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This qualitative phenomenological study explored the experience of being in a romantic relationship with a couples therapist. Fourteen spouses participated in semi-structured interviews. Data were analyzed using descriptive phenomenology and themes were identified through meaning units. A majority of spouses experienced ambiguity on whether aspects of their couple relationship were influenced by their therapist partner’s profession or their therapist partner’s personality. Aspects of the therapist partner’s career did spillover into the couple’s relationship, such as limited time spent together, finances, confidentiality, and their therapist partner’s relationship expertise. Spouses talked about the benefits of their therapist partner’s expertise to their couple relationship, such as their therapist partner’s advice and relational skills. At the same time that spouses wanted their therapist partner’s expertise to be present in the couple relationship, spouses also did not want their therapist partner to be their therapist. Nevertheless, spouses felt pride and protectiveness of their therapist partner’s profession. Spouses helped their therapist partner by supporting, listening, and encouraging their partner’s profession. Clinical implications and directions of future research were addressed. / Master of Science

This dissertation explores Trauma-Informed Care (TIC) from the perspective of school-based occupational therapists (SB-OTs) to support students who may be negatively affected by adverse childhood experiences (ACEs). TIC focuses on creating an interpersonal culture of safety and respect and is becoming more well known in healthcare and education. Using the Nominal Group Technique (NGT), experienced SB-OTs from across the US participated in focus groups to identify priorities for delivery of TIC in school-based practice. Additionally, the 5 NGT focus groups (n=24) identified facilitators and barriers to effective TIC in schools. Drawing from these findings, the Pediatric Remediation Outcomes: Trauma-Informed Principles (PRO-TIP) program is proposed. PRO-TIP centers on refining fine motor skills through school-based occupations, guided by occupational therapy (OT) theory, and caters to educators and SB-OTs. The program is designed to support students, educators, SB-OTs, and improve the wider workplace culture. By offering fundamental priorities on TIC aspects, this dissertation serves as a valuable resource for entry-level occupational therapists (OTs), researchers, school staff, and administrators seeking to embrace a trauma-informed approach. The framework for the PRO-TIP program emerges as a practical, evidence-based tool designed to be further developed and piloted in elementary-school settings. With original research and a novel program design, this dissertation began with the end in mind: to help young, misunderstood learners with trauma related behaviors change their life trajectory for the better. / Temple University. College of Public Health / Health and Rehabilitation Sciences

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This qualitative, baseline study collected information from clients and therapists about their perceptions of their first three sessions together. Four pairs of clients and therapists, matched on gender, participated in the study. Clients were adults seeking individual therapy for problems related to relationship issues and/or depression. Each participant provided a written document of their sessions, answered questionnaires about the helpfulness of their sessions together, and participated in semi-structured interviews following each session. Written notes and questionnaires were used as a springboard for discussion during interviews. Data were analyzed qualitatively regarding their perceptions of their sessions together. Themes related to the valued contributions participants made in a collaborative, conversational dialogue as part of helpful therapy. Informed by constructivist and social constructionist principles, the methodology of this study supported a relationship with research participants that allowed them to elaborate and comment openly about their perceptions of their therapy experience. Building on previous literature that tended to rely on more close-ended, response limited opportunities, this study elicited detailed, descriptive information about perceptions of therapy by both clients and therapists. Results supported theoretical literature about therapy that is more collaborative and conversational (e.g., narrative and solution-focused) as helpful for client change. In this study, clients and therapists similarly valued aspects of therapy that supported clients in an empowered, responsible role. Meaning-making was viewed as an important part of negotiating between therapist and client to find a fit that was most help4ful for client change towards a desired goal. A "friend"-like atmosphere was appreciated in which less hierarchy and a down-to-earth and relaxed style between therapist and client was facilitated. These aspects of their experiences provided more fertile ground for change. / Ph. D.

The purpose of this study was to explore and understand the nature of marriage and family therapy supervision from the perspectives of supervisors and supervisees. Two supervisors and four supervisees in an AAMFT-approved doctoral program participated in in-depth interviews focusing on their previously recorded supervision sessions. Results indicate that supervisees and supervisors tend to punctuate their experiences in supervision along an intersecting continuum of role and relationship. Supervisees experienced a high degree of anxiety during supervision and were particularly concerned with the issue of dual roles. Supervisors experienced themselves as empowering the supervisees to awaken to their own potential and avoid being viewed in an all-knowing position. / Ph. D.