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Master's students have the potential to contribute to the counseling literature in significant ways, reducing the current scientist-practitioner gap in the mental health professions. Participants in this roundtable will have the opportunity to learn and discuss strategies for creating programs that engage master's level counseling trainees in research and are supportive of the development of scientist-practitioners in counseling.

Book Summary: Psychopathology & Psychotherapy: DSM-5 Diagnosis, Case Conceptualization, and Treatment, Third Edition differs from other psychopathology and abnormal psychology books. While other books focus on describing diagnostic conditions, this book focus on the critical link between psychopathology and psychotherapy. More specifically, it links diagnostic evaluation, case conceptualization, and treatment selection to psychotherapy practice. Research affirms that knowledge and awareness of these links is essential in planning and providing highly effective psychotherapy. This third edition incorporates detailed case conceptualizations and treatment considerations for the DSM-5 diagnoses most commonly seen in everyday clinical practice. Extensive case studies illustrate the diagnostic, case conceptualization, and treatment process in a way that makes it come alive. Written by practicing clinicians with expertise in specific disorders, this book will be an invaluable resource to both novice and experienced clinicians.

Understanding early recollections opens the door to multiple therapeutic interventions. While Adlerians typically use them at the end of a lifestyle assessment to highlight meaning, early recollections can also be used to interrupt emotional reactivity, address trauma, change one’s relationship with anxiety and depression, and re-orient lives toward increased social interest, to name a few. Consultations with participants are emphasized.

The nursing field is beginning to emerge as a profession with curricula that emphasis nursing as a discipline distinguished from a medically dominated paradigm. This changing focus places emphasis on professional competence upon graduation and entry into practice to foster fitness for purpose within an environment of continuously changing expectations of the nurse by society. Despite a growing body of research on transition into practice, a gap exists as to when this transition occurs and how this finding may influence educational preparation of nurses. This qualitative, exploratory study examined nurses’ perceptions of their transformation from novice to professional practitioner by examining a pivotal moment in their practice that affected their self-reported professional competence, Twenty-five nurses who had worked in a hospital setting between 2 and 5 years were interviewed. The primary research question sought to address whether a common thread became apparent after conducting interviews that may have implications for nurse educators to enhance or change their curriculum. Analysis of the interviews was conducted utilizing a constructivist approach. The data collected were analyzed using ATLAS.ti, Using participants’ words that described people, settings, themes and ideas that appeared in the data, coding was done acknowledging that some codes were based on the research questions and the initial review of the data. A common theme emerged from analysis that respondents felt that what they were taught in school was not valid in real life. Nurse educators need to re-envision their social responsibility and interrogate the traditional principles that have guided the curricula to prepare and train nurses’ for the holistic welfare of all individuals in society. This is necessary to meet the needs of a changing social structure within the nursing profession and society as a whole.

Research Doctorate - Doctor of Philosophy (PhD) / States are contingently formed, enacting modes of governing in diverse and prosaic ways. States’ roles in social governing are shaped by the specificities of institutional contexts and peopled practices. Yet much recent analysis of social governing ignores the influence of state institutions and workers. In such analyses, social governing is taken to be largely driven by an overarching mode of governance—neoliberalism. Indeed for many researchers, techniques of social governing such as interagency working represent practices through which to trace neoliberalism’s enactments, variabilities, co-options and resistances. In obscuring the prosaics of peopled states, our understandings centre on ‘the state’ as a coherent and cogent entity, one that increasingly governs the social in neoliberalised ways. The premise of this thesis is that interagency practices of social governing need to be examined from prosaic perspectives. Such an attention to everyday practice widens the analytical lens on social governing; allowing for disjunctive possibilities of everyday governing rather than focusing on over-determined discoveries of neoliberal rule. Indeed, a prosaics of state institutions relocates interagency workers and institutions from their positioning at the end-points of neoliberal rule and, instead, welcomes their diverse political and social actions as the very foundations on which governing is shaped. In so doing, it reveals practices of state institutions and interagency workers that can be creative, emotive and, as I assert, caring. In accessing everyday spaces through my research, I utilise a case study interagency programme of the New South Wales Government entitled Families First, which attempts to better facilitate the support of families with young children. It is an examination of the spaces of Families First that reveals the multiple ideological framings, congested institutional histories, changeable politics and everyday practices of workers that characterise state institutions and form the foundations of social governing. Rather than rehearse or raze understandings of neoliberal governing, the inclusiveness of a prosaic approach allows neoliberalism to co-exist as a potential practice of diverse interagency contexts; supporting hopeful perspectives on interagency working and nurturing a mutual language of prosaic politics, governing and ethics.

Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisor: Leslie J. Cooksy, Center for Community Research & Service. Includes bibliographical references.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

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