This is a two part paper. 12-15 pages not including title and reference pages.
Part I. Professional Development as a Researcher
- Describe what you view as your role as a researcher. In particular, what do you see as your role in developing, implementing, and disseminating research?
- Determine any biases and beliefs you may have (from personal or professional experiences) that may influence whom you seek as your research sample.
- Identify any biases and beliefs you may have (from personal or professional experiences) that may influence how you design a research study with military or veteran samples.
- Indicate how you will collaborate with the military or veteran community to ensure that your research is a contribution to the betterment of military or veteran communities and that your project maximized ethical integrity while reducing the likelihood of exploitation of military and veteran samples.
- Explain how you will incorporate diversity and cultural issues in your research.
- Describe one thing that you have learned most about yourself by writing your role of the researcher paper. References for Part I
Goldstein, L. H., & McNeil, J. E. (2003). Psychological and psychiatric aspects of brain disorder: Nature, assessment, and implications for clinical neuropsychology. Clinical Neuropsychology, 79-98.
Lewis, M., Myhra, L., & Walker, M. (2014). Advancing health equity in medical family therapy research. In J. Hodgson, A. Lamson, T. Mendenhall, & D. R. Crane (Eds.), Medical family therapy: Advanced applications (pp. 319â€“340). Springer International Publishing.
Timm, T. M., & Blow, A. J. (1999). Self-of-the-therapist work: A balance between removing restraints and identifying resources. Contemporary Family Therapy: An International Journal, 21(3), 331â€“351. Part II: Professional Development as a Supervisor: As part of the AAMFT Approved Supervision Designation: Standards Handbook, students preparing to become an AAMFT Approved Supervisor must write a philosophy-of-supervision paper. There are four elements of a supervisorâ€™s philosophy that are especially pertinent to those who work with supervisees who treat military or veteran populations.
For this part of the assignment, you will develop a philosophy statement that documents ways in which your supervision may be shaped by the following:
- Important factors to consider for a therapist who serves:
- military families who live on base, are at diverse ranks, have experienced combat, have returned from deployment, and reside in civilian communities.
- veterans/former military who are treated through a VA clinic.
- individuals who are affiliated with a specific branch/reserve component.
- Knowledge of various methods of supervision (individual/group, live/audio/dead supervision, online-based) particularly within complex contexts (e.g., one partner is stationed at one part of the U.S. and their family lives elsewhere, or where one is deployed and the other is stateside).
- Ability to demonstrate ethical and legal components that pertain to the uniqueness of military and veteran contexts/rules/experiences (e.g., fit for duty, confidentiality [or lack thereof] between provider and unit command).
- Awareness of personal and professional values and belief systems that might impact your work with MFT supervisees who serve military and/or veteran populations.
- How you will attend to supervisees at risk for burnout and compassion fatigue. References for Part II Managing Ethical Challenges to Mental Health Research in Post-Conflict Settings
Chiumento, A., Khan, M. N., Rahman, A., & Frith, L. (2016). Managing ethical challenges to mental health research in post-conflict settings. Developing World Bioethics, 16(1), 15-28.
Liu, X., Evatt, D. P., & Belsher, B. E. (2019). Development of longitudinal data analysis in mental health research for military service members. Military Medicine, 184(5â€“6), e227â€“e232. The Multicultural Guidelines in Practice: Cultural Humility in Clinical Training and Supervision
Patallo, B. J. (2019). The multicultural guidelines in practice: Cultural humility in clinical training and supervision. Training and Education in Professional Psychology, 13(3), 227â€“232. Counseling Military Populations: A Content Analysis of Counseling Journals from 1998 to 2018
Prosek, E. A., & Burgin, E. E. (2020). Counseling military populations: A content analysis of counseling journals from 1998 to 2018. Journal of Counseling & Development, 98(4), 423â€“434. Counseling Military Populations: A Content Analysis of Counseling Journals from 1998 to 2018
Prosek, E. A., & Burgin, E. E. (2020). Counseling military populations: A content analysis of counseling journals from 1998 to 2018. Journal of Counseling & Development, 98(4), 423â€“434.