Dissertations / Theses on the topic 'Psychologue Clinicien'

Research centering on rape and sexual assault has revealed much regarding the various aspects that influence how people perceive sexual assault. There is an underrepresentation of the influence of language on how these perceptions are formed, yet preliminary research has suggested that in regards to sexual assault, language can alter how people view the perpetrator, the victim, and the assault in general (Bohner, 2001; Grubb & Harrower, 2009; McDonald & Kline, 2004; Sleath and Bull, 2009; Wilkinson, 2008). The previous literature on sexual assault and language focuses on the effect of language on attribution of blame between the victim and the perpetrator. Until the present study, there is no study that has looked at how language affects the clinical setting (the therapeutic relationship) between the survivor and a mental health professional. The study was conducted at medium-sized Midwestern University and recruited participants from an online research participation system for undergraduate students. The sample consisted of 124 participants that were mostly young adults, with 86.3% of participants aging between 18 to 19 years old. Participants were predominantly female (n=105) and Caucasian (n=107). After completing the brief demographics survey, participants completed a Sexual Assault Term Preferences Survey (SATPS) to assess their preferences on word choice when discussing sexual assault with a mental health professional. Terms associated with sexual assault were sorted into three main categories: terms describing the individual who was sexually assaulted, the act itself, and the individual who committed the sexual assault. Repeated measures ANOVAs were conducted on the term preferences for each category. For each of the three major categories, there were statistically significant preferences and dislikes found. For example when describing the act itself, participants reported higher preferences for terms such as "sexual assault" and "crime" than terms such as "coerced sex" or "interaction." Results demonstrate the language component to treating individuals who have experienced sexual assault and that the language choices mental health professionals use to discuss a sexual assault could influence their therapeutic relationship with clients.

Researchers have examined the experience of distress with refugee children and adolescents who have been exposed to political violence. Recognition has also been given to migration stress and traumatic grief as additional stressors in the lives of refugee youth. Studies in this area have established the fact that development appears to influence the expression of distress in youth who have experienced adverse experiences such as political violence. Reaction to political violence and the refugee experience also appear mediated by culture as well as other contextual factors such as the nature of the violence. The purpose of this study was to focus on clinician conceptualizations of refugee youth who have been exposed to political violence, as well as the factors that contribute to developing their conceptualizations. A total of 6 clinicians were interviewed and were analyzed using qualitative methods to identify emergent themes. The clinicians addressed 6 major themes associated with conceptualization, including sources of information, formal assessment, conceptualization, cultural factors or cultural influences, and advice to clinicians working with refugee youth. Three subthemes emerged regarding conceptualization, namely trauma- based conceptualization, loss, and resiliency. It is hoped that the results of this study will bridge the gap between clinicians and researchers regarding refugee minors with exposure to refugee youth.

The purpose of this study is to explore clinicians’ perspectives on assessing older adults with early life trauma. While research has shown that traumatic experiences are common in childhood and early adulthood, there has been a dearth of research on the perspectives of clinicians working with older adults with early life trauma. In this current study, the researcher interviewed 8 licensed clinicians with an average of 11 years of clinical experience working under varying professional licenses. Utilizing grounded theory methodology, semi-structured interviews were conducted to answer the primary research question: What are the experiences, insights, and reflections of clinicians on assessing older adults with early life trauma? A grounded theory of barriers and corresponding strategies for assessing older adults with early life trauma was developed from data derived from the interview transcripts of 8 participants. Two categories and 7 subcategories were identified and saturated with 24 major codes and 3 minor codes. The category impact of childhood trauma in late life was determined to be the context of the grounded theory. The context elaborates the prevalence and common types of early life trauma of older adults, its relationship with the aging process, and its impact on mental health. The results indicate there are 6 barriers to assessing early life trauma that can be categorized into two groups: (a) older adult’s factors and (b) clinician’s factors. In order to tackle these barriers, 9 corresponding strategies proposed by the participants were categorized into three groups: (a) relationship building, (b) information gathering, and (c) knowledge acquiring. The results of this study provide evidence that posttraumatic stress symptoms may emerge or re-emerge in older adults with mental health issues. This is the first study from clinicians’ perspectives to point out the barriers and corresponding strategies for assessment of early life trauma in older adults. The emergent theory is not a traditional theoretical model, but rather provides practical guidelines for clinicians to be more prepared for the challenges of assessing the early life trauma of older adults.

Mindfulness interventions and practice have seen a recent explosion of interest among researchers and practitioners. The present study examines the research literature on the role of mindfulness in the practice of psychotherapists, specifically in the areas of stress management for clinicians, management of countertransference, development of the therapeutic alliance and attunement, development of empathy and therapeutic presence, and client outcomes. Both qualitative and quantitative research articles published over the past 10 years have been included and meta-analytic techniques utilized where possible. Examination of these data shows that mindfulness is associated with better ability to manage stress among clinicians, better therapeutic alliance, increased empathy, and better client outcomes. These data raise important theoretical and practical considerations, including questions about what makes mindfulness effective, issues regarding the use of techniques derived from the Buddhist tradition outside of their cultural and ethical contexts, and others. Implications and ideas for further research are discussed.

The following study looks at how Eye Movement Desensitization and Reprocessing (EMDR) clinicians consider cultural dynamics within the EMDR treatment approach. A literature review provides the empirical foundation of EMDR treatment, a broad inquiry into general influences of cultural dynamics, and a review of the intersection of EMDR and culture in existing literature. In a mixed-methods approach, background information of EMDR clinicians and written responses to a composite case vignette allowed for the investigation into how 56 EMDR clinicians discuss cultural issues within their work. Participants were recruited via listservs maintained by EMDR communities in the United States, the United Kingdom & Ireland, and Israel. While a cluster analysis was able to create clusters emerging from participant data, these influences were minimal in the subsequent qualitative analyses. However, it is worth noting that the variables that emerged as important criteria for clusters included length of experience and national origin. Both are theoretically consistent with Vygotsky’s sociocultural theory, which underlies the rationale of the study. In the qualitative component of data analysis, the researcher employed basic interpretive design and discourse analysis methodologies. Basic interpretive results found multiple approaches ranging from deeming culture a non-essential focus of the work to considering how certain identity markers may affect the course of information processing in treatment. When culture was considered, the focus was typically on the client’s background as opposed to the clinician’s background. Discourse analysis suggested a number of potentially meaningful linguistic patterns including shifts between Germanic and Latinate word origins depending on perceived audience, shifts between active and passive voice depending on temporal relation to the traumatic event, and the personification of the brain as an active character in the treatment process. As an exploratory study, considerable follow-up research would be needed before concrete suggestions are implemented though the potential implications for EMDR training might include a more intentional review of language use and the preparation of multiple styles of communicating to increase resonance with a client’s worldview.

The purpose of this qualitative, autoethnographic study was to identify and explore the values that promoted personal growth and that emerged out of the clinical training and supervision experience of novice clinicians within one clinical psychology doctoral program. Participants included three first-year doctoral students in clinical psychology, one of whom was the primary researcher. Participants completed journal entries approximately twice monthly for seven months, resulting in a total of 54 entries that were examined using a content analysis approach. Content analysis, conducted by the primary researcher, involved coding data for themes and patterns that were representative of values, as well as indications that these values oriented the participant toward personal growth. Journal entries were first analyzed and coded based on whether they fit the definitional criteria of a value and then coded secondarily for the value itself. Specifically, cited in descending order, content analysis identified the following values: (a) awareness; (b) knowledge; (c) bravery; (d) competence; (e) learning; (f) humility; (g) community; (h) acceptance; (i) openness; and (j) curiosity. Awareness, as it related to self-regulation and to skill development was the most highly identified value. Future researchers may consider expanding on these results with a larger and more heterogeneous sample of novice clinicians.

Over recent decades, adolescent athletic participation has grown in the United States. The rise in participation means that mental health clinicians who work with adolescents are likely increasingly coming in contact with young athletes facing issues directly related to sports. The issues facing adolescent athletes create additional challenges that should be addressed in treatment to improve overall psychological well-being and to promote healthy development. In order to best meet the general mental health needs of these clients, clinicians need to be aware of the unique stressors and issues they frequently face. A resource manual was created to guide clinicians working with elite male athletes between the ages of 12 and 18 years in order to help them realize the benefits and avoid the adverse consequences that may be associated with elite-level sports participation. The manual was developed to be a resource for mental health clinicians seeking help in understanding the challenges faced by elite-level adolescent male athletes, guidance in identifying therapeutic interventions likely to be effective in addressing those challenges, and clarification of the mental skills training typically conducted by sport psychologists. The manual’s content was informed by both a review of the relevant scholarly literature and by interviews conducted with a former elite adolescent athlete, a sports psychologist, and a mental health clinician who has worked with male adolescent athletes. Following a discussion of some strengths, limitations, and potential modifications to the current manual, plans for evaluating and disseminating it are described.

This study used an inductive, qualitative content analysis to investigate what aspects or elements of personal growth influence professional development in first-year clinical psychology doctoral students. Fifty-three journal entries reflecting critical moments during clinical training were coded using consensual agreement and interpretative phenomenological analysis. This study found six core themes representing aspects or elements of personal growth influencing professional development: Hindering beliefs and experiences, uncertainty, emotional presence, cognitive shifts, experiential learning, and intent. These findings are discussed in relation to current literature. Implications of the findings, future directions for research, and personal reflections are included.

This autoethnographic study, from the perspective of novice clinicians, used a directed, or deductive, qualitative content analysis to explore the presence of transcendent experiences, as one aspect of personal growth for three first year clinical psychology doctoral students. A total of fifty-three journal entries describing critical moments during their first-year clinical training and supervision experience were used for this study. Coding categories for transcendence that reflected the quality of “being more” were drawn from existing literature. In descending order of frequency, results from this exploratory study found that transcendence was experienced by these trainees, centered first and predominantly on capacity (or competence), followed by themes involving: the pursuit of truth, the emergence of altruism, the development of self-identity, reflections beyond the self, awe and spirituality and finally, growth through peak experiences. The findings are discussed as they relate to current literature, along with limitations, implications and recommendations, and this author’s personal reflections.

Clinicians working in community mental health clinics are at high risk for burnout. Burnout is a problem involving emotional exhaustion, depersonalization, and reduced personal accomplishment. Reiki is a holistic biofield energy therapy beneficial for reducing stress. The purpose of this study was to determine if 30-minutes of healing touch could reduce burnout in community mental health clinicians. This quantitative study utilized a cross-over design to explore the efficacy of Reiki versus sham-Reiki, a pseudo treatment designed to mimic true Reiki, as a means to reduce symptoms of burnout in community mental health clinicians. The Maslach Burnout Inventory - Human Services Survey and several other measures were administered before and after the intervention phases throughout the study. The results suggest that hands-on interventions are beneficial in reducing stress for community mental health clinicians and that Reiki has a positive effect greater than relaxing touch alone. The findings show that Reiki reduces burnout in community mental health clinicians.