Interpersonal and intrapersonal qualities of the therapist are intimately related to therapeutic alliance and therapeutic outcome. Most training programs pay close attention to how to conduct couple therapy and focus less on the therapist who is doing it. The lack of emphasis on the emotional development of the therapists in graduate programs comes from the traditional resistance to the merging of personal and professional growth strategies. This article presents the results from a qualitative case study exploring pedagogical techniques by which 25 alumni from a Family and Couple Emphasis in an APA clinical psychology doctoral program effectively learn methods of differentiation-based couple therapy, and the positive impacts of differentiation theory and skills on their personal and professional growth. By learning concepts and strategies central to differentiation-based couple therapy, course alumni discovered techniques for tapping into what they considered to be their “best” selves. The alumni reported having learned (a) how to be constructive in getting clients to confront themselves; (b) how to engage effectively in their own self-scrutiny and the courage to resolve their issues; (c) how to become their own sources of “self-soothing”; and (d) how to shift to a strengths-based rather than a deficits-based approach to guide personal and client growth. Alumni further identified specific teaching tactics in the classroom that were particularly effective in fostering these skills, including group activities and individual exercises designed to encourage integration of personal and professional development. The process of informed consent and confidentiality is also discussed.
Retention and burnout have always been a challenge for nurse leaders, but the pandemic brought these concerns to a whole new level. And now the Great Resignation is affecting health care. So how can nurse leaders at hospitals and health care systems create a supportive environment for staff during a public health emergency? Structured support groups are a viable option for emphasizing self-care and wellness. We explain why we decided to form a structured support group for our intensive care unit nurses and illustrate the results from our clinical research team. In addition, we share feedback we received from participating nurses and offer advice on forming a structured support group in acute care settings. This strategy resulted in a change in the participant's behaviors after attending the structured emotional support group. This finding aligns with the literature, which supports strategies to protect nurses' mental well-being and to take preventive measures in critical situations. Using this as a foundation, a structured emotional support group can change nurse engagement and involvement in their process and practice, during times of crisis. Many other benefits could be realized from this strategy such as improved nursing practice and processes, improved nurse satisfaction, and improved recruitment and retention.
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