#psyd student

[study-coffee-chicago]

It’s that time of the semester again where I almost fall asleep 😴 at my desk 📚

[ily-studies]

June 26, 2023 || Summer Break

Local girl continues to not prioritize posting on social media. Its the summer before my internship (we matched babyyyyyyy) and so I'm trying to balance reviewing material relevant to working with children and adolescents with engaging in the hobbies I love. This pattern is from @/needlesandneurons on Instagram and Etsy. It's for my supervisor, a neuropsychologist.

I'm still thinking of how, if at all, I want to continue having a presence on social media. I like being able to look back on my academic journey but I don't want to spend too much mental energy on curating posts, creating content, etc. But it's fun to post whatever and whenever these days.

Thanks for reading :)

Instagram @ily_studies

[tetedump]

grad school

Aug. 29th, 2024; 0h32

yeeeeaaaarrrrrrrr twoooooo!!!!!!!

classes for this fall:

Psychometrics

Research Methods

Family Therapy

Clinical Practice

Functional Neuroanatomy

I wanted/needed to knock a bunch of classes off of the required list, so I'm hoping that in later semesters I can take more child trauma-focused courses! but I'm actually pretty excited about psychometrics, unclear atm exactly what I'll be learning but I think it's a mishmash of research and stats which should be good:)

I'm doing slightly more traditional sit-down-type talk therapy this year for my internship, v. last year where I was doing much shorter-term work. a bit nervous about the amount of range my clients might have in terms of presentations, v. last year working primarily with substance use disorder. trying to remind myself that at the end of the day, it's just about sitting with someone and giving them a safe space to exist and process their life for an hour<3 and feeling more comfortable adding in technicalities will come<3

(interestingly, a client feeling comfortable with their therapist is the number one predictor of outcome, regardless of diagnosis. so weirdly, like, that is the most important part of therapy. just someone feeling safe. so i'll focus on that:) )

as always, happy to answer any questions:):) had a lovely therapy session myself yesterday and i'm just feeling pretty good rn:) enjoying this lovely life i've built for myself. hope you're finding some peace in yours<3

[shockwavej2121-blog]

Dissertation work sucks

I have 5 weeks to submit the first two chapters of my dissertation, if not I can't apply to internship. The ADHD mixed with the stress makes this an uphill battle. On top of that I gotta complete 70 intervention hours in order to qualify to centers of interest. I'll probably be using this to blog to vent about this upcoming month.

Anyone else relating to this stress?

[problematicsashawaybright]

I don't want to ruin anyone's fun, so genuinely do whatever you want in your post canon amphibia fanfics, but as someone who is a junior in college in California and studying psychology, hoping to do the same thing as Sasha, it is VERY unlikely, if not impossible, for Sasha Waybright to have a doctorate degree in psychology at the age of 23.

A doctorate in psychology (psyD), from high school graduation to attaining your doctorate is around 8-10 years, but it varies based on programs and individual circumstances. An associates degree is 2 years, a bachelor's is 2 years, and a doctorate is around 3.5-4 years minimum, assuming you're a full time student who doesn't need to work or pay for classes (college in the US/CA is very expensive, and grad school even more so) and you don't take any semesters off.

Assuming she wasn't held back a grade due to being missing in amphibia for the better part of a year, she would have graduated from high school right around 18. From 18-20, she would have been doing her associates degree, and from 20-22 she would have been doing her bachelor's degree. 22-24, she would have been doing her master's degree. This is assuming that she graduates on time and is able to do college all the way through, full time, with no breaks.

Hypothetically, even if Sasha started college early, the earliest you can leave high school in California is 16 with parental permission and passing the notoriously difficult California high school proficiency exam (similar to a GED test, however it's much more difficult and is the equivalent to a high school diploma. Also very hard to get approval to even attempt as a minor) so the earliest she could have started college was 16, and even if she did a concurrent bachelor's/masters program that cut a year, the youngest she could have her master's degree is 22, and if she's working with patients personally at 23, especially pediatrics and adolescents, then she's taken some sort of exam and has logged clinical hours and has been under the supervision of someone else. I would assume that this means that Sasha had either achieved or is working towards a license in marriage and family counseling (the typical degree therapists have), and is in the process or has barely achieved getting enough clinical hours (3,000) to take the certification exam.

Some people do work with patients while they're working towards a doctorate/psyD degree after their masters degree, however the chances of Sasha Waybright having earned an actual PsyD/doctorate in psychology degree are almost none, considering her age.

[literaryvein-reblogs]

May i have some advice on writing a trans-masc character? Like internal and external conflict and how to tackle them properly?

Writing Notes: Transmasculine

Transmasculine

A term used to describe people who were assigned female at birth but identify with a masculine gender identity more than a feminine gender identity.

This term is not interchangeable with trans man, although trans men may identify as transmasculine.

Can also be used to describe gender expression or as a gender identity in its own right.

“This term includes non-binary people, gender fluid people, genderqueer people—anyone assigned female at birth whose gender falls in the more masculine range,” Jo Eckler, PsyD, a licensed clinical psychologist based in Texas and author of I Can’t Fix You—Because You’re Not Broken, said in a 2020 interview with Health.

“The term transgender is often used as an umbrella term that encompasses anyone who does not identify with the gender they were assigned at birth. So trans men and transmasculine people are both transgender.”

Transmasculine is an adjective sometimes used to describe transmen, as in “transmasculine activist.”

Matthew Heinz (2016) uses the term ‘transmasculine’ to: "loosely describe people who were assigned to the female sex at birth, who do not perceive this sex designation to be an appropriate representation of their gender or sex, and who may identify as AFAB (assigned female at birth), affirmed male, bi-gender, boi, boy, FAAB (female assigned at birth), f2m, F2M, female-bodied man, female-to-male (FTM), guy, M2M, male, male-identified, male of centre, man, man of transgendered experience, man with transsexual history, new man, non-binary guy, trannyboi, transboy, transfag, transguy, transmale, transman, transmasculine, or transmasculine-leaning."

This is not meant to be an exclusive list of the identity labels transmasculine individuals may create or select to describe themselves, which vary greatly in meaning and usage (Bhanji 2012; Diamond & Butterworth 2008; Norwood 2012; Spencer 2014).

The Transgender Emergence Model

Created by counselor and social worker Arlene Istar Lev in response to the lack of a theoretical framework to guide work with transgender clients in therapy (Lev, 2004).

The framework is comprised of 6 stages and is linear in structure, but allows for fluidity or movement between stages.

This model was one of the first attempts to create a model to describe the transgender identity development process.

Stage 1: Awareness

This stage is often marked by distress as the person comes to terms with a range of emotions and thoughts

Stage 2: Seeking Info/Reaching Out

Outreach for support and knowledge regarding gender identity

Connections are made to other transgender people to learn about their process and to discover additional supports

Stage 3: Disclosure to Significant Others

Disclosing one’s transgender identity to significant people—partners, family, friends, etc.

Developing additional support networks and navigating the challenges and responses of disclosure

Stage 4: Exploration: Identity and Self-Labeling

Exploring the numerous iterations of gender and becoming comfortable and owning the gender identity that is right for the individual

Stage 5: Exploration: Transition Issues / Possible Body Modification

Exploration of gender confirming interventions such as hormones, top or bottom surgery, and exploring specific expression of gender

Self-advocating and the ability to navigate gender identity and expression as one, while also challenging the world to acknowledge and respect one’s identity

Stage 6: Integration: Acceptance and Post-Transition Issues

Transitions begin and may be ongoing—hormones, hair removal, etc.

Acceptance has been acknowledged and the individual is living life having integrated and synthesized their gender identity

An example of a transgender person who has reached stage 6 might be a transmasculine college student (assigned female at birth) who begins taking testosterone and undertakes chest reduction (top) surgery in order to live full time as a man.

LIMITATIONS OF THIS MODEL

It focuses solely on gender identity development.

It does not offer a unified theory of sexual and gender identity development, even though these two aspects of identity are often intertwined and students may experience development of both simultaneously.

Stage Model on Transgender Identity Development

One of the first developmental models for transgender identities posited by Devor (2004). Within his model, Devor describes 14 linear stages in which the individual can progress through in order to develop a sense of identity pride.

Stage 1: Abiding Anxiety

Stage 2: Identity Confusion Regarding Originally Assigned Gender and Sex

Stage 3: Identity Comparison of Originally Assigned Gender and Sex

Stage 4: Discovery of Transgenderism

Stage 5: Identity Confusion Regarding Transgenderism

Stage 6: Identity Comparison of Transgenderism

Stage 7: Tolerance of Transgender Identity

Stage 8: Delay Before Acceptance of Transgender Identity

Stage 9: Acceptance of Transgender Identity

Stage 10: Delay Before Transition

Stage 11: Transition

Stage 12: Acceptance of Post-Transition Gender and Sex Identities

Stage 13: Integration

Stage 14: Pride

Broadly, this model posits that individuals begin the developmental process by experiencing anxiety and confusion over their gendered behaviours and compares them to others with the same assigned sex.

Similar to other models, the individual attempts to seek out greater belonging within the transgender community to affirm and accept their identity, however prior to doing this they may wish to make adjustments within their interpersonal environment so that they’re surrounded by individuals who are also accepting of a transgender identity (disclosure of identity may also follow from here).

The last stages of Devor’s model explore the notions of transitioning from one gender to another, and end in pride of identity.

That is, in order to re-affirm an individual’s identity with their gender, they may seek to transition from one gender to another, in either (or both) a social or physical sense, in order to fully accept and feel pride with their gender identity.

LIMITATIONS OF THIS MODEL

Although Devor’s (2004) model posits a comprehensive approach to transgender identity development, he clarifies that there could be multiple pathways within the model that transgender individuals can progress through.

Moreover, he notes that this model will not fit every transgender person or other gender-diverse individuals, such as those whose gender identity falls outside of the binary of male and female (for a discussion on other TGD development models, see Diamond et al., 2011).

Some aspects of Devor’s model might be applicable to these individuals, such as initial confusion and comparison of identity, whereas other stages (such as the transition stages), might be only applicable to the binary concepts of male/female gender-diversity.

However, an adaption of these transition stages within this model for gender non-binary individuals might be acceptable (e.g. these individuals might still transition from a binary gender identity to a non-binary gender identity from a social and cultural perspective).

Given the scarcity of research on the identity development of gender non-binary identities, future researchers should consider how models, such as Devor’s (2004), are adaptable to other gender-diverse individuals.

On Media Representation & Portrayals

Media rely on stereotypes to tell stories, especially when the topics deal with novel representations. At issue is the limited number of transmasculine characters, along with outdated tropes.

According to Dry (2019), Hollywood is still “figuring out what to do with trans male characters.”

Billard (2016) credited the invisibility of transgender men to the lack of shock or intrigue given to transgender women.

In its depictions, television teaches that young transmasculine characters are less scandalous than transfeminine characters, which is understandable given the more acceptable “tomboy” over the “sissy.”

New Amsterdam (2018) does a significantly more thorough job of explaining the transition of a transmasculine character than other medical dramas, which often focus on the surgical aspect. In the episode, transgender youth Shay’s parents describe how depressed he had been and how after he socially transitioned, he started smiling and making friends.

Heinz (2016) explained traditional transmasculine narratives in the following stages:

emergence of trans consciousness,

severe distress,

treatment of the condition, and

resolution of the distress and “integration into normative society” (p. 104).

The severe distress aspect is likely presented in 2 forms: others’ judgments and one’s own perception that they need to be “fixed.”

The “wrong body” trope, according to Halberstam (1998), describes an error of nature “whereby gender identity and biological sex are not only discontinuous but catastrophically at odds.”

Heinz (2016) added, “If one is trapped in the ‘wrong’ body, then one’s condition needs to be ‘righted’” (p. 89), which then leads to the third stage of altering the body through surgery and hormones.

This “wrong body” trope is mainly found in older series, such as The L Word, Degrassi, and The Fosters.

It no longer appears after 2015.

Instead of “wrong body,” Ian Harvie jokes in his comedy special, “I just feel like this was the right body. I just made some modifications to it.”

Interdisciplinary artist and film-maker Jules Rosskam (2010), ponders whether the system of representation itself precludes an ‘ideal’ trans representation in the media:

"Perhaps we can agree that we will not expect one person, one film, one story to represent the vastly different, extremely complex and beautiful variety of our lives. And, that no matter how much we disagree or dis-identify with the version of trans being represented, we must not engage in practices that attempt to silence certain voices, in order that ours be heard."

Sources: 1 2 3 4 5 ⚜ More: Writing Notes & References

If drawing from personal experience isn't possible, more important than all of this research is to speak with and listen to transmasculine people in our lives. Hope this helps with your writing!

[lostinfic]

“I think ‘self-care’ has been taken over by capitalism and is fed to us as a laundry list of to-dos. There’s exercise and nutrition and sleep and boundaries and bubble baths. While it’s beneficial to include those things in daily life, self-care shouldn’t be used as a proxy for self-compassion. There’s a being versus doing distinction—you can go through the motions of self-care without having any self-compassion.” —Thekla Brumder Ross, PsyD, a Milwaukee-based clinical psychologist and national leader in addiction medicine who teaches self-compassion to medical students and abortion providers

From the APA's Seven of the most frequently misused psychological terms

[drdemonprince]

What do you know about the adlerian approach to autism, and therapists that might practice it? I have recently realized I am autistic and trying to find someone to talk to to help me work with this, and almost all of the therapists/counselors in my area who specialize in working with autistic adults seem to mention the adlerian approach. I am doing some research, but am curious if you have any opinions or information about this??

yeah, i used to teach at a for-profit PsyD school that was rooted in Adlerian psychology and it blew and they really took advantage of their students. i think it's pretty culty and unsubstantiated by research tbh

[gracegrove]

what exactly are you studying? if you don't mind me asking.

I don't mind the ask at all. 🙂

I'm currently a 3rd year doctoral student, studying for a degree in Clinical Psychology with a concentration in Forensic Psychology (a PsyD once I graduate). Each year as a part of my program I take coursework and also train as an intern with a partnered mental health site in the area for a contracted number of hours (usually 9 - 12 months long). So far I have worked in Community Mental Health, Corrections/Substance Use/Forensic, Clinical Day School/PHP/IEP Testing, and Private Practice/Neuropsych Testing settings. I have worked with clients from age 5 to age 67, but I feel like I work best with clients aged 13 - 35. My program is a 5-year program.

My program also requires a brief research component that students undertake and write from their 3rd year through their 5th year. My research topic is public opinion on ex-felon voting rights legislation.

Lastly, I also hold previous degrees a Master's of Science (which I'm not sure of the title 😅) because they have students earn it the first 2 years in this program. A 2018 Master's of Science in Criminal Justice with an emphasis in Forensic Psychology. A 2015 Bachelor's of Arts in Sociology with a minor in History and a certificate in Criminology.

It's been a long winding road... 😭 and I keep promising myself that school will finally be over soon. 2026.

[marvelandponder]

Did Solstice have another job before the one at Canterlot High? A doctorate's only takes around eight years (assuming that Solstice went to a good undergrad college where he got to do a lot of research), so was he a psychologist at another school, or was he a research psychologist trying to learn about magic or something?

That's a really interesting question. Solstice is canonically in his 40s (just like Celestia and Luna), he hasn't been a student for a while. I think he leaned into research at the University of Marechester in Great Griffin. He liked having an ocean between him and his father, and after a while, he made the decision to stay, conduct research into developmental psychology. He's a pretty bookish guy who had plenty of reasons to stick to himself, especially after his first serious relationship ended while he was still figuring out his own... situation.

And okay, sure, maybe he was conducting his own kind of research on the side, but a guy's gotta get paid somehow and not a lot of faculty members were jumping at the chance to pay him to research vampires in any real sense, so psychology it was.

He also would've had a practicum as part of his PsyD degree, and the experience there working with real life people probably built his confidence again. He traveled when he could, and although a solo traveller, he learned meditation and other (at the time) less traditional (Western) coping mechanisms that helped him go longer and longer between blackouts until he seemed to conquer it.

Once his father passed away, he even moved back to North Amareica. That was a big turning point.

He made leaps of progress. He figured out it wasn't vampirism, it was magic, and had managed to track down a magical artefact carelessly leftover from the Sirens, and a brief run-in gave him more information than he could have found on his own (I'm talking pre-Rainbow Rocks. Very pre. Those three have been around a while, if we go by the fact that Starswirl was locked away for a long time). Solstice did have a period of time doing more odd jobs to make ends meet as he explored specific mythical phenomena to see if there was any truth to it. There's a number of weird jobs he's done; ask him why he's an ordained minister! But as he searched for the source of the magic, he came closer towards Canterlot City, first on the outskirts then in the city proper; ended up taking a few more psych related jobs (some admin, some clinical; paid internships), and I think right before CHS, which he cites as a dream job (especially since by then, he'd collected enough information to know what was going on), he was around Canterlot City cleaning houses and looking for his opportunity by day, and searching for magical phenomena by night.

Exactly how many years of direct counselling experience he has, I think enough that the guy knows what he's doing, has worked with kids and teens before, but he's also had other emotional stuff and priorities throughout his professional life. And remember: Almost nobody's career is a straight line. Least of all when you think you're a vampire for a while

[study-coffee-chicago]

Got a ton of stuff done today, such as working for 6 hrs and doing a ton of homework.

Homework completed (and one incomplete) today:

1. Finish psychoneuroimmunology notes 📝✅

2. Read article and take notes for neuropsych presentation 📚📝✅

3. Read and take notes for fundamentals of clinical interventions 📚📝✅

4. Work on neuropsych assessment report👩‍💻 ✅

5. Read for neuropsych 📚✅

6. Read for psychotherapy seminar 📚✅

7. Start on neuropsych presentation slides 👩‍💻🚫

Thank god for coffee ☕️ , am I right?? Now it’s finally time for bed. 💤

[tallmantall]

Why phonics trumps the popular “balanced literacy” approach Writer: Caroline Miller Clinical Expert: Laura Phillips, PsyD, ABPdNen Español https://www.youtube.com/watch?v=gd_DKQvomio&ab_channel=ChildMindInstitute - Teaching kids to read, not to guess - What approaches are NOT phonics-based? - What to look for in a reading program - Reading is the most important skill children need to gain in the first few years of school. But how it’s taught can have a big impact on how well they succeed. Some kids will learn to read easily no matter what the curriculum is. But many others — including those with dyslexia — need a specific kind of instruction to learn to read effectively. And many schools aren’t using that kind of instruction — or aren’t using enough. Teaching kids to read, not to guess The best way to teach reading is called systematic phonics-based instruction. It’s based on decades of brain science. Unlike speaking, reading is not a skill that kids’ brains are hard-wired to develop. Learning to read requires several different parts of the brain all working together. When kids are learning to read, they are learning to recognize printed letters and match them to specific sounds. This process is called “phonics.” Learning to do this quickly takes lots of practice, and it works best if kids master simple letter-sound combinations before they learn more complicated ones. For example, kids might learn that “ai” makes a long “A” sound. Then they would practice recognizing that pattern in different words. This gradual, structured approach is what systematic phonics-based instruction means. They learn phonics in small steps, with lots of practice, building from simple sounds to more complex ones. And they practice reading using books that contain mostly the letter-sound patterns they already know. #James Donaldson notes:Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes.Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use.Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.  #http://bit.ly/JamesMentalHealthArticleFind out more about the work I do on my 501c3 non-profit foundationwebsite www.yourgiftoflife.org Order your copy of James Donaldson's latest book,#CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy www.celebratingyourgiftoflife.com Link for 40 Habits Signupbit.ly/40HabitsofMentalHealth If you'd like to follow and receive my daily blog in to your inbox, just click on it with Follow It. Here's the link https://follow.it/james-donaldson-s-standing-above-the-crowd-s-blog-a-view-from-above-on-things-that-make-the-world-go-round?action=followPub What approaches are NOT phonics-based? Reading approaches called “whole language” or “balanced literacy” are ineffective for many children, including those with dyslexia, explains Laura Phillips, PsyD, a clinical neuropsychologist. “Whole language” approaches are based on the idea that kids can best learn to read “naturally” by exposure to written language that is relevant and motivating to them. When trying to read new words, they are taught to look for clues to their meaning in pictures or in the context of the story rather than sounding them out. But this draws their attention away from what they should be focusing on, says Dr. Phillips, which is the letters and the sounds. “Balanced literacy” is a curriculum that combines different components of reading instruction — including, phonics, vocabulary and comprehension. But Dr. Phillips argues that there is not enough phonics instruction in balanced literacy for many kids to learn to read proficiently, especially kids with dyslexia.  What to look for in a reading program How can parents tell if the reading program in their child’s classroom is phonics-based? Here are tips from our experts: - Look at the words that the child is being asked to learn. If they all are in the same word family or they all sound the same — like cat, sat, bat, mat — it’s phonics-based. If they are just groupings of high-frequency words like of, the, have, that, it’s not a phonics-based program. - Is the child being told to guess? Phonics programs don’t encourage guessing based on the picture or the context. Phonics programs encourage your child to look at the letters and produce their corresponding sounds. - In a good phonics program kids are instructed and directed. They’re not expected to learn to read just because they’re exposed to a lot of books. It takes direct, systematic instruction and intentional practice. - How much are they practicing? With phonics, there has to be lots of repetition. This might include a child learning to decode the word, write the word, and then use the word in a sentence. It’s repetitive but they’re being asked to do the repetition in multiple ways, which reinforces learning. - Effective reading approaches are also often described as “multisensory.” Multisensory phonics-based approaches are designed to reinforce learning by hearing words, seeing them, saying them, writing them in a sentence, even incorporating gestures and movements. - To help kids absorb and be able to apply what they’ve learned, they should be given reading material that contains the phonics patterns they’ve mastered.  Reading materials that are matched to specific phonic lessons are called “decodable” texts. Decodable books are books in which at least 98% of the words contain the phonics patterns that kids have been taught so far. If you know the name of the curriculum your child’s school is using, you can check its rating on the EdReports website, which evaluates reading programs based on their evidence base and effectiveness. Frequently Asked Questions What is the best way to teach kids to read? The best way to teach kids to read is called systematic phonics-based instruction. Learning to read requires several different parts of the brain all working together. When kids are learning to read, they are learning to recognize printed letters and match them to specific sounds. This process is called phonics. Read the full article

[pvdpsychological]

Online Therapist in Providence RI

Carolyn Stokes Walker, PsyD, LMHC

I am a Postdoctoral Fellow at PVD Psychological Associates where I offer online and in person therapy for adolescents, college students, and adults of all ages. My areas of specialization include: anxiety, depression, trauma-informed care, eating disorders and body image concern, adult autism spectrum disorders (ASD), stress management, life transitions, and identity issues. I am also an ally and an affirming provider for members of the LGBTQIA+ community.

My Background

I earned my doctorate in clinical psychology from William James College (formerly the Massachusetts School of Professional Psychology). I completed my pre-doctoral internship at Roger Williams University’s Center for Counseling and Student Development. I previously received my master’s degree and certificate of advanced graduate study (CAGS) in Clinical Mental Health with a concentration in Holistic Counseling from Salve Regina University. I practiced as a LMHC before deciding to return to school to complete my doctoral studies in psychology. I have clinical experience in a variety of settings, including Butler Hospital, Lynn Community Health, and SouthCoast Educational Collaborative.

My Approach & Philosophy

My primary goal as a therapist is help facilitate movement or resolution within a person’s own journey. I take a very individualized and personally tailored approach to my work, drawing from many types of therapy. I utilize skills, strategies, and techniques curated over my years of experience utilizing evidence-based models (ie CBT and DBT) as well as interpersonal, and humanistic theories. I work with clients to help them re-invest in themselves so that they may discover their intrinsic value and voice.

It is often said that we are the sum of our experiences, yet I believe the true power is discovering that while we might be informed and impacted by what has transpired in the past, we have agency and choice as to where we go from this point forward. The past does not have to dictate the future and I endeavor to help clients find a path that is best suited to their circumstances and aligns with their goals and desired outcomes. I aim to help my clients feel and become empowered to improve relationships, functioning, and personal satisfaction in life.

In addition, I have extensive experience working as a community-based therapist with a wide range of clients and am highly attuned to clients’ personal circumstances and intersecting identities.

I look forward to meeting you! Please reach out with any questions you may have.

[drcare4u]

Definition, Education, How to Find One, and More

Different subspecialties require different psychology degrees, but most require at least a master’s, according to the Bureau of Labor Statistics (BLS). [21]  Clinical and counseling psychologists need at least a doctoral degree — either a doctor of philosophy (PhD) or doctor of psychology (PsyD). To obtain a degree, most psychology students must (in addition to completing their academic…

[charismaonlineuniversity]

Gain Practical Experience with Charisma University's PsyD Program

Charisma University’s Doctor of Psychology (PsyD) program is designed to give students the practical skills needed to excel in clinical settings. Through immersive, hands-on experiences, students engage with real-world challenges that prepare them to address diverse psychological issues in their future careers.

The program offers clinical placements and supervised internships where students work alongside experienced psychologists in various settings, including hospitals, schools, and private practices. This approach ensures that graduates are not only academically prepared but also professionally experienced and ready to contribute to mental health services immediately after graduation.

Our faculty, composed of leading experts in the field, guide students through these real-world experiences, offering support and mentorship along the way. At Charisma University, students are equipped with both theoretical knowledge and practical experience to confidently pursue licensure and make a lasting impact in their communities.

[workscounselingcenter]

How to Pick an Outpatient Therapist

1. Demographics – Who Are You Going to Mesh With the Most? A foundational study in therapeutic outcomes states that the most robust determinant of successful therapy is a strong “therapeutic alliance.” Therapeutic alliance essentially means how well connected you feel to your therapist, broken down into personal bond, agreement on goals, and agreement on the type of therapy used. So the very first thing you need to look for in a therapist is finding someone you will trust. Whether that is someone who has similar perspectives, personality, cultural background, or any other personal traits in a therapist that will make you feel safe and connected to them.

2. Licensure TypeResearchers love acronyms, which can make it easy to feel overwhelmed looking at the “alphabet soup” following practitioners’ names. Here is a list of the most common licensure types in outpatient therapy:

a. Therapy:

LPC-MHSP – Licensed Professional Counselor – Mental Health Service Provider: This is a person who has a master’s degree in counseling that focuses on diagnosis and individual therapy, as opposed to couples or family therapy.

LMFT – Licensed Marriage and Family Therapist: This is someone with a master’s degree in counseling that focuses on couples and family therapy.

LCSW – Licensed Clinical Social Worker: This is a person who has a master’s degree in social work that focuses on providing therapeutic services as well as case management and advocacy.

Psychologist, PsyD, or PhD: This is someone with a doctorate in psychology. Oftentimes these practitioners focus on higher acuity cases or clinical research.

b. Medication Management:

Psychiatrist: This is someone with an M.D. or a medical doctorate in psychiatry. They will often prescribe medication and sometimes offer therapeutic services as well.

Psychiatric Nurse Practitioner: This is someone with a master’s in nursing with a specialty in psychiatry. They can assess, diagnose, and treat mental health concerns with medication management.

3. Payment Oftentimes, finances are the largest barrier to finding a therapist. However, there are still affordable options:

Self-Pay/Out of Pocket: This is when you pay a flat rate for therapy without using insurance at all. Often, this is the most expensive option, but essentially every therapist has a self-pay option, so you will have access to the most options in choosing a therapist.

Sliding Scale: This is another self-pay option where insurance is not involved. Instead of paying a therapist’s full rate, they will calculate a lower rate based on your income. Therapists usually have a limited number of sliding scale spots available, but I have seen rates as low as $20 or free therapy sessions.

Insurance: This is usually the most cost-effective option. However, many outpatient therapists do not accept more than one or two insurance types��if any at all. This is the best price, but you will have a limited number of therapists to choose from. If you are having trouble finding a therapist covered under your insurance, I suggest reaching out to your insurance company to provide you with a list of local practitioners.

Interns: Another option to find an affordable rate is working with an intern therapist. An intern therapist is a master’s student who is completing the mandatory hours needed to graduate from their master’s degree. Most programs have students complete the majority of their in-classroom work before working with clients directly. Intern rates could be anywhere between pro bono to $80 a session.

4. Specialties/Modalities Regardless of licensure type, therapists will specialize in a few different types of modalities or types of therapy. It is your therapist’s job to figure out what modality is best for you, but if you would like to do some research ahead of time, here are some common modalities used in outpatient therapy:

Online or In-Person: Most therapists will offer both in-person or telehealth services. There is no consensus on whether one is better than the other overall; it is more dependent on what type of therapy is being done and the client’s preferences and abilities.

CBT – Cognitive Behavioral Therapy: This is one of the most common modalities used. It boils down to the idea that your thoughts, behavior, and emotions all affect each other. If you change how you think in a situation, it will affect how you feel and act in that situation (and vice versa). This modality is used in a lot of different settings and is often paired with other modalities. It is most commonly used with anxiety, depression, OCD, disordered eating, substance use, and people experiencing change.

DBT – Dialectical Behavioral Therapy: This modality focuses on effective emotion management and impulse control, often using skill-building techniques. It is most commonly used for personality disorders, depression, bipolar disorder, eating disorders, and substance use disorders.

Person-Centered: Also called client-centered or Rogerian therapy, this was created in the 1940s and 1950s by Carl Rogers, who stated that all individuals have the inherent capacity for self-understanding and personal growth given the right conditions. This modality is often paired with other modalities and is most used for depression, anxiety, low self-esteem, and relationship issues.

Solution-Focused: This type of therapy focuses on the here-and-now and future-oriented goals. Clients spend less time on the problems that brought them into therapy and more on their strengths and goals for the future. Usually, this modality takes less time. It is often used when clients have a limited number of sessions they can attend or if the client has very specific goals they want to meet. Often times it is used with behavioral issues, crisis interventions, career counseling, and personal development.

Sand Tray/Play Therapy: Play therapy is traditionally used with children, although not exclusively. Sand tray is a type of play therapy that has shown positive impacts on both adults and children and gives people the opportunity to process non-verbally. These modalities work well with children, family therapy, trauma, and personal development.

Specialized Modalities:EMDR/Brain spotting: Very well-supported intensive therapy for complex trauma.Gottman Method: Extensively researched method for couples therapy.ERP – Exposure and Response Prevention: Directive therapeutic modality for OCD, phobias, eating disorders, and anxiety disorders.

5. SummaryChoosing a therapist can be very overwhelming, but at the end of the day, the number one thing you need to focus on is connecting with your therapist. It is okay to “shop around” for a therapist that you trust. Choosing the correct modality for your treatment goals sits primarily on the shoulders of your therapist. If you feel like you need help finding a therapist, please reach out to us at Works Counseling, and our Client Care Coordinator can get you matched with a therapist that suits your needs.