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Student Perspectives: Student Therapists’ Perspectives on Termination with Clients with Complex Trauma
StressPoints
Date posted: 04/1/2021
Topic: Student and Early Career

For many doctoral-level training programs, psychology trainees are limited to one year or less of therapeutic work with clients per clinical practicum rotation. This can be difficult for both students and clients alike, as transferring clients is not always clinically indicated and can seem abrupt and unnatural. It is estimated that 80% of student-clinicians must forcibly terminate with their patients, with more than 50% of these trainees reporting being inadequately prepared to terminate therapy (Zuckerman & Mitchell, 2004). Likewise, the duration of clinical rotations often requires clients to cope with the loss of a therapist each year. Due to many training sites using a sliding pay scale, individuals of lower socioeconomic status are disproportionately affected by the one-year training model (Aubry, Hunsley, Josephson, & Vito, 2000; Thompson, Graham, Brockberg, Chin, & Jones, 2017). Consequently, clients who fall within a lower socioeconomic status often become entrenched in the cycle of building intimacy and trust with a therapist and then “losing them” at the end of the training year. 

Student Perspectives: Application Season in the Time of COVID-19
StressPoints
Date posted: 11/24/2020
Topic: Student and Early Career
As students and trainees may have noticed, this year looks very different, in many ways, but specifically the application process for graduate school, internship and postdoctoral positions has changed drastically. While these are worrisome times, it is possible that the changes currently being made to lower the barriers for applicants in the time of COVID-19 may lead to important long-term changes that will ultimately benefit the world of clinical psychology.
Student Perspectives: Anger in Veterans with Posttraumatic Stress Disorder: What Are the Consequences and What Treatments Can Be Offered?
StressPoints
Date posted: 09/24/2020
Topic: Student and Early Career
During the World War II, researchers observed high levels of anger associated with exposure to traumatic events among soldiers presenting with what was then called “combat neurosis” (Grinker & Spielgel, 1945 in Morland et al., 2012). More recently, numerous studies have continued to show a close relationship between posttraumatic stress disorder (PTSD) and both anger and hostility among veterans (Chemtob et al. 1997; Jakupcak et al., 2007; Morland et al., 2012; van Voorhees et al., 2019).
ISTSS 2019: Reflections from A Global Travel Award Recipient Psychology and Boston: Sparking a New Flame
Date posted: 04/21/2020
Topic: Student and Early Career
This past November, I had a unique opportunity of presenting my abstract at the International Society for Traumatic Stress Studies (ISTSS) 35th Annual Meeting in Boston, Massachusetts in the United States. The conference theme was “Trauma, Recovery, and Resilience: Charting a Course Forward.” My abstract was titled “Validation of the Screen for Children Anxiety and Related Emotional Disorders-Revised Version (SCARED-R) for Use in Rwanda.”
Student Perspectives: How to Care for Someone Who Recently Experienced A Traumatic Event: The Five Core Principles for Early Posttraumatic Interventions, According to Hobfoll and Colleagues
StressPoints
Date posted: 04/21/2020
Topic: Student and Early Career
According global epidemiology surveys, 70% of individuals will experience a traumatic event at some point during their lifetime. Unfortunately, exposure to a traumatic event such as a physical assault or a natural disaster either directly or as a witness can lead to mental health disturbances; specifically, acute stress disorder (ASD), posttraumatic stress disorder (PTSD), depression, anxiety and increased rates of suicide are frequently reported by trauma survivors.
Student Perspectives Trauma Exposure as a Risk Factor for Suicidal Thoughts and Behaviors among Firefighters
StressPoints
Date posted: 02/26/2020
Topic: Student and Early Career
The alarming rates of suicide among military veterans have recently been widespread among the media. Would you believe it if you were told that firefighters experience similar rates of suicide in comparison to military veterans?
Student Perspectives: Imbuing Evidence-Based Treatment for PTSD with Principles of Posttraumatic Growth
StressPoints
Date posted: 02/26/2020
Topic: Student and Early Career
As both a posttraumatic growth (PTG) researcher and a clinician delivering evidence-based treatments to military veterans with PTSD, I have often wondered if and how these worlds intersect. Prolonged exposure therapy (PE; Foa, Hembree, Olasov Rothbaum, & Rauch, 2019) and cognitive processing therapy (CPT; Resick, Monson, & Chard, 2017) are two evidence-based protocols (EBPs) at the forefront of PTSD treatment.
Creating an Inclusive College Campus
StressPoints
Date posted: 09/11/2019
Topic: Student and Early Career
As we approach another school year, many individuals are gearing up to begin their educations on college campuses across the world. There are a great deal of unknowns involved in attending school that can produce stress. For the average college student, this is one of the first times they are responsible for the bulk of their choices and navigating life on their own.
Student Perspectives: Adding a Bullet Point About Trauma: the Importance of Teaching About the Consequences of Experiencing Adversity in the Health and Social Sciences
StressPoints
Date posted: 06/1/2019
Topic: Student and Early Career
Building a teaching curriculum has become an important part of many graduate students’ educational journeys. Learning to teach university-level classes can be a challenge, with most of us having received little to no training on the subject.
Student Perspectives: Assessing and Preventing Psychology Trainee Burnout
StressPoints
Date posted: 03/29/2019
Topic: Student and Early Career
Trainee burnout is a concept that has been openly discussed with supervisors more during my internship training than during all of graduate school. I have been fortunate to have supervisors who ask, “Have you eaten lunch today?” “Did you get a chance to sit and conceptually think about that case?” and even, “What did you do this weekend that was fun for you?” It was in those moments it became clear: I was stuck in the graduate school mentality.
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