R.A.V.E.: Doctoral Students' Traumatic Experiences and the Affect on Providing Trauma Therapy

Trauma, Body Movement and Mental Health: An Appreciation of Samuel Beckett’s Waiting for Godot

Rupkatha Journal on Interdisciplinary Studies in Humanities ◽

10.21659/rupkatha.v12n6.07 ◽

2020 ◽

Vol 12 (6) ◽

Author(s):

Joyanta Dangar ◽

Keyword(s):

Mental Health ◽

Body Movement ◽

Psychological Trauma ◽

Traumatic Experiences ◽

Trauma Treatment ◽

Trauma Therapy ◽

The Past ◽

Postwar Europe ◽

Waiting For Godot ◽

Bodily Representation

This article is intended to create an interdisciplinary space to enable productive dialogue about bodily representation of psychological trauma and its meanings in artistic, literary, visual, and health discourses, with reference to Samuel Beckett’s Waiting for Godot. Drawing on Pat Ogden and her colleagues’ somatic approach to trauma therapy and on Bessel A. van der Kolk’s hypothesis that traumatic experiences of the past manifest in physiological states and actions of the present, the article views postures and body movements of the characters in the play as symptoms of psychological trauma. It shows how the play offers unique insights into the trauma pathology of postwar Europe, which may be valuable to psychiatrists, psychotherapists, rehabilitation workers, victim advocates, and students and interns entering the fields of mental health and trauma treatment.

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Decolonizing Trauma Therapy in Rwanda

Rwanda Since 1994 ◽

10.3828/liverpool/9781786941992.003.0010 ◽

2019 ◽

pp. 168-188

Author(s):

Caroline Williamson Sinalo

Keyword(s):

Posttraumatic Growth ◽

Postcolonial Theory ◽

Medical Model ◽

Traumatic Experiences ◽

Trauma Therapy ◽

Post Colonial ◽

Diagnostic Labels ◽

Alternative Approach ◽

Trauma Therapist

Prevailing theories of trauma in the Western Psychological Sciences attend primarily to trauma's negative emotional, cognitive and behavioural consequences, which are interpreted as pathological and labelled 'posttraumatic stress disorder' (PTSD). Besides importing potentially culturally alien practices, technologies, and narratives, a significant problem with the Western medical model in the post-colonial, post-genocide context of Rwanda, is its narrow understanding of what constitutes 'traumatic'. Specifically, its focus on events fails to capture the complex traumatic experiences of Rwandans which, in addition to the genocide, include the long-term destruction of indigenous culture at the hands of European colonizers. Drawing on evidence from survivor testimonies and an interview with traditional Rwandan trauma therapist, Muganga Rutangarwamaboko, this chapter advocates an alternative approach to trauma therapy in Rwanda, reconciling posttraumatic growth theory and postcolonial theory with home-grown ideas about Rwandan identity, known as Ndi Umunyarwanda, or Rwandicité. Such an approach attempts to recognize and encourage existing stories of positive change among survivors while avoiding the imposition of diagnostic labels based on a discourse of individual psychopathology.

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Cluttering in the Communicative Disorders Curriculum

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd19.2.52 ◽

2009 ◽

Vol 19 (2) ◽

pp. 52-57

Author(s):

John A. Tetnowski

Keyword(s):

Higher Education ◽

Doctoral Students ◽

Communication Disorders ◽

Educational Opportunities ◽

Opportunities For Learning ◽

Communicative Disorders ◽

Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

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Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00019 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1552-1563

Author(s):

Denise A. Tucker ◽

Mary V. Compton ◽

Sarah J. Allen ◽

Robert Mayo ◽

Celia Hooper ◽

...

Keyword(s):

Doctoral Students ◽

Online Survey ◽

Academic Research ◽

Doctoral Degree ◽

Full Time ◽

Doctoral Study ◽

Doctoral Research ◽

Part Time ◽

Advance Research ◽

Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

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Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig18.28 ◽

2017 ◽

Vol 2 (18) ◽

pp. 28-41

Author(s):

Kelli M. Watts ◽

Laura B. Willis

Keyword(s):

Doctoral Students ◽

Graduate School ◽

Professional Services ◽

Hands On ◽

Before And After ◽

Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

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Include Trauma Therapy in Addiction Programs

Internal Medicine News ◽

10.1016/s1097-8690(06)73270-x ◽

2006 ◽

Vol 39 (7) ◽

pp. 36

Author(s):

KATE JOHNSON

Keyword(s):

Trauma Therapy

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The Education of Research Psychologists in Sweden

European Psychologist ◽

10.1027//1016-9040.8.1.34 ◽

2003 ◽

Vol 8 (1) ◽

pp. 34-38 ◽

Cited By ~ 2

Author(s):

Knut Larsson ◽

Josef Frischer

Keyword(s):

Social Science ◽

Doctoral Students ◽

Doctoral Programs ◽

Science Department ◽

Research Education ◽

The Core ◽

Social Science Department ◽

Learning Alliance ◽

Laissez Faire ◽

The Government

The education of researchers in Sweden is regulated by a nationwide reform implemented in 1969, which intended to limit doctoral programs to 4 years without diminishing quality. In an audit performed by the government in 1996, however, it was concluded that the reform had failed. Some 80% of the doctoral students admitted had dropped out, and only 1% finished their PhD degree within the stipulated 4 years. In an attempt to determine the causes of this situation, we singled out a social-science department at a major Swedish university and interviewed those doctoral students who had dropped out of the program. This department was found to be representative of the nationwide figures found in the audit. The students interviewed had all completed at least 50% of their PhD studies and had declared themselves as dropouts from this department. We conclude that the entire research education was characterized by a laissez-faire attitude where supervisors were nominated but abdicated. To correct this situation, we suggest that a learning alliance should be established between the supervisor and the student. At the core of the learning alliance is the notion of mutually forming a platform form which work can emerge in common collaboration. The learning alliance implies a contract for work, stating its goals, the tasks to reach these goals, and the interpersonal bonding needed to give force and endurance to the endeavor. Constant scrutiny of this contract and a mutual concern for the learning alliance alone can contribute to its strength.

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