2013). Knowing details therapy but how the client could be af - about a therapist’s sex and relationship fected is a critical piece to evaluate when preferences could negatively impact the debating whether to disclose. The litera - therapeutic relationship, damage a rela - ture on the ethics of therapist self-dis - tionship built on trust, and compromise closure highlights concerns that learning the effecti veness of therapy (Tunick et more about the therapist could poten - al., 2011). tially produce a dual relationship (Danzer, 2019; Taylor et al., 2010), cross unintentional client Disclosure professional boundaries (Audet, 2011; When an encounter happens in person, Danzer, 2019), alter the therapeutic rela - both parties are typically aware of what tionship (Kolmes, 2013; Taylor et al., happened and can bring it up in therapy. 2010), influence what clients disclose, af - Finding information online, however, fect the perception of the therapist as can often be done anonymously. Seeing competent or credible (Audet, 2011), a client’s personal ad on a dating site and/or increase issues related to trans - discloses information about the client ference (Taylor et al., 2010). Although they may not want their therapist to the APA Code of Ethics does not have a know. This behavior violates Principle E, standard forbidding therapist self-dis - as it is not respectful of the client’s right closure, it does have standards pertain - to privacy (American Psychological As - ing to avoiding harm and multiple sociation, 2002; Kolmes & Taube, 2014). relationships. Concerns about therapist Gaining new information in this manner self-disclosure and how this affects ther - could also affect the therapist’s objectiv - apy uniquely affect clinicians who use ity and perception of their client. If a online dating services. Most social net - couple is seeing a therapist for marital working sites, like Facebook and problems and the therapist discovers LinkedIn, enable individuals to stay in one of the partners has an online dating contact with people they already know profile, how does the therapist handle but the purpose of joining an online dat - this knowledge? Trying to address this ing site is to meet new people. To attract with clients could damage the relation - other people’s attention, online daters ship and trust both parties have estab - post personal information and photos lished with the therapist. for strangers to see while utilizing fewer privacy settings than typically used with protecting the profession’s Image social networking sites (O’Neil et al., The APA Ethics Code was created, in part, 2018). Included in the pool of strangers to protect the profession’s image (Pipes et viewing these profiles could be the clin - al., 2005). Previously, a federal judge “was ician’s former, current, and potential admonished for posting sexually explicit clients. Due to the nature of how online material on a private web site” because dating works, therapists may uninten - his behavior could “reasonably be seen as tionally disclose information about having resulted in embarrassment to the themselves, which could affect the ther - institution;” thus creating a precedent for apeutic relationship. Disclosures regard - concerns about an individual’s online be - ing a therapist’s sexual circumstances continued on page 36

35 havior in their respective fields (Kaslow likelihood of encountering a former, cur - et al., 2011, p. 106). Learning more about a rent, or potential client through an in - therapist’s personal life from a dating pro - ternet-based dating service. file (some of which explicitly assess user’s interest in “hookups,” “discreet encoun - • Geographic location: Do you live in a ters,” etc.) has the potential to affect peo - city or a rural area? Are you plan - ple’s perception of psychology and ning to use a dating service that willingness to seek counseling services. uses geographic location to match For example, people who see that one people and, if so, is the geographic psychologist enjoys sadomasochism and range set to a distance that includes have misconceptions or biases about where your clients live? BDSM may start worrying that psycholo - • Job responsibilities: Are you currently gists derive pleasure from other people’s providing therapy services? If not, pain and be reluctant to seek services to when did you stop? Do you plan to share their pain. practice therapy again? Do you teach students or conduct research recommendations with participants who may en - Currently, APA does not have any ex - counter your dating profile? plicit ethical guidelines to help thera - • Clinical population: Do you work pists consider the use of online dating with an inpatient population who services despite how many profession - cannot access the internet for the als are already using them. Some guid - duration of time you will be using ance seems desired. However, as 75.4% dating services? Or young children of a sample of 246 mental health profes - who do not use dating services yet sionals and psychology graduate stu - (but their parents might)? dents said APA should “definitely” or “probably” create ethical standards re - • Presenting concerns: Do you work garding the use of online dating services with clients who struggle with at - (O’Neil et al., 2018). Additionally, 69.5% tachment and boundaries? Do your of participants reported discussing the clients ask a lot of personal ques - ethics of using social networking sites in tions? Do you work with clients graduate school or as part of a continu - presenting with relationship con - ing education class. Still, only 15% of the cerns? What assumptions will your same sample reported discussing the clients make about you and your ethics of online dating services (O’Neil competency in working with them et al., 2018). To address this gap in the if they encountered your online dat - field and encourage supervisors and ed - ing profile? ucators to discuss the ethics of online • Theoretical orientation: How does dating with their trainees, two sets of your theoretical orientation view recommendations were developed: a set self-disclosure? of variables to consider when contem - • Preference for a partner: Are you plating whether to use online dating searching for a partner with similar services and a set of recommendations characteristics (e.g., age, sexual ori - for individuals who have decided to entation) to your clients? Are you proceed with using these services. searching for a partner with a spe - cific interest, physical trait (e.g., What to consider When Deciding must be a particular ethnicity or Whether to use online Dating height), characteristic (e.g., intelli - The following variables could affect the continued on page 37

36 gent), or sexual preference (e.g., pened in therapy. Alternatively, must be open to BDSM)? How some services (like Bumble) enable would clients react, and what users to choose who they match would they infer from learning their with before the other party can see therapist’s preferences in a partner? their content and indicate they are interested. This practice may enable recommendations for using online users to avoid matching with for - Dating Services mer and current clients. Clinicians using online dating services • Utilize privacy settings and review are encouraged to be mindful of the ef - them regularly (Lannin & Scott, 2014; fect of unintentional self-disclosures Lehavot et al., 2010). Some services could have on their clients. The follow - pull information automatically from ing suggestions may help practitioners social media accounts, while others minimize their unintentional self-dis - give users more autonomy in choos - closures and consider how to address ing what to include in a dating pro - disclosures that do occur: file. • Use a social media policy with clients • Avoid using a professional photo in (Kolmes, 2010). Kolmes’s (2010) so - your dating profile (Kolmes, 2013). If cial media policy is available online using an online dating site that in - for therapists to adapt for their cludes pictures, avoid using photos practices. They recommend includ - that are also on a professional web - ing a statement that the therapist is site. Clients can take a professional on social media, and clients who photo of their therapist and conduct find anything about the therapist a Google image search with it that online are welcome to bring it up in would result in the client finding therapy (Kolmes, 2013). any other sites containing the same photo (Kolmes, 2013). • Periodically search yourself to see what comes up (Taylor et al., 2010; Lannin • Engage in thoughtful self-disclosure. & Scott, 2014). Some clients look up Practitioners should be mindful of their therapist online (Kolmes & what information and pictures they Taube, 2011; Lehavot et al., 2010; include on their dating profile and Zur, 2008). Practitioners who are how it could affect a client or the aware of their online presence can therapeutic relationship if seen by a edit and restrict some of the content client. Seeing sexy or more reveal - clients could find. ing photos, for example, could im - pact the relationship more than • Be cognizant of the reputation associ - seeing a face shot (Kolmes, 2013). ated with different dating services. Consider only posting content that Some dating services may be more you would feel comfortable with a stigmatized than others. For exam - client knowing. ple, SugarDaddy.com may elicit a stronger reaction from clients than • Change or modify your name, occupa - using a service like eHarmony tion, and educational background (O’Neil, 2019). (Kolmes & Taube, 2014; Lannin & • Use sites that enable you to see who has Scott, 2014; Leahovt et al., 2010). viewed your page/profile. Therapists This adjustment would make it who know if a client has viewed harder for clients to find their thera - their page can bring up what hap - continued on page 38

37 pist’s profile. Kolmes (2013) sug - uations raises concerns about prac - gested psychologists who decide to titioners’ motives in searching for list their profession in their profile information, how new information may want to include a statement affects client trust and therapist ob - below it; encouraging clients who jectivity, and the ethics associated find the profile to discuss anything with discovering a client is engag - they see on it with the therapist. ing in harmful behavior (Kolmes & • Utilize disclosed deception . Instead of Taube, 2014; Lehavot et al., 2010; Tu - listing personal information, con - nick et al., 2011). If a counselor hap - sider saying something like, “I pens to find information online would be happy to tell you more about a client accidentally, they about my education and profession should talk to the client about it. when we meet, but I have altered it here for professional reasons.” conclusion The APA Ethics Code does not explicitly • Have a colleague review your profile for address the behavior of its members with potential concerns (Kolmes, 2013; regards to their conduct online, but some Kolmes & Taube, 2014). A colleague of the content typically included in online may provide some insight into how a client could interpret the contents. dating profiles has the potential to nega - tively impact the therapeutic relationship • Do not accept matches with clients and the field as a whole. Unintentional (Kolmes, 2010; Taylor et al., 2010). therapist and client disclosures risk jeop - O’Neil et al. (2018) found 2.4% of ardizing the relationship and trust that mental professionals using online psychologists strive to establish with dating services said they matched their clients. Additionally, if a therapist with a client. To reduce the possibil - and client’s online dating profiles were ity of multiple roles and blurred linked or “matched” in some way, the ad - boundaries, psychologists should ditional information about the client not accept clients as matches or af - could risk the therapist’s objectivity, in - filiate their online dating profile crease the likelihood of a dual relation - with a client. If this was unavoid - ship, and possibly result in the client able due to the dating service used, believing in the possibility of a romantic use clinical judgment in processing relationship with a therapist. Training what happened with the client. programs and supervisors are encour - • If you are aware a client viewed your aged to talk to trainees about the possible profile, discuss this with them (Taylor professional implications of partaking in et al., 2010). The majority of clients online dating. In this article, I attempted (72%) who found information on to provide some recommendations for their therapist online did not dis - using online dating services but certainly cuss what they saw with their thera - not all of the recommendations proposed pist (Kolmes & Taube, 2011). will work for everyone. The purpose of • Refrain from searching for clients to the list of recommendations is not to tell avoid unintentional client disclosure. practitioners what to do but to encourage Kolmes and Taube (2014) found 2% mental health professionals to reflect on of psychologists with online dating how using dating services has the poten - profiles deliberately searched for a tial to impact clients and to make deci - client on an online dating site. The sions with these considerations in mind. literature on searching for informa - tion on clients in non-emergency sit - continued on page 39

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40 eArlY cAreer Being our Best Selves When Dealing With High-risk Sit - uations: reflections from an early career psychologist

Beatriz Palma, PhD University of Virginia Counseling and Psychological Services Charlottesville, VA

Clinical situations in - training needed for competency in the volving high-risk fac - assessment and management of high tors (e.g., suicidality) risk-related issues. Furthermore, ac - can be stressful and cording to Groth & Boccio (2018), “prac - demanding for thera - titioners’ formal graduate training in pists (Cramer et al., suicide risk assessment and manage - 2013; The Suicide and ment has been shown to be limited and, Self-Destructive Be - in many cases, inadequate” (p. 1241). haviors Study Group, 2018). Challenging client behaviors, in - When ECPs start a new phase in their cluding those related to high risk, have career or take on a new role in their ex - also been linked to burnout (Berger, isting position, this can create a stressful 2011; Ross et al., 1989; Rupert & Morgan, and demanding process of learning new 2005). Arguably, these factors can impact procedures, navigating added responsi - therapists’ competence (Simionato & bilities, and feeling emotionally and Simpson, 2017). physically stressed. In addition, many ECPs might be new supervisors, and Developmentally, early career psychol - therefore have to manage not only their ogists have a higher risk of burnout than clinical caseloads but those from their late-career psychologists (Craig & supervisees. Sprang, 2010; Semionato & Simpson, 2017). Early career psychologists (ECPs) All of these changes can be wonderful, are transitioning from a student role to growth-provoking, and engaging expe - a professional role and face unique ca - riences. However, these experiences can reer adjustments and demands. Some of also make ECPs feel vulnerable, espe - these demands include “starting a prac - cially when clinical situations require tice or career and starting a family” (Bar - competence. Therefore, how can ECPs nett, 2015), obtaining licensure, maintain their best selves in clinical sit - educational debt, and developing a pro - uations involving risk? How do they fessional identity (Green & Hawley, connect with their secure base from 2009). Newly licensed ECPs can also which they can be curious, present, and face the unique challenges of dealing helpful to clients? with risk-related issues on their own for the first time (e.g., no direct supervisor Here are seven aspects to consider guiding them) and stressors related to that might help us be our “best selves” being the sole decision-maker (including when dealing with high-risk clinical changes related to liability). At the same situations. time, many ECPs might be starting their licensed practice without the formal continued on page 42

41 Self-care cedures regarding the management • Engage in self-care on an ongoing of high-risk situations. These can basis (Cramer et al., 2013). Self-care differ based on location and work starts with maintaining “a general environment. So, it is important to good baseline,” which includes ade - learn about protocols related to the quate amounts of sleep and food in - specific place of work and the larger take (Barnett, 2015). Self-care community (e.g., your state). strategies and activities will vary • Document your work (Cramer et based on what works for each indi - al., 2013). vidual and might include exercis - ing, meditation, seeking support consultation from others, spending time out - • Engage in consultation regarding doors, etc. Find what works for you. the case. This consultation can take • Engage in self-care after dealing the form of consulting with a col - with a situation involving high risk league, discussing the case in a to help restore you to your baseline. treatment team and/or crisis team, Examples of activities could include etc. All these activities have the socializing, resting, completing a re - value of bringing new information laxation exercise, watching a video, and/or perspectives to help us nav - using cognitive and behavioral cop - igate challenging cases. Plan ahead ing strategies (Sim et al., 2016). Use regarding whom you could consult anything that helps your body and if needed (Cramer et al., 2013). Peer mind reset. support can be highly valuable when navigating challenging clini - Knowledge cal situations. • Learn specific content regarding risk-related issues, such as manage - ment of non-suicidal self-injury, sui - Teamwork cidality, safety planning, homicidal • Determine if there is a network of risk, and substance use, among oth - people with whom you can coordi - ers. Knowledge regarding specific nate care or can alert if concerns questions for assessment, including arise. This network might include a risk and protective factors, is central psychiatrist working with the stu - for clinical work. Additionally, dent, parents, friends, or significant knowing about general theories others. (such as the Interpersonal Theory of • If such a network is not in place, try Suicide) might provide a frame - to create one if possible. This might work to understand the client’s ex - entail getting authorizations for re - perience. Opportunities to gain lease of information to parents and such knowledge might include pro - contacting them (unless the client is fessional development activities at imminent risk of hurting them - (e.g., taking CE credits and/or at - selves or others, consent becomes tending conferences such as the unnecessary), connecting the client ones from the American Association with a psychiatrist, and etc. Receiv - of Suicidology), consultation with ing assistance in a case involving others in your workplace or com - high risk is not only good practice munity, and reading books and aca - but might also help share the demic papers on the subjects. weight in cases that are too de - • Know the laws, protocols, and pro - continued on page 43

42 manding to carry on one’s own stance, when working with a high- (Cramer et al., 2013). risk client, plan ahead of time and communicate when it is appropriate Awareness of own reactions to contact you directly versus going • Be mindful of the different thoughts to the emergency room. Boundaries and emotional reactions that you can also be determined based on have before, during, and after a par - your own needs. For example, tak - ticular high-risk case; noticing how ing a pause when needed. they might be affecting you and your work (Cramer et al., 2013; compassion Joiner, 2005; Sim et al., 2016). • High-risk situations can be distress - • Be aware of and work on your ing and having a compassionate at - countertransference. There are titude toward ourselves and toward many definitions of countertransfer - those whom we work with can be ence, though I’m considering it as highly beneficial. This compassion the “…therapist’s internal or exter - does not mean that as psychologists, nal reactions that are shaped by the we sanction every behavior. A com - therapist’s past or present emo - passionate attitude can be a way to tional conflicts or vulnerabilities,” remind ourselves that those who Gelso & Hayes, 2007, p.25). If you are in front of us are suffering, are have experiences that might get in here for a reason, and we are doing the way of your current work, it is our best to help them in this process. central to understand and address This attitude can be especially chal - them to be able to bring your best lenging when dealing with clinical self forward. situations such as meeting with someone with homicidal ideation • Engage in ongoing self-reflection re - and high levels of anger. However, garding risk-related situations. Con - tapping into compassion might help sider your comfort when dealing lighten our emotional load, open with chronic and/or acute suicidal - the space for curiosity, and help us ity and/or homicidal thoughts, focus on what the client (and any along with other risk factors. This others involved in the case) directly knowledge could help you deter - needs at this moment. mine the type of work that might better suit you (where you can be The different topics previously addressed your best self when dealing with are by no means an exhaustive list of as - risk). For example, this can be a fac - tor in helping you choose between pects to address when working with counseling centers—where staff challenging cases involving risk. members do not provide after-hours Nonetheless, these suggestions can pro - on-call services, where staff mem - vide a roadmap of areas that early career bers provide such service, or a solo psychologists might consider when private practice versus a group working with such cases. These sugges - practice where you might poten - tions may also serve as guidelines that tially have more support. can bring out our best selves into the therapy room. Future research might il - luminate specific recommendations for Setting boundaries ECPs when dealing with risk in clinical • Be mindful of and engage in setting settings, and how these guidelines might boundaries (Sim et al., 2016). For in - continued on page 44

43 be similar and/or different to what is 206–212. https://doi.org/10.1037 needed when dealing with risk during /a0012504 other periods in a psychologist’s career. Groth, T. & Boccio, D. (2018). Psy - chologists’ willingness to provide references services to individuals at risk of Barnett, J. (2014, December). Distress, suicide. Suicide and Life Threatening burnout, self-care, and the promotion of Behavior, 49 (5),1241-1254. wellness for psychotherapists and https://doi.org/10.1111/sltb.12501 trainees: Issues, implications, and rec - Joiner, T. E. (2005). Why people die by ommendations. http://www.society - suicide. Harvard University Press. forpsychotherapy.org/distress-thera Ross, R. R., Altmaier, E. M., & Russell, pist-burnout-self-care-promotion- D. W. (1989). Job stress, social sup - wellness-psychotherapists-trainees- port, and burnout among counseling issues-implications-recommendations center staff. Journal of Counseling Psy - Berger, S. R. (2011). Challenging client be - chology, 36 , 464–470. https://doi.org/ haviors, coping and burnout among pro - 10.1037/0022-0167.36.4.464 fessional psychologists. [Dissertation, Rupert, P. A., & Morgan, D. J. (2005). Loyola University Chicago]. Loyola Work setting and burnout among eCommons. https://ecommons. professional psychologists. Profes - luc.edu/luc_diss/222 sional Psychology: Research and Prac - Craig, C. D. & Sprang, G. (2010) Com - tice . https://doi.org/10.1037/ passion satisfaction, compassion fa - 0735-7028.36.5.544 tigue, and burnout in a national Sim, W.. Zanardelli, G., Loughran, M. sample of trauma treatment thera - J., Mannarino M. B. & Hill, C. E. pists. Anxiety, Stress, & Coping, 23 (3), (2016). Thriving, burnout, and cop - 319-339, https://doi.org/10.1080/ ing strategies of early and later ca - 10615800903085818 reer counseling center psychologists Cramer, R. J., Johnson, S. M., McLaugh - in the United States. Counselling Psy - lin, J., Rausch, E. M., & Conroy, M. A. chology Quarterly, 29 (40), 382-404. (2013). Suicide Risk Assessment https://doi.org/10.1080/09515070.2 Training for Psychology Doctoral 015.1121135 Programs: Core Competencies and a Simionato, G. & Simpson, S. (2018). Framework for Training. Training and Personal risk factors associated with education in professional psychology , burnout among psychotherapists: A 7(1), 1–11. https://doi.org/10.1037 systematic review of the literature. /a0031836 Journal of Clinical Psychology . Gelso, C. J., & Hayes, J. A. (2007). Coun - https://doi.org/10.1002/jclp.22615 tertransference and the therapist’s inner The Suicide and Self-Destructive Be - experience . Erlbaum.https:// doi.org/ haviors Study Group. (2018). Integra - 10.4324/9780203936979 tive psychodynamic model for Green, A. G., & Hawley, G. C. (2009). understanding and assessing the Early career psychologists: Under - suicidal patient. Psychoanalytic standing, engaging, and mentoring Psychology, 35 (4), 424–432. https:// tomorrow’s leaders. Professional Psy - doi.org/10.1037/pap0000171 chology: Research and Practice, 40 (2),

44 Editor's Note: This article was originally intended to be included in Psychotherapy Bulletin 54.4; however, part of the article was inadvertently omitted, so the article is included here in its entirety. eArlY cAreer finding and providing mentorship in psychotherapy research: Six Suggestions for mentors and mentees

Simon B. Goldberg, PhD Department of Counseling Psychology and the Center for Healthy Minds University of Wisconsin-Madison

“Research is formalized curiosity. It is poking and prying with a purpose.” —Zora Neale Hurston (1996)

Just as psychotherapy is ences as a mentee. These relationships a fundamentally human - have been and continue to be deeply istic enterprise (Wampold, supportive and instructive. I am only be - 2007), human interaction ginning to develop my skills in mentor - and social relationships ship, but my current mentees and early are fundamental to learn - missteps have jumpstarted my learning ing the craft of psy - process (with gratitude for their pa - chotherapy research. Learning through tience as I am learning). I offer here guided apprenticeship (i.e., mentorship) some reflections empirically supported is common whether one is training to by only the evidence of my own experi - become a physician, a plumber, a scien - ence—primarily as mentee and more re - tist, or simply learning to talk (Collins, cently as mentor. As these are all my 2006). The apprenticeship model has opinions, I have opted to not tire the deep roots in the history of psychother - reader by continuing to restate this fact apy as well—the famous mentorship be - throughout. tween Sigmund Freud and Carl Jung is one of countless examples (Humbert, 1. find a Shared purpose 1988). At its best, mentorship is enjoy - As Hurston (1996) points out, research able, gratifying, and inspiring for both requires a purpose. Of course, every sci - mentor and mentee (perhaps 1907 to entific study should have a purpose that 1911 for Freud and Jung). At its worst, is clearly articulated (and if not, an at - mentorship can be frustrating, time con - tentive reviewer is likely to highlight suming, inefficient, and induce feelings this important limitation). However, the of discouragement and resentment for shared purpose that forms the basis of a both the mentor and mentee (perhaps successful mentorship relationship is 1912 onward for Freud and Jung). likely broader than that captured by a single study. Ideally, the purpose bring - As a second-year assistant professor, I ing one to a particular research area find myself in the liminal space between should be something both mentor and mentee and mentor. Both roles have be - mentee care about sincerely. While re - come salient parts of my professional identity. I am grateful for my experi - continued on page 46

45 search being simply “me-search” is its project can be a great way to initiate and own liability and can become a source of develop a mentorship relationship. bias that inhibits the research process, Mentors can consider whether they have there is no substitute for actually caring an available data set with which a about the topic you study. A high degree mentee might be able to work. Or per - of overlap in interests can go a long way haps a portion of an upcoming paper in a mentorship relationship. that a mentee could draft? Ideally this takes place relatively early in graduate Mentees-to-be can benefit from asking school (e.g., within the first year). In the themselves, “What aspect of psycho- best-case scenario, these early collabora - therapy truly interests me?” Is it the role tions allow the mentee and mentor to of emotional expression, multicultural start developing a symbiotic mentorship competence, the influence of client and relationship, one in which both parties therapist attachment, or the application are able to benefit and neither party is of a specific cognitive behavioral tech - being taken advantage of. In addition, nique to a specific disorder? Prospective early collaborations can help a mentee mentees can greatly benefit from even a develop crucial skills necessary for pur - few hours spent reading abstracts of suing their own independent work and psychotherapy research journals, simply building other collaborative relation - paying attention to which studies natu - ships. These initial experiences can pro - rally grab their interest. I also encourage mote a sense of self-efficacy along with students seeking mentors to read their an accurate view of the joys and sorrows prospective mentors’ papers, asking of the research process. themselves, “Would I have actually wanted to do the work to conduct this Early collaborations can be delicate and study? Would I have wanted to write require patience and commitment from this paper?” both parties. It can be particularly help - ful to have clear expectations regarding At the end of the day, psychotherapy re - the anticipated process and outcome of a search is often dry and tedious. It com - particular project. Further, having both monly involves long hours of data mentor and mentee follow through on analysis (not to mention study design, their stated commitments is essential for data collection, and learning data ana - building a foundation for collaboration. lytic methods), feeble attempts at mak - ing sense of confusing patterns of 3. find Tasks Within the mentee’s findings, and eventually, if we are lucky, Zone of proximal Development opportunities to haggle (it can feel end - I strongly encourage mentees to get their lessly) with reviewers. It helps im - hands dirty with data analysis or manu - mensely to care about the topic over script preparation early in graduate which you are laboring, and sharing that training. The important caveat is that for sincere interest with another makes the these experiences to fulfil their educa - experience all that more enjoyable. tional potential and support a budding mentorship relationship, they must 2. Get Your Hands Dirty occur within the mentee’s zone of prox - Students of psychotherapy research can imal development (and, ideally, the (and should) take various methods mentor’s area of expertise and interest). classes. But, most of us need firsthand This, of course, takes a fair bit of finesse experience to really consolidate our and honest self- and other-assessment learning. Collaborating on a specific continued on page 47

46 on the part of the mentor and mentee. the mentorship they are planning to pro - The methodological learning curve for vide) and follow through. Second, it can conducting psychotherapy research can be tempting to take on volunteer oppor - be quite steep (e.g., learning multilevel tunities that may be a bit outside of your modeling). Throwing a mentee into the actual area of interest. This can be deep end of the pool too early can be worthwhile (e.g., to learn a particular counterproductive. Rather than a proj - method or work with a particular men - ect that sends a student into the weeds tor), but should be done sparingly. Vol - of Markov chains and covariance struc - unteering may be especially worthwhile tures, a mentee’s initial role can be run - if it allows you engagement with a ning descriptive statistics or correlations research area you sincerely care about. to explore basic patterns in a data set, assisting with a literature review, or coding 5. open the lines of communication studies for inclusion in a meta-analysis. Even with the best of intentions, varying degrees of conflict are likely to arise 4. Do not look Down on Volunteer within a mentorship relationship. Grad - opportunities uate training is difficult (e.g., 39% to 41% This is a primarily mentee focused sug - of graduate students report symptoms gestion, but one I have found so thor - of depression and anxiety in the clinical oughly useful that I could not leave it range; Evans, Bira, Gastelum, Weiss, & out. I have had numerous experiences in Vanderford, 2018). Science is hard and which I was allowed to do something I unforgiving. Reviewer 2 will be Re - was largely unqualified to do (e.g., ana - viewer 2. The world often seems to be lyze data for the first clinical trial in falling apart. For these reasons and which I participated) simply because I more, it is vital that mentors and was not being paid. Of course, the ca - mentees are able to communicate with pacity to work for free is a luxury and each other. Communication can be indicative of my own privilege and in - fraught, due to wide variety of factors stitutional financial support during (e.g., histories of oppression related to graduate training. Clearly, graduate stu - social identities held by the mentor and dents and other trainees should be paid mentee). Perhaps the most notable con - a living wage and compensated for their sideration that can influence communi - work. Yet if one is able, collaborating on cation is the power differential that often a volunteer basis can be indispensable exists between mentor and mentee. A for developing psychotherapy research graduate advisor functioning as a men - skills and building mentorship relation - tor may be invested in a mentee’s scien - ships. These low-investment interac - tific development while simultaneously tions can offer both the prospective holding the keys to a mentee’s success - mentor and the mentee-to-be an oppor - ful completion of their doctoral training. tunity to “test drive” a potential men - Given the power dynamic, the onus to torship relationship and gauge the invite and model transparent communi - degree of synergy. cation is primarily on the mentor. In ad - dition, expectations about the frequency, There are two important caveats here. responsiveness, and means of commu - First, even though financial resources nication should be defined early and up - are not being exchanged, it is crucial that held. It can be especially helpful for the both the mentor and mentee are clear mentor to initiate conversations regard - about their commitment (e.g., the spe - ing the more delicate parts of the re - cific tasks they are planning to complete, continued on page 48

47 search process early and often (e.g., ne - graduate school mentorship relation - gotiating authorship order). ships are not (at least according to the graduate student; Evans et al., 2018). A Have fun final suggestion is that mentors and A final suggestion is that the mentor and mentees choose each other wisely and mentee bear in mind that training in recognize that there may be times when psychotherapy research can (and it is appropriate and most supportive to should) be fun. This echoes the first part go separate ways. Not all mentorship re - of Hurston’s (1996) definition of re - lationships are a good match and it can search as formalized curiosity . Those be helpful to recognize this early and who find themselves drawn to study plan accordingly. psychotherapy are often compelled by a genuine curiosity about the human ex - However, my hope is that by pursuing perience and the possibility of healing the factors outlined here, mentors and through interpersonal relationships mentees can be better-equipped to (e.g., between therapist and client). To spend their energies not on rupturing inhabit a moment in history where we and repairing their mentorship relation - can explore these questions profession - ship, but on addressing the important, ally and scientifically is quite remark - timely, and fun questions we get to ex - able. Psychotherapy research offers a plore as psychotherapy researchers, like full-body work-out for the mind and what makes psychotherapy work anyways ? heart, engaging at the intersection of rich theoretical traditions and cutting- references edge quantitative and qualitative meth - Collins, A. (2006). Cognitive appren - ods, set against the backdrop of a ticeship. In R. K. Sawyer (Ed.), The commitment to promoting human flour - Cambridge handbook of the learning sci - ishing, reducing suffering, and working ences (pp. 47-60). New York, NY: towards social justice and inclusivity. If Cambridge University Press. that is not fun, I do not know what is. Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. conclusion (2018). Evidence for a mental health Mentorship relationships are a primary crisis in graduate education. Nature way that we learn to become psy - Biotechnology, 36 (3), 282-284. doi: chotherapy researchers (and pretty 10.1038/nbt.4089. much anything else). Mentorship rela - Humbert, E. (1988). C. G. Jung. Wil - tionships can be one of the best parts of mette, IL: Chiron Publications. our work and training. Yet just like a Hurston, Z. N. (1996). Dust tracks on a psychotherapy relationship, smooth road: An autobiography. New York, sailing is not guaranteed. It is important NY: Harper Collins. to recognize that not all mentorship re - Wampold, B. E. (2007). Psychotherapy: lationships are the aspirational well- The humanistic (and effective) treat - oiled machine outlined here. Indeed, ment. American Psychologist, 62 (8), 857- evidence suggests that almost 50% of 873. doi: 10.1037/0003-066X.62.8.857

48 WASHInGTon Scene When You Wish upon a Star Pat DeLeon, PhD Former APA President Steve Ragusea, a long- communities. I am most fortunate to be time psychologist friend, able to do this as my part-time unpaid keeps reminding me job in retirement. I deliver Meals on that “clinician burnout” Wheels four days a week at lunchtime is a major public health and enjoy it. I’ve been doing this for 13 hazard in today’s health - years, which was as long as I worked for care environment. The APA’s Practice Directorate. It’s been just National Academy of as fulfilling for me as my paid work Medicine’s report “Taking Action there was. Against Clinician Burnout: A Systems Approach to Professional Well-Being” The Meals on Wheels program offers fully supports his view, finding that be - volunteers many benefits, of which I tween 35 and 54 percent of the nation’s would like to mention four. First, it pro - nurses and physicians have substantial vides the chance to give back to others. symptoms of burnout, with between 45 Marian Wright Edelman’s observation and 60 percent of medical students and that “service is the rent we pay for residents reporting similar concerns. being” has always been a personal aspi - Their underlying conclusion: “The high ration. Meals on Wheels gives volun - rate of clinician and learner burnout is a teers the opportunity to serve others strong signal to health care leaders that who are in need. Delivering a meal is a major improvements in the clinical work small thing, really. But at the same time, and learning environments have to be - it is a big thing because feeding the hun - come a national and organizational pri - gry is a noble calling. Doing it gives ority.” We would wonder, however — meaning and purpose to one’s life. what have these dedicated clinicians Second, the Meals on Wheels program been doing proactively to take care of makes it easy to volunteer. Volunteers themselves? Health care providers rep - don’t have to buy the food or cook the resent the educated elite of society. Yet, meals or package them. All we have to could they learn from the experiences of do is pick up our meals and deliver colleagues such as Mike Sullivan (for - them. Third, the Meals on Wheels pro - merly of APA) and Dale Smith (Profes - gram makes a big difference in the lives sor of Military Medicine & History at the of so many elderly, frail, and home - Uniformed Services University)? bound seniors. Volunteers see this first - Volunteering for Meals on Wheels. I am hand. Getting a hot meal every day writing this update on Martin Luther saves many people from going hungry. King, Jr. Day in 2020, which marks the It makes it possible for some home - 25 th anniversary of its being the only fed - bound persons to remain in their own eral holiday designated as a national homes rather than be institutionalized. day of service. “A day on, not a day off” It gives many isolated elderly people aims to encourage Americans to volun - daily contact with another human being. teer on this holiday to improve their continued on page 50

49 Fourth, the Meals on Wheels program Smith, to coffee and he declined “be - gives volunteers a chance to get to know cause he was to be in prison that day” – their communities better, and to do a response which begged further in - other helpful things. For example, my quiry. Dale told me he participated in a wife Susan was delivering meals to an Christian Interdenominational ministry endearing lady named Louise who lived program called Kairos and went into a on a street with three abandoned local prison twice a year for a long houses. The vacant buildings were an weekend to provide this ministry. I was eyesore and a safety threat. Susan made intrigued and asked for more informa - persistent calls to the city government tion: did they stay the whole time, what and got all three houses torn down. One was the nature of the program? Dale of Louise’s neighbors then planted a told me of Kairos International and its vegetable garden there. On one of my local branch, Kairos of Maryland. routes, a very bright man named David Kairos is an international program that had been down on his luck for years. He started in Florida in the 1970’s; it is now was estranged from his family. He was in over 400 correctional institutions in 36 trying unsuccessfully to subsist on So - states and nine other countries. It has cial Security of $511 a month, far below three components: Kairos Inside (a four- the federal poverty level. I was able to day intensive ministry in the prisons — help David increase his income by al - the volunteers go to a local motel each most $3,000 a year. All I had to do was night). Kairos Outside for the spouses of print out applications for benefits pro - those incarcerated; and Kairos Torch , a grams he was entitled to but not receiv - one on one mentoring program for ing. That extra income afforded him young (under 25 of age) offenders to more dignity and less hardship. help them reintegrate into society. It has 13 staff members and approximately Being in a position to do extra things like 30,000 volunteers who contribute over these is all due to local Meals on Wheels three million hours of service each year. programs. Senior Resources is the non- profit organization in Columbia, South The central theme of the ministry is “Lis - Carolina that operates my program. ten, listen, love, love” and centers on the Each year their volunteers deliver al - idea that most prisoners are isolated and most 170,000 meals to over 1,000 clients, feel abandoned. By listening to their driving over 55,000 miles. These are re - concerns and affirming by their pres - markable numbers for a small city, yet ence that the individuals are loved by funding shortfalls mean there is always God and their fellow man. The goal is to a waiting list to receive meals. Nation - build a transforming community in the ally, the crisis is alarming with 5.5 mil - prison thru Kairos alumni joining a lion seniors being food insecure and weekly, prisoner run, meeting called often socially isolated and financially “Pray and Share.” The “Prayer and strained. I recommend the Meals on Share” sessions have outside volunteers Wheels program as a volunteer oppor - as guests of the prisoners to continue the tunity to anyone who can spare a couple theme of “Listen, listen, love, love.” of hours once a month, or once a week, Does it matter? Dale tells me that war - or more. Truly, “It is better to light one dens in multiple prisons have affirmed candle than to curse the darkness” (the that as the Kairos Christian community Christophers)” (Mike Sullivan). inside a prison grows and begins to gain A few months ago, I asked another influence, the incidence of violence de - friend and colleague at USU, Dale continued on page 51

50 creases. In a study of 505 inmates re - Children’s Health and Well-Being: The Opi - leased from Florida prisons, the recidi - oid Crisis as a Case Study at the end of last vism rate was only 15.7% among those year. “The opioid crisis affecting count - who had participated in one Kairos ses - less families throughout the United sion, and just 10% among those who had States has caught the attention of groups participated in two or more Kairos ses - spanning the sectors of health care, edu - sions. The non-Kairos control group in cation, social services, criminal justice, the study had a recidivism rate of 23.4%. and even business and labor. According In Maryland, where the state is having to the Centers for Disease Control and great difficulty in recruiting and retain - Prevention from 1999 to 2017, more than ing correctional officers, the Kairos of 700,000 people died from a drug over - Maryland program in 10 institutions for dose. On average, 130 people die every both men and women is building pro- day from an opioid overdose in the social character and behaviors and United States. Within these average changing the community. numbers, certain populations are being affected more than others. According to I cannot help but wonder if those who the National Institute for Children’s find themselves feeling increasingly Health Quality: ‘The crisis is especially overwhelmed by the day-to-day pres - prevalent in rural and economically sures of their current employment envi - disadvantaged communities where ronment would take the time to reflect poverty is associated with poor physical upon what is really most important to and mental well-being, health access is them—perhaps by becoming engaged in limited, opioid prescription rates are meaningful volunteer activities such as higher, and treatment programs are few.’ those described above by dedicated col - Children are one of the most vulnerable leagues—that the reported rate of clini - populations caught in this public health cian and learner burnout would be crisis, as a growing number are sent to significantly lower. Randy Phelps, an - live with other relatives or placed in fos - other former senior staff member in the ter care following the death of a parent APA Practice Directorate, is now the or a parent’s inability to continue as a CEO of Give an Hour. By the end of last primary caretaker while in recovery.” year their licensed mental health For those colleagues who take the time providers had topped 300,000 hours of to reflect, they will find that there are free mental health services (valued at numerous venues where they can con - $30 million) for Veterans, military per - tribute their needed skills. sonnel, and their families. In 2015, they expanded their services to address the reflections from the past: When I be - mental health needs of other popula - came President of APA in 1987, several tions including at risk teens, survivors major problems were facing us. One of of gun violence, and those affected by the most important was that having as - natural and man-made disasters. There sumed ownership of Psychology Today , are clearly many opportunities for those we were fast approaching bankruptcy. colleagues willing to reach out and ad - In dire financial straits, we decided to dress society’s pressing needs. sell the magazine. We went further to sell our buildings and begin the search The National Academies of Sciences, En - for a new building site. We found an ex - gineering, and Medicine (NASEM) re - cellent location where our magnificent leased its workshop proceedings Multigenerational Approaches to Fostering continued on page 52

51 building now stands and acquired an - chologists and allies in one of the earliest other building close by. demonstrations for LGBT rights. I pro - posed a Task Force on Women and De - At that time, many of our officers and pression. Excerpts from the findings members believed the governance sys - were printed on the first page of The tem of APA to be inefficient and out - New York Times as well as across many dated. For several decades, various other newspapers. Task Force members Committees and Task Forces had pro - appeared on major television shows. posed new models for reorganization, Media coverage was the most APA had all of which had been met with failure. ever received and a book covering the A new working group was formed and work of the Task Force was published. delivered yet another proposed model During that time, women and minorities of governance for APA, a federation were underrepresented in APA. Perhaps model. Most science-oriented members the actions for which I am most proud, of the Association supported the pro - were my overall efforts to recruit and posal but practitioners were opposed. maintain more women and minorities The plan failed when put to a vote by into the Association and the governance. members. Disappointed by the outcome, many academics and psychological sci - Being President of APA was both exhil - entists left APA and established what is arating and humbling. Members of APA now APS, the Association for Psycho - appeared to support me, and it was a logical Science. delight to work with the officers and staff of the Association. I made close I proposed the first Opening Ceremony friends and enjoyed meeting psycholo - of our Convention. I would regularly gists from other nations and other men - hold meetings to try to establish more tal health organizations. It was a busy positive relationships with our counter - and exciting year and I will be eternally parts such as Psychiatry and Nursing. I grateful for the opportunity to have represented APA in various capacities served” (). “Your including international meetings. I testi - dreams come true.” fied before Congress for increased fund - ing for psychology and the social Aloha, sciences and for increased attention to and support of efforts to combat the Pat DeLeon, AIDs epidemic. I marched with psy - former APA President – Division 29

52 cAnDIDATe STATemenTS president -elect rosemary Adam-Terem, phD

It is a real honor to be esteemed colleagues for psychologists nominated as a candi - practicing in this arena. I have served as date for the role of Pres - an expert witness to the Family Court on ident-Elect of the Society divorce, custody, and domestic violence. for the Advancement of Psychotherapy. I have To combat the potential for isolation as a been involved with the sole private practitioner, I have been ac - Society for several years now as a mem - tively engaged in the profession of psy - ber, board member, and committee chology at the State and National level. chair, and consider it my professional In addition to seeking my own continu - home. As a psychologist in independent ing education, I consider providing practice in Honolulu, Hawaii for over 30 workshops and talks to my colleagues years, and an adjunct faculty member of an important aspect of protecting the the Clinical Studies Program of the Psy - profession and the public from the is - chology Department at the University sues arising from lack of contact with of Hawaii, I don’t imagine that many other professionals. will know me, so I will try to introduce myself here. I have been involved with the Hawaii Psychological Association in multiple In my practice, I am a generalist dealing roles including President, and currently with individuals, couples, and families serve as chair of the Ethics Committee in psychotherapy, and I also work with and the Continuing Education and Con - elderly and disabled patients in long- vention Committee. This has given me term care facilities. Each type of work in - the opportunity to consider a broad volves different ethical and cultural range of issues, particularly those aris - considerations. I have developed expe - ing in rural communities and in diverse rience with issues arising from contested multicultural settings. I am currently divorce, child custody, and conflictual also serving on the Hawai`i State Board parenting matters. I have sought out of Psychology, towards the end of my training in these areas throughout my second term, and am a past chair. career and try to remain current with de - velopments in the field through journals Within APA, I served as Hawaii’s dele - and conferences. I have had the oppor - gate to the Council of Representatives, tunity to work with many families going member and co-chair of the Rural through these large transitions as a psy - Health Committee, and member of the chotherapist, custody evaluator, parent - Continuing Education Committee. ing coordinator, and educator to the Within the academic community in Family Law Section of the Hawaii Bar Hawai`i, I teach as a clinical faculty Association. As the chair of the Hawai’i member in the psychology department, Psychological Association’s Ethics Com - and served for several years as one of mittee, I have dealt with complaints and two psychologist members of the questions about psychologists’ actions Kapi`olani Medical Center for Women and inactions in these highly contested and Children’s IRB, reviewing medical cases and have conducted several pro - fessional educational workshops with continued on page 54

53 President-elect, continued

research proposals, focusing on the pro - background. In addition, Hawaii—out - tection of vulnerable populations. side of the main city of Honolulu and the larger towns on each island—is a Working as a full-time psychotherapist rural, multi-island community with all in Hawa’i provides me with a very di - the additional challenges of isolation verse perspective on individuals, fami - and lack of access to resources. Psychol - lies, parenting, and the role of culture ogists strive to adjust these special cir - in psychotherapy. The population of cumstances while remaining ethically Hawaii is the most ethnically and cul - centered. turally diverse in the nation; there is no distinct majority group. About 39% are If I were fortunate enough to be selected of Asian ancestry (Japanese, Chinese, as President-elect, I would wish to focus Filipino, Korean), 25% Caucasian from of the issues of promoting public knowl - all over the world, 10% Native Hawai - edge of psychotherapy and increasing ian or other Pacific Islanders, 9% His - access to care within a multicultural panic, under 2% African American, and framework. less than 0.5% Native American or Alaska Native; and about 25% of all Thank you for considering me for this Hawaii residents are of multi-ethnic role. n

clara Hill, phD We ask our clients to re - Research and editing two journals, so I flect on their motives know that I like contributing on this for their actions so it’s larger level. In the long run, I decided only fair that I reflect on that I have something to offer if I were my motives for running to become the President and decided to for president and try to run. be honest so that you know what you’re get - I would like to: ting if you vote for me. • Think of ways to help practitioners feel less isolated and more a part of When I was asked to run for president I the community of Division 29 was flattered but ambivalent. On the one hand, I have a lot going on in my life • Build more resources for clients and and don’t need to add another thing. Al - the lay public though supposedly semiretired, I am • Advocate for changes to continuing busier than ever with research projects education requirements and enjoying them immensely. My re - search is intellectually stimulating and I • Advocate that therapists engage think I can make a difference in adding in lifelong supervision to the science base of psychotherapy. • Advocate for a new initiative on Psychotherapy Techniques that On the other hand, I am not doing much Work, similar to Norcross’s for the profession of psychotherapy excellent work on Psychotherapy right now. I have enjoyed being presi - Relationships that Work n dent of the Society for Psychotherapy

54 cAnDIDATe STATemenTS Secretary rebecca m. Ametrano, phD

I am honored to be nom - Freedheim Student Development inated for re-election as Award, as well as publishing my work Secretary of APA Divi - in the Division’s journal, Psychotherapy , sion 29. I have greatly and the Division-sponsored book, Psy - appreciated the oppor - chotherapy Relationships that Work . Thus, tunity to serve in this I am enthusiastic about the prospect of leadership role since continuing to give back to the Division 2018 and to bring an early career psy - through this leadership position. In a chologist perspective to our Division’s second term as Secretary, I would build Executive Board. It would be a privilege on my contributions, including main - to do so for another term. My commit - taining our Society’s records, develop - ment to the integration of psychother - ing a new Division logo, and organizing apy science and practice began as a our Board diversity retreat. graduate student at UMass Amherst where my work focused on the influ - Beyond Division 29, I have utilized my ence of patient expectations on psy - strong organizational skills in diverse chotherapeutic change. In my current administrative contexts, such as coordi - position at VA Boston, I remain dedi - nating multi-site research trials, imple - cated to the advancement of psy - menting national VA health initiatives, chotherapy through my work adapting and organizing international research treatments for use in integrated medical meetings. If re-elected, I will aim to settings, educating and consulting with streamline voting procedures and in - staff, providing patient care, and super - crease student and early career psychol - vising clinicians-in-training. I also teach ogist membership. I would also psychotherapy courses and maintain ac - continue to bring great enthusiasm to tive involvement in other psychother - the position, as I strongly believe in the apy-oriented professional associations. Division’s mission to advance the sci - ence, practice, and teaching of psy - I feel particularly indebted to Division chotherapy. Thank you for your 29 for awarding me the 2012 Donald K. consideration! n Stewart cooper, phD As the practice, educa - Association and the world at large are tion, and training of amid significant transformations. psychotherapy along Within SAP, the numerous initiatives with practice-based and member facing services require and conceptual scholar - tremendous coordination and creativity. ship have been the cen - Externally, an ethics code undergoing re - tral cornerstones of my vision, a new consensually- developed career, it is an honor strategic plan are just a few of the trans - and privilege to stand among highly formative processes that contextualize qualified others for election to serve as psychotherapy. Developments in tech - Secretary for the Society for the Ad - nology and AI will provide yet un - vancement of Psychotherapy. The Soci - ety and the American Psychological continued on page 56

55 Secretary, continued

dreamed-of possibilities. Moreover, these past three years, and now a mem - changes in the context and funding for ber of the Policy & Planning Board] have both the practice of and research on psy - given me the knowledge and skills, as chotherapy remain in state of high flu - well as the connections with key groups idity. As the secretary role provides and individuals, to enable me to be ef - essential support to SAP, understanding fective in supporting, advancing and ad - such perspectives are helpful. vocating for the priorities of the Society. I pledge to support the further develop - I believe that my experiences on the ment of the many awesome programs Governance Board of Division 29 as well and resources the Society is currently of - as Executive Boards of Divisions 17 fering and has plans to expand upon. (Counseling) and 13 (Consulting) along Leveraging new technologies—those with my APA roles [past Chair of the that exist and those to come in the near APA Board of Professional Affairs, past future—offers significant promise for Chair of the APA Membership Board, a yet further advancement. n member of the APA Board of Directors

Barbara Thompson, phD

I am honored and ex - cently as a member of that Committee cited to be nominated and the Membership Committee. Work - for Secretary of the So - ing with the Society has given me the ciety for the Advance - opportunity to be a voice for other psy - ment of Psychotherapy chotherapy practitioners and to witness (SfAP). I was initially a wonderful transition as the Society be - drawn to the Society came more diverse, expanded our mem - because it fit with my bership to international members and personal focus on psychotherapy prac - non-psychologists, and upgraded our tice, training and supervision, and psy - website. I have been amazed at how chotherapy research. After I received my much expertise, knowledge, and re - Ph.D. in Counseling Psychology from sources SfAP has to offer practitioners. the University of Maryland, I embarked on a varied career path that has included If elected as Secretary, I would continue running acute care clinical programs, to work toward making our Society and teaching graduate level counseling, the resources we have more accessible to providing supervision to doctoral other psychotherapists, psychotherapy students and spending over 25 years in researchers, and trainers/supervisors by private practice. In addition, I have encouraging current and relevant mate - collaborated over the years on many rial on our website, promoting an ex - psychotherapy research studies on var - panded membership, and facilitating ied topics including misunderstanding practice-rich continuing education of - events, client reactions, self disclosure, ferings. I believe that my passion about and therapist needs. psychotherapy, experience and commit - ment to improving the practice of psy - In the past 8 years, I served on the SfAP chotherapy creates a solid foundation Board as the representative of the Pro - from which to serve as Secretary for the fessional Practice domain and more re - Society. n

56 cAnDIDATe STATemenTS International Affairs Domain representative changming Duan, phD I never see myself as a more SAP members. As our current do - leader but a team player. main representative is retiring from the I enjoy working in position, I want to step up and run to fill groups with colleagues the vacancy, so we can keep the mo - pursuing meaningful mentum about carrying out a number of professional activities. new committee initiatives including In the past few years as connecting SAP members with diverse the Chair of our Society’s Committee of expertise with the need internationally. International Affairs, I have the oppor - tunity of working with a large group of I am a Chinese American woman, and SAP members toward internationaliza - received a doctoral degree in counseling tion. Our committee, composed of psychology and social psychology from eleven psychotherapy scholars and two University of Maryland. I started my graduate students from 6 countries, professional career in University of Mis - reached several goals including bringing souri at its counseling center and in its SAP to one international conference out - academic department, then joined coun - side the U.S. per year, building an inter - seling psychology faculty at University national liaison program, organizing of Missouri Kansas City. Currently I am one international program for APA a professor of counseling psychology convention each year, and establishing and Director of Training for our APA ac - partnership with non-U.S. based profes - credited doctoral program at the Uni - sional entities to enlarge SAP presence versity of Kansas. I have been involved in other countries (we have successfully in various service roles within APA, in - built one such partnership). These cluding being a council member, a com - achievements were exciting, but the joy missioner on the Commission of of doing so with great colleagues is no Accreditation, and a member of the less significant. Thus I want to help Committee on International Relations in build international relationships for Psychology (CIRP). n

Find the Society for the Advancement of Psychotherapy at www.societyforpsychotherapy.org

57 cAnDIDATe STATemenTS public Interest and Social Justice representative Daniel Gaztambide, psyD “How much does psy - vision 29 (Psychotherapy) from 2019- chotherapy cost? Who 2020, where I developed programming has access? How do on building a sustainable, socially con - practitioners from di - scious private practice within our bro - verse backgrounds think ken healthcare system. about healthcare? What kind of healthcare sys - As a practitioner I serve predominantly tem best addresses our nation’s mental patients of color, and provide consulta - health needs? As Social Justice Domain tion to human rights organizations on Representative, I will tackle these ques - racial trauma, burn out, and vicarious tions and position our Division as a traumatization. Lastly, I train future psy - leader in discussions of healthcare re - chotherapists at the New School for So - form within APA and society at large. cial Research in New York City, where I’m also an activist and artist in the My work in APA governance has fo - Puerto Rican community addressing is - cused on addressing the needs of practi - sues of mental health, race, and eco - tioners and the communities they serve nomic justice. through attention to public policy, clini - cal practice, and social justice. As Domain Representative, I will form a taskforce exploring the impact of our As liaison of Division 39 (Psychoanaly - healthcare system on psychotherapy. sis) to the Committee on Ethnic Minority This will involve a mixed-methods Affairs from 2013 to 2020, I helped craft study combining an evidence-informed policy on research, training, and practice review of research, alongside a brief in - across APA, while providing feedback to terview with practitioners on their ex - APA agenda items to enhance their cul - perience with the healthcare system, and tural inclusiveness and address ques - what they believe will need to change. tions of racial and economic equity. That way, we can begin to imagine what a different and better system can look More recently, I served as Chair of the like to provide psychotherapy for all.” n Professional Practice Committee of Di -

58 Public Interest and Social Justice Representative, continued rosemary phelps, phD

Dr. rosemary e. phelps cuses on the unique and varied experi - is a professor of Coun - ences of African Americans in both per - seling Psychology, di - sonal and professional domains that rector of the UGA affect psychological well-being. Her Preparing Future Fac - professional activities have included na - ulty (PFF) in Psychol - tional and regional membership and ogy Program, Director leadership positions including member of Training of the of the APA Education and Training Counseling Psychology doctoral pro - Awards Committee, chair of the Ethnic gram, and coordinator of the Human and Cultural Diversity Committee, Pro - Services minor in the Department of gram Chair of APA Division 17, chair of Counseling and Human Development the Minority Interest Group and the Services at the University of Georgia. Dr. Committee on Equality and Professional Phelps received her bachelor’s degree in Opportunity (CEPO)/PSI CHI Under - Psychology and master’s degree in graduate Research Program of the Guidance and Counseling from The Southeastern Psychological Association Ohio State University, and her Ph.D. in (SEPA), and President of SEPA in 2018. Counseling Psychology from the Uni - Dr. Phelps’s career has been spent train - versity of Tennessee, Knoxville. She is ing mental health professionals to be the recipient of the 2010 American Psy - committed to culturally responsive chological Association’s (APA) Distin - practice and understanding that social guished Contributions to Education and justice not only involves societal in - Training in Psychology Award and is an equities due to economics and environ - APA Fellow (Division 17: Society of mental factors but also due to biases and Counseling Psychology). Dr. Phelps re - prejudices related to various types of di - ceived the 2016 Ohio State University versity (e.g., race, ethnicity, gender, sex - College of Education Career Achieve - ual orientation, disability, religion). “It ment Alumni Award. Her 30+ year ca - would be an honor to serve the Society reer has involved teaching, research, and for the Advancement of Psychotherapy practice related to diversity and social in the capacity of Public Interest and So - justice issues, ethnic and racial identity cial Justice Domain Representative to development, and professional and ca - further promote understanding and ac - reer issues for students and faculty of tion related to social justice concerns in color. Currently, Dr. Phelps’s research fo - society and around the world.” n

59 call for submissions 2020 charles J. Gelso psychotherapy research Grants

Brief Statement about the Grant program The Charles J. Gelso, Ph.D., Psychotherapy Research Grants, offered annually by the Society for the Advancement of Psychotherapy to graduate students, predoc - toral interns, postdoctoral fellows, and psychologists (including early career psychologists), provide three $5,000 grants toward the advancement of research on psychotherapy process and/or psychotherapy outcome.

eligibility All graduate students, predoctoral interns, postdoctoral fellows, and doctoral-level researchers with a promising or successful record of publication are eligible for the grant. The research committee reserves the right not to award a grant if there are insufficient submissions or submissions do not meet the criteria stated. Submission Deadline: April 1, 2020 request for proposals cHArleS J. GelSo, pH.D. GrAnT Description This program awards grants for research projects in the area of psychotherapy process and/or outcome.

program Goals • Advance understanding of psychotherapy process and/or psychotherapy out - come through support of empirical research • Encourage talented graduate students towards careers in psychotherapy re - search • Support psychologists engaged in quality psychotherapy research

funding Specifics • Three (3) annual grants of $5,000 each to be paid in one lump sum to the re - searcher, to the researcher’s university grants and contracts office, or to an in - corporated company. Individuals who receive the funds could incur tax liabilities. A researcher can win only one of these grants (see Additional Information section below).

• Funds must be transferred to the researcher, university grants and contracts office, or to an incorporated company by December 15 of the year in which the grant award notification is made.

eligibility requirements • Demonstrated or burgeoning competence in the area of proposed work

continued on page 61

60 • IRB approval must be received from the principal investigator’s institution before funding can be awarded if human participants are involved • The same project/lab may not receive funding two years in a row • Applicant must be a member of the Society for the Advancement of Psychotherapy (Division 29 of APA). Join the Society at http://societyforpsychotherapy.org/ evaluation criteria • Conformance with goals listed above under “Program Goals” • Magnitude of incremental contribution in topic area • Quality of proposed work • Applicant’s competence to execute the project • Appropriate plan for data collection and completion of the project proposal requirements for All proposals • Description of the proposed project to include, title, goals, relevant background, target population, methods, anticipated outcomes, and dissemination plans: not to exceed 3 single-spaced pages (1 inch margins, no smaller than 11-point font) • CV of the principal investigator: not to exceed 2 single-spaced pages and should focus on research activities • A 300-word biosketch that describes why your experiences and qualifications make you suited for successfully carrying out this research proposal. • Timeline for execution (priority given to projects that can be completed within two years) • Full budget and justification (indirect costs not permitted), which should take up no more than 1 additional page (the budget should clearly indicate how the grant funds would be spent) • Funds may be used to initiate a new project or to supplement additional funding. The research may be at any stage. In any case, justification must be provided for the request of the current grant funds. If the funds will supplement other fund - ing or if the research is already in progress, please explain why the additional funds are needed (e.g., in order to add a new component to the study, add addi - tional participants, etc.) • No additional materials are required for doctoral level psychologists who are not postdoctoral fellows • Graduate students, predoctoral interns, and postdoctoral fellows should refer the section immediately below for additional materials that are required.

Additional proposal requirements for Graduate Students, predoctoral Interns, and postdoctoral fellows: • Graduate students, pre-doctoral interns, and postdoctoral fellows should also submit the CV of the mentor who will supervise the work

continued on page 62

61 • Graduate students and pre-doctoral interns must also submit 2 letters of recom - mendation, one from the mentor who will be providing guidance during the completion of the project and this letter must indicate the nature of the mentor - ing relationship • Postdoctoral fellows must submit 1 letter of recommendation from the mentor who will be providing guidance during the completion of the project and this letter should indicate the nature of the mentoring relationship

Additional Information • After the project is complete, a full accounting of the project’s income and expenses must be submitted within six months of completion • Grant funds that are not spent on the project within two years must be returned • When the resulting research is published, the grant must be acknowledged • All individuals who directly receive funds from the Society for the Advance - ment of Psychotherapy will be required to complete an IRS w-9 form prior to the release of funds, and will be sent a 1099 after the end of the fiscal year (December 31)

Submission process and Deadline • All materials must be submitted electronically • All applicants must complete the grant application form, in MSWord or other text format • CV(s) may be submitted in text or PDF format. If submitting more than 1 CV, then all CVs must be included in 1 electronic document/file • Proposal and budget must be submitted in 1 file, with a cover sheet to include the name of the principal investigator and complete contact information (address, phone, fax, email) • Submit all required materials for proposal to: Tracey A. Martin in the Society for the Advancement of Psychotherapy (Division 29 of APA) Central Office, [email protected] • You will receive an electronic confirmation of your submission within 24 hours. If you do not receive confirmation, your proposal was not received; please resubmit. • Deadline: April 1, 2020 Questions about this program should be directed to the Society for the Advancement of Psychotherapy Science and Scholarship Domain Representative (Dr. Patricia T. Spangler at [email protected] ), or Tracey A. Martin in the Society for the Advancement of Psychotherapy (Division 29 of APA) Central Office, [email protected] . R 62 2020 norine Johnson psychotherapy research Grant for early career psychologists

Brief Statement about the Grant: The Norine Johnson, Ph.D., Psychotherapy Research Grant, offered annually by the Society for the Advancement of Psychotherapy to Early Career Psychologists (within 10 years post earning the doctoral degree), provides $10,000 toward the ad - vancement of research on psychotherapy. All aspects of psychotherapy research can be supported, including the psychotherapy relationship, psychotherapy process, or psychotherapy outcomes. eligibility Early Career (within 10 years post earning the doctoral degree) Doctoral-level researchers with a successful record of publication are eligible for the grant.

Submission Deadline : April 1, 2020

request for proposals norIne JoHnSon, pH.D., pSYcHoTHerApY reSeArcH GrAnT for early career psychologists Description This program awards grants to early career psychologists (ECPs) for research on psychotherapy. All aspects of psychotherapy research can be supported, including the psychotherapy relationship, psychotherapy process, or psychotherapy outcomes. program Goals • Advance understanding of psychotherapy (psychotherapy relationship, process, and/or outcomes) through support of empirical research • Encourage early career researchers with a successful record of publication to undertake research in these areas funding Specifics • One annual grant of $10,000 to be paid in one lump sum to the researcher, to the researcher’s university grants and contracts office, or to an incorporated com - pany. Individuals who receive the funds could incur tax liabilities (see Additional Information section below). • Funds must be transferred to the researcher, university grants and contracts of - fice, or to an incorporated company by December 15 of the year in which the grant award notification is made. eligibility requirements • Early Career (within 10 years post earning the doctoral degree), Doctoral-level researchers

continued on page 64

63 • Demonstrated competence in the area of proposed work • IRB approval must be received from the principal investigator’s institution before funding can be awarded if human participants are involved • The selection committee may elect to award the grant to the same individual or research team up to two consecutive years • The selection committee may choose not to award the grant in years when no suitable nominations are received • Researcher must be a member of the Society for the Advancement of Psychotherapy. Join the society at http://societyforpsychotherapy.org/

evaluation criteria • Conformance with goals listed above under “Program Goals” • Magnitude of incremental contribution in topic area • Quality of proposed work • Applicant’s competence to execute the project • Appropriate plan for data collection and completion of the project

proposal requirements for All proposals • Description of the proposed project to include title, goals, relevant background, target population, methods, anticipated outcomes, and dissemination plans: not to exceed 3 single-spaced pages (1 inch margins, no smaller than 11-point font) • CV of the principal investigator: not to exceed 2 single-spaced pages and should focus on research activities • A 300-word biosketch that describes why your experiences and qualifications make you suited for successfully carrying out this research proposal. • Timeline for execution (priority given to projects that can be completed within 2 years) • Full budget and justification (indirect costs not permitted), which should take up no more than 1 additional page (the budget should clearly indicate how the grant funds would be spent) • Funds may be used to initiate a new project or to supplement additional funding. The research may be at any stage. In any case, justification must be provided for the request of the current grant funds. If the funds will supplement other fund - ing or if the research is already in progress, please explain why the additional funds are needed (e.g., in order to add a new component to the study, add addi - tional participants, etc.)

Additional Information • After the project is completed, a full accounting of the project’s income and expenses must be submitted within six months of completion

continued on page 65

64 • Grant funds that are not spent on the project within two years of receipt must be returned • When the resulting research is published, the grant must be acknowledged by footnote in the publication • All individuals directly receiving funds from the Society for the Advancement of Psychotherapy will be required to complete an IRS w-9 form prior to the release of funds, and will be sent a 1099 after the end of the fiscal year (December 31)

Submission process and Deadline • All materials must be submitted electronically at the same time • All applicants must complete the grant application form, in MSWord or other text format • CV(s) may be submitted in text or PDF format. If submitting more than 1 CV, then all CVs must be included in 1 electronic document/file • Proposal and budget must be submitted in 1 file, with a cover sheet to include the name of the principal investigator and complete contact information (address, phone, fax, email) • Submit all required materials for proposal to: Tracey A. Martin in the Society for the Advancement of Psychotherapy (Division 29 of APA) Central Office, [email protected] • You will receive an electronic confirmation of your submission within 24 hours. If you do not receive confirmation, your proposal was not received. Please resubmit. • Deadline: April 1, 2020

Questions about this program should be directed to the Society for the Advancement of Psychotherapy Science and Scholarship Domain Representative (Dr. Patricia T. Spangler at [email protected] ), or Tracey A. Martin in the Society for the Advancement of Psychotherapy (Division 29 of APA) Central Office, [email protected] . R

65 The Society for the Advancement of psychotherapy (Division 29) Diversity research Grant for early career psychologists

Deadline: April 1, 2020

The Diversity Research Grant for early career psychologists was established to foster the promotion of diversity within the Society for the Advancement of Psychotherapy (APA Division 29) and within the profession of psychotherapy.

The Society may award annually one $1,000 Diversity Research Grant to an early career psychologist (within 10 years of graduation) who is currently conducting research or an applied project that promotes diversity, as outlined by the American Psychological Association (APA). According to the APA, diversity is defined as individual and role differences, including those based on age, gender, sexual orientation, gender identity, race, ethnicity, culture, national origin, religion, dis - ability, language, and socioeconomic status.

The Diversity Research Grant is expected to be used to support the completion of an ECP’s psychotherapy research or psychotherapy project. The grant may be used to fund: • supplies used to conduct the research or project; • training needed for completion of the research or project; and/or • travel to present the research (such as at a professional conference).

The applicant must be a member of the Society for the Advancement of Psy - chotherapy. The recipient of the grant will be expected to present his or her research results in a scholarly forum (e.g., presentation at an APA Annual Convention, in the Society’s journal, Psychotherapy , or other refereed professional journal) or the Psychotherapy Bulletin .

One annual grant of $1,000 will be paid in one lump sum to the researcher, to his or her university’s grants and contracts office, or to an incorporated company. Individuals who receive the funds could incur tax liabilities. All grant recipients will be required to complete an IRS form W-9 before funds are issued.

THe ApplIcATIon muST IncluDe: • A 1-2 page cover letter describing how the applicant’s work embodies the Soci - ety’s interest in promoting diversity in the profession of psychotherapy and how the funding will be used to support the applicant’s work; • A 1-page document outlining a detailed budget; • A 5-10 page research proposal • 1 letter of recommendation from someone familiar with the applicant’s work

continued on page 67

66 SelecTIonS crITerIA : • Consistency with the Diversity Research Grant’s stated purposes; • Clarity of the written proposal; • Scientific quality and feasibility of the proposed research project; • Budgetary needs for data collection and completion and presentation of the project; • Potential for new and valuable contributions to the field of psychotherapy; and • Potential for final publication or likelihood of furthering successful research in topic area. Awardee must be a member of the Society for the Advancement of Psychotherapy (APA Division 29)

SuBmISSIon proceSS AnD DeADlIneS: • All materials must be submitted electronically at the same time • A ll applicants must complete the grant application form, in MSWord or other text format • CV(s) may be submitted in text or PDF format. If submitting more than 1 CV, then all CVs must be included in 1 electronic document/file • Proposal and budget must be submitted in 1 file, with a cover sheet to include the name of the principal investigator and complete contact information (address, phone, fax, email) • Submit all required materials for proposal to: Tracey A. Martin in the Society for the Advancement of Psychotherapy (Division 29 of APA) Central Office, [email protected] • You will receive an electronic confirmation of your submission within 24 hours. If you do not receive confirmation, your proposal was not received; please resubmit. • Deadline: April 1, 2020 . Incomplete or late application packets will not be considered. Questions about this program should be directed to the Society for the Advance - ment of Psychotherapy Diversity Domain Representatives Manijeh Badiee, PhD ([email protected]); Susan Woodhouse PhD ([email protected]); and or Com - mittee Chair Sheeva Mostoufi, PhD ([email protected])

ADDITIonAl InformATIon • After the project is complete, a full accounting of the project’s income and ex - penses must be submitted within six months of completion. • Grant funds that are not spent on the project within two years must be returned. • When the resulting research is published, the grant must be acknowledged. • All individuals who directly receive funds from the division will be required to complete an IRS w-9 form prior to the release of funds, and will be sent a 1099 after the end of the fiscal year (December 31st).

R 67 The Society for the Advancement of psychotherapy (ApA Division 29) Diversity research Grant for pre-Doctoral candidates

Deadline: April 1, 2020

The Diversity Research Grant for pre-doctoral candidates was established to foster the promotion of diversity within the Society for the Advancement of Psychother - apy (APA Division 29) and within the profession of psychotherapy.

The Society may award annually two $2,000 Diversity Research Grants to pre-doc - toral candidates (enrolled in a clinical or counseling psychology doctoral program) who are currently conducting dissertation research that promotes diversity, as out - lined by the American Psychological Association (APA). According to the APA, di - versity is defined as individual and role differences, including those based on age, gender, sexual orientation, gender identity, race, ethnicity, culture, national origin, religion, disability, language, and socioeconomic status.

The Diversity Research Grant is expected to be used to support the completion of a pre-doctoral candidate’s dissertation work. The grant may be used to fund: • supplies used to conduct the research; • training needed for completion of the research; and/or • travel to present the research (such as at a professional conference).

The applicant must be a member of the Society for the Advancement of Psy - chotherapy. The recipient of the grant will be expected to present his or her research results in a scholarly forum (e.g., presentation at an APA Annual Convention, the Society’s journal, Psychotherapy , or other refereed professional journal) or Psychotherapy Bulletin . Two annual grants of $2,000 will be paid in one lump sum to the researcher, to his or her university’s grants and contracts office, or to an incorporated company. Individuals who receive the funds could incur tax liabilities. All grant recipients will be required to complete an IRS form W-9 before funds are issued.

THe ApplIcATIon muST IncluDe: • A 1-2 page cover letter describing how the applicant’s work embodies the Divi - sion’s interest in promoting diversity in the profession of psychotherapy and how the funding will be used to support the applicant’s dissertation work; • A 1-page document outlining a detailed budget; • A 5-10 page research proposal (alternatively, a Dissertation Proposal may be submitted, regardless of length); • 1 letter of recommendation from the applicant’s current direct supervisor or ad - visor; and • 1 letter from the applicant’s dissertation advisor or director of clinical training certifying that the applicant is currently in the process of completing research for the dissertation. continued on page 69

68 SelecTIonS crITerIA: • Consistency with the Diversity Research Grant’s stated purposes; • Clarity of the written proposal; • Scientific quality and feasibility of the proposed research project; • Budgetary needs for data collection and completion and presentation of the project; • Potential for new and valuable contributions to the field of psychotherapy; and • Potential for final publication or likelihood of furthering successful research in topic area. Awardee must be a member of the Society for the Advancement of Psychotherapy (APA Division 29)

SuBmISSIon proceSS AnD DeADlIneS: • All materials must be submitted electronically at the same time • All applicants must complete the grant application form, in MSWord or other text format • CV(s) may be submitted in text or PDF format. If submitting more than 1 CV, then all CVs must be included in 1 electronic document/file • Proposal and budget must be submitted in 1 file, with a cover sheet to include the name of the principal investigator and complete contact information (ad - dress, phone, fax, email) • Submit all required materials for proposal to: Tracey A. Martin in the Society for the Advancement of Psychotherapy (Division 29 of APA) Central Office, [email protected] • You will receive an electronic confirmation of your submission within 24 hours. If you do not receive confirmation, your proposal was not received; please re - submit. • Deadline: April 1, 2020 . Incomplete or late application packets will not be con - sidered.

Questions about this program should be directed to the Society for the Advance - ment of Psychotherapy Diversity Domain Representatives Manijeh Badiee, PhD ([email protected]); Susan Woodhouse PhD ([email protected]); and or Committee Chair Sheeva Mostoufi, PhD ([email protected])

ADDITIonAl InformATIon • After the project is complete, a full accounting of the project’s income and expenses must be submitted within six months of completion. • Grant funds that are not spent on the project within two years must be returned. • When the resulting research is published, the grant must be acknowledged.

All individuals who directly receive funds from the division will be required to complete an IRS w-9 form prior to the release of funds, and will be sent a 1099 after the end of the fiscal year (December 31st).

69 SocIeTY for THe ADVAncemenT of pSYcHoTHerApY • ApA Division 29 Enter Our Annual Student Award competitions!

The Society for the Advancement of psychotherapy student award competi - tions include four awards for the best papers submitted on specific topics and two standard awards:

DonAlD K. freeDHeIm STuDenT DeVelopmenT pAper AWArD Best paper on psychotherapy theory, practice, or research

DIVerSITY pAper AWArD Best paper on issues of diversity in psychotherapy

mATHIlDA B. cAnTer eDucATIon AnD TrAInInG pAper AWArD Best paper on education, supervision, or training of psychotherapists

JeffreY e. BArneTT pSYcHoTHerApY reSeArcH pAper AWArD Best paper addressing psychotherapist factors that may impact treatment effectiveness and outcomes

prAcTIce AWArD Awarded to candidate who best demonstrates commitment to the practice of psychotherapy and exemplary achievement in clinical work

TeAcHInG/menTorSHIp AWArD Awarded to candidate who best demonstrates commitment to teaching and mentorship in the context of psychotherapy and related fields

What are the benefits to you? • Cash prize of $500 for the winner of each contest. Certificate and check presented at the Society’s Awards Ceremony at APA Convention. • Enhance your curriculum vitae and gain national recognition. • Abstract will be published in the Psychotherapy Bulletin, the official publication of SfAP/Division 29.

What are the requirements? • All applicants must be members of the Society for the Advancement of Psychotherapy. Join at www.societyforpsychotherapy.org • Papers, clinical practice, and teaching/mentorship must be based on work conducted by the applicant during his/her graduate studies • See detailed award descriptions and requirements at https://societyforpsychotherapy.org/members/student-portal/awards/

Submissions should be emailed to: Carly Schwartzman, Chair, Student Development Committee, Society for the Advancement of Psychotherapy, at [email protected] Deadline is April 1, 2020

70 SOCIETY FOR THE ADVANCEMENT OF PSYCHOTHERAPY THE ONLY APA DIVISION SOLELY DEDICATED TO ADVANCING PSYCHOTHERAPY MEMBERSHIP APPLICATION The Society meets the unique needs of psychologists interested in psychotherapy. By joining the Society for the Advancement of Psychotherapy, you become part of a family of practitioners, scholars, and students who exchange ideas in order to advance psychotherapy. The Society is comprised of psychologists and students who are interested in psychotherapy. Although the Society is a division of the American Psychological Association (APA), APA membership is not required for membership in the Society. JOIN THE SOCIETY AND GET THESE BENEFITS! FREE SUBSCRIPTIONS TO: SOCIETY INITIATIVES Psychotherapy Profit from the Society initiatives such as This quarterly journal features up-to-date the APA Psychotherapy Videotape Series, articles on psychotherapy. Contributors History of Psychotherapy book, and include researchers, practitioners, and Psychotherapy Relationships that Work. educators with diverse approaches. NETWORKING & REFERRAL SOURCES Psychotherapy Bulletin Quarterly newsletter contains the latest news Connect with other psychotherapists so about Society activities, helpful articles on that you may network, make or receive training, research, and practice. Available to referrals, and hear the latest important members only. information that affects the profession.

EARN CE CREDITS OPPORTUNITIES FOR LEADERSHIP Journal Learning Expand your influence and contributions. You can earn Continuing Education (CE) Join us in helping to shape the direction of our credit from the comfort of your home or chosen field. There are many opportunities to office—at your own pace—when it’s convenient serve on a wide range of Society committees for you. Members earn CE credit by reading and task forces. specific articles published in Psychotherapy and completing quizzes. DIVISION 29 LISTSERV As a member, you have access to our DIVISION 29 PROGRAMS Society listserv, where you can exchange We offer exceptional programs at the APA information with other professionals. convention featuring leaders in the field of psychotherapy. Learn from the experts in VISIT OUR WEBSITE personal settings and earn CE credits at www.societyforpsychotherapy.org reduced rates. MEMBERSHIP REQUIREMENTS: Doctorate in psychology • Payment of dues • Interest in advancing psychotherapy

Name ______Degree ______Address ______City ______State ______ZIP ______Phone ______FAX ______Email ______If APA member, please Member Type: q Regular q Fellow q Associate provide membership # q Non-APA Psychologist Affiliate q Student ($29) q Check q Visa q MasterCard Card # ______Exp Date _____/_____ Signature ______Please return the completed application along with payment of $40 by credit card or check to: The Society for the Advancement of Psychotherapy’s Central Office, 6557 E. Riverdale St., Mesa, AZ 85215 You can also join the Division online at: www.societyforpsychotherapy.org \PUBLICATIONS BOARD \EDITORS Chair: Robert Hatcher, PhD 2015-2020 Psychotherapy Journal Editor The Graduate Center – City University of New York Mark Hilsenroth, PhD 2011-2020 365 Fifth Avenue, Room 6422 Derner Institute of Advanced Psych Studies New York, NY 10016 220 Weinberg Bldg., 158 Cambridge Ave. Ofc: 212-817-7029 Adelphi University E-mail: [email protected] Garden City, NY 11530 Ofc: (516) 877-4748 Terrence Tracy, PhD 2018-2023 E-mail: [email protected] College of Integrative Science & Arts Arizona State University Psychotherapy Bulletin Editor, 446 Payne Hall, mc-870811 Joanna M. Drinane, PhD 2020-2022 Tempe, AZ 85287-0811 Department of Educational Psychology Ofc: 480-965-6159 University of Utah E-mail: [email protected] 1721 Campus Center Drive Salt Lake City, UT 84112 Sarah Knox, PhD 2019-2024 Ofc: 801-581-1735 Department of Counselor Education and E-mail: [email protected] Counseling Psychology College of Education Internet Editor, Schroeder Complex 168 H Kourtney Schroeder, M.S. 2020-2022 Marquette University 335 Chandler St. Milwaukee, WI 53201-1881 Worcester, MA 01602 Ofc: 414288-5942 Ofc: 508-373-7857 E-mail: [email protected] E-mail: [email protected]

Paul Kwon, PhD 2019-2024 Department of Psychology Johnson Tower 214 Washington State University P.O. Box 644820 Pullman, WA 99164 Ofc: 509-335-4633 E-mail: [email protected] Jessica Graham LoPresti 2020-2025 Michelle Collins Greene 2020-2025 Katherine Morales 2020-2021 Student Representative

pSYcHoTHerApY BulleTIn Psychotherapy Bulletin is the official newsletter of the Society for the Advancement of Psychotherapy of the American Psychological Association. Published online four times each year (spring, summer, fall, winter), Psychotherapy Bulletin is designed to: 1) inform the membership of Division 29 about relevant events, awards, and professional opportunities; 2) provide articles and commentary regarding the range of issues that are of interest to psychotherapy theorists, researchers, practitioners, and trainers; 3) establish a forum for students and new members to offer their contributions; and, 4) facilitate opportunities for dialogue and collaboration among the diverse members of our association. Psychotherapy Bulletin welcomes articles, interviews, commentaries, letters to the editor, book re - views, and SAP-related announcements. Please ensure that articles conform to APA style; graphics, tables, or photos submitted with articles must be of print quality and in high resolution. Complete Submission Guidelines and the online submission portal can be found at http://society forpsy - chotherapy.org/bulletin-about/ (for questions or additional information, please email Lynett.Hen - [email protected] with the subject header line Psychotherapy Bulletin ). Deadlines for submission are as follows: February 1 (#1); May 1 (#2); August 1 (#3); November 1 (#4). Past is - sues of Psychotherapy Bulletin may be viewed at our website: www.societyforpsycho -therapy.org. Other inquiries regarding Psychotherapy Bulletin (e.g., advertising) or the Society should be di - rected to Tracey Martin at the the Society’s Central Office ([email protected] or 602-363- 9211). Society for the Advancement of psychotherapy (29) Central Office, 6557 E. Riverdale Street, Mesa, AZ 85215 Ofc: (602) 363-9211 • Fax: (480) 854-8966 • E-mail: [email protected]

www.societyforpsychotherapy.org American Psychological Association 6557 E. Riverdale St. Mesa, AZ 85215

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ANNOUNCEMENT of our next international conference program: The International Domain of Div. 29 Society for the Advancement of Psychotherapy (SAP) is organizing a conference trip to the 32 nd International Congress of Psychology in Prague, The Czech Republic, July 19 – 24, 2020. The program committee (Drs. Rodney Goodyear, Keeyeon Bang, and Changming Duan) will help organize symposia, round-tables, debates, or other group programs. They will be sending you invitation for joining us in this effort soon through Divisional listserv. Meanwhile our social co-chairs are Drs. Lauren Behrman and Maria del Pilar Grazioso, who will be planning for a reception at the conference for all our divisional members and guests. See the flier for the conference information. Please visit the website for more information: https://www.icp2020.com/ Hope to see you in Prague!