Therapy Show
Host Dr. Bridget Nash
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Top 10 Therapy Show Episodes
Goodpods has curated a list of the 10 best Therapy Show episodes, ranked by the number of listens and likes each episode have garnered from our listeners. If you are listening to Therapy Show for the first time, there's no better place to start than with one of these standout episodes. If you are a fan of the show, vote for your favorite Therapy Show episode by adding your comments to the episode page.
10/28/19 • 27 min
Dr. Judith McCoyd is an Associate Professor at Rutgers School of Social Work and co-author of Grief and Loss Across the Lifespan, a book that seeks to educate mental health clinicians on how to address the needs of someone experiencing grief and loss.
Grief and loss experiences can affect a person’s feelings, behaviors, and thoughts. During a lifetime, we all experience multiple losses. Grief and loss therapy can help to offer support through the bereavement or transition process, regardless of whether or not an individual has a formal mental health diagnosis. There are many types of losses and talking to a therapist can allow one to process the meanings of these losses and the changes in identity that they can spur. Loss can include the loss of a job, home, functioning, and even the loss that occurs when there is a transition. One example of loss is when a child goes off to kindergarten or college, which may bring on grief as well as a longing for the past. Indeed, any change can be a form of loss of the way things once were. Cultural beliefs and traditions influence how people express grief. In some cultures, grief may be open and sociable. In other cultures, grief is experienced privately and quietly. Culture generally guides the time period in which family members are expected to grieve. In short, culture, the support of family and friends, and the adaptability to change all influence an individual’s ability to cope with loss. Having a therapist to accompany one through the process of change and reflection can be powerfully beneficial.
Disclaimer: The information shared in this podcast is not a substitute for getting help from a mental health professional.
06/19/20 • 37 min
Dr. Walter Kaye is a Professor in the Department of Psychiatry and the Founder & Executive Director of the Eating Disorders Program at the Eating Disorders Center for Treatment and Research at UC San Diego. Dr Kay is a leading expert in Eating Disorders and is a co-editor in the Clinical Handbook of Complex and Atypical Eating Disorders and the Behavioral Neurobiology of Eating Disorders. Dr. Kaye’s current research is focused on exploring the relationship between brain and behavior using brain imaging and genetics and developing and applying new treatments for anorexia and bulimia nervosa.
Eating Disorders are severe disturbances in eating behaviors, thoughts and emotions. Many who suffer with eating disorders are preoccupied with both food and their weight. They can have severe body image dissatisfaction and a need for perfection. Even though eating disorders are grouped together in the DSM-5, they are distinct illnesses. Anorexia Nervosa symptoms include a distorted body image and a belief in being overweight despite being dangerously underweight. There are two types of anorexia nervosa, one restrictive and one binge-purge type. Bulimia Nervosa is characterized by eating excessive amounts of food in short period of time, and then purging the food using compensatory behaviors like vomiting and laxatives. Binge Eating Disorder is engaging in episodes of excessive eating, but unlike bulimia, there is not purging of the food or calories. Eating disorders affect people from all racial and ethnic backgrounds on many psychosocial levels. They can cause serious medical problems, and a multidisciplinary approach to care is needed.
Disclaimer: The information shared in this podcast is not a substitute for getting help from a mental health professional.
08/04/20 • 43 min
Dr. DuWayne Battle is an Associate Professor of Teaching, Director of the Baccalaureate Program, and Course Coordinator of the Diversity & Oppression courses for the Rutgers School of Social Work graduate and undergraduate programs. Under his leadership the undergraduate social work program has more than quadrupled, making it one of the largest and most diverse in New Jersey. Ranked number 2 and 3 of the best US undergraduate social work programs by College Factual and U. S. Today respectively. Dr. Battle is the past president of the Association of Baccalaureate Program Social Work Directors, the National Association of Social Workers – NJ Chapter, and the Southwestern Social Work Association. Currently, he is the campus coordinator of the Baccalaureate Child Welfare Education Program (BCWEP), a consortium of all of New Jersey’s schools and departments of social work. He is also a member of the New Jersey Baccalaureate Social Work Educators Association (NJBSWEA), member of the NASW-NJ Continuing Education Program Committee, and serves on several other boards and committees. His most recent work has been related to COVID-19 and racial justice. “COVID-19 and the death of Black Clergy,” “I can’t breathe,” and “How do we keep the homeless safe during this crisis?” He had a BBC interview on “The disproportionate impact of the Coronavirus on the African American community,” and he has an article in press entitled, “Examining the Social Justice Implications of Physical Distancing and the Economic Stimulus Plans.” His co-authored article, entitled, Measuring student learning in social justice courses: The Diversity and Oppression Scale, provides an important instrument to evaluate courses on diversity, oppression, and social justice in schools of social work. Dr. Battle has been an advocate for open and affordable textbooks, increasing accessibility for people with disabilities, and he has led an effort to raise awareness about domestic violence and more than $200k for the Krystal Skinner Memorial Scholarship Endowment Fund and the Phi Alpha National Honor Society Scholarship Endowment Fund.
A look into the diversity and oppression course at Rutgers School of Social Work which explores a range of diverse populations by race, ethnicity, gender, sexual orientation, and physical differences. Additionally, students examine the role, function, and effects of oppression in society as it relates to social, economic, and environmental justice. Students investigate the many assumptions that underlie theory and research methodologies from which basic constructs of human behavior are drawn. Students also seek to understand how power and other dynamics work together to sustain oppression at the individual and institutional levels. Also, of interest in this course is how oppression affects social work practice service delivery at micro and macro levels, with particular emphasis on social policies and strategic planning which drive the shape of services. This course, required of all MSW students as part of the Professional Foundation Year, introduces those concepts about diversity and oppression considered essential foundation knowledge for social work, and provides the basis of subsequent and more extensive exploration of related issues in other classes and the field practicum. The Code of Ethics of the National Association of Social Workers (2017, standard 1.05,(c) mandates that “social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability.” As a result of this course, students are expected to begin a career-long process of learning and incorporating an understanding of culture and oppression into their practice.
The Code of Ethics of the National Association of Social Workers (1999, standard 1.05, p.9) mandates that social workers pursue knowledge about effective micro and macro practice with diverse and oppressed clients and the social systems with which they interact. As a result of this course, students are expected to begin a career-long process of learning and incorporating an understanding of culture and oppression into their practice.
TherapyShow.com/DiversityandSocialJustice
08/14/20 • 22 min
Sean Cullen is a Licensed Professional Counselor and was one of my first interviews last year before I graduated with my doctorate from Rutgers School of Social Work. So, if the sound is less than perfect, please forgive those imperfections. I wanted to release this podcast because Sean discusses how to effectively work with law enforcement in dealing with mobile psychiatric crisis situations in the community. This requires extensive training, but when done right, it can be an extremely beneficial and life-saving service.
Sean is extensively trained and has over 19 years of experience working in emergency community settings as a Mobile Crisis Screener in Morris County, New Jersey. Sean is also a Medical and Psychiatric Clinician at one New Jersey’s best hospital systems, and actually took over for me when I left this hospital to pursue my doctoral work.
Mobile Crisis is the provision of emergency mental health services in the home. If you are concerned about yourself, a family member, or a friend who is experiencing a psychiatric crisis, you can request a Mobile Crisis team to provide mental health intervention and support in the home to help overcome resistance to treatment (Goldman, 2015). Mobile crisis teams can provide mental health engagement, intervention and follow-up support to help overcome resistance to treatment.
Depending on what a person is willing to accept, the teams may offer a range of services, including: Assessment, Crisis intervention, Supportive counseling, Information and referrals, including to community-based mental health services, and Transport to Psychiatric Emergency Room.
If a mobile crisis team determines that a person in crisis needs further psychiatric or medical assessment, they can transport that person to a hospital psychiatric emergency room. Mobile crisis teams may direct police to take a person to an emergency room against their will only if they have a mental illness (or the appearance of mental illness) and are a danger to themselves or others.
Disclaimer: The information shared in this podcast is not a substitute for getting help from a mental health professional.
Dr. Molyn Leszcz is a Professor in the Department of Psychiatry at the University of Toronto and his academic and clinical work has focused on improving integration in psychiatric care and broadening the application of psychotherapy within psychiatry. Dr. Leszcz co-authored with Irvin Yalom, the 5th edition of the Theory and Practice of Group Psychotherapy (6th edition to be released in 2020), and also co-authored the book in the Psychotherapy Essentials to Go series, Achieving Psychotherapy Effectiveness. Dr. Leszcz is President-Elect of the American Group Psychotherapy Association and is a member of the International Board for Certification of Group Psychotherapists as well as the Editorial Committee of the International Journal of Group Psychotherapy.
Group Therapy is a form of psychotherapy that involves one or more therapists working with several clients at the same time When facilitated with evidenced-based theory, Group Therapy can help individuals make profound and lasting changes in their lives. Group Therapy is often the main type of modality used in intensive outpatient programs, partial hospitalization programs, inpatient psychiatric units and residential treatment centers, and is commonly integrated into a comprehensive treatment plan that also includes individual therapy and medication. Groups can be as small as three or four people; however, group therapy sessions typically involve around seven to twelve individuals. The precise manner in which the session is conducted depends largely on the goals of the group and the style of the therapist. Some therapists might encourage a more free-form style of dialogue, where each member participates as he or she sees fit. Other therapists instead have a specific plan for each session that might include having clients practice new skills with other members of the group.
AGPA on Twitter: @agpa01
08/26/19 • 46 min
Dr. Steven Hayes is Nevada Foundation Professor at the Department of Psychology at the University of Nevada and the developer of a new approach to human thought called Relational Frame Theory. He has guided ACT’s extension to Acceptance and Commitment Therapy (ACT) a popular evidence-based form of psychotherapy that is now practiced by tens of thousands of clinicians all around the world. Dr. Hayes was listed by the Institute of Scientific Information as the 30th “highest impact” psychologist in the world. Dr. Hayes is the author of many seminal books including Acceptance and Commitment Therapy and my favorite Acceptance & Mindfulness Treatments for Children & Adolescents: A Practioner’s Guide. In August, Dr. Hayes released his new book A Liberated Mind. Whether you are a client or therapist, I encourage you to read his new book.
ACT uses mindfulness and acceptance skills to help individuals respond to uncontrollable experiences with behavior that is more consistent with their personal values and goals. A therapy model where clients learn to accept their inner thoughts, emotions and sensations and begin to practice psychological flexibility which is demonstrated by more adaptive behaviors. ACT teaches individuals to deal with their emotional and mental struggles through a balance of acceptance of their problems and encouraging them to move toward more adaptive change. In contrast to most Western psychotherapy which is based on a medical model, ACT does not have symptom reduction as a primary goal. This is based on the belief that the attempt to get rid of symptoms can actually cause a clinical disorder. As soon as individual’s experience is labeled a symptom, they begin to fight against that symptom in order to eradicate it. In ACT therapy, a person would look to have a new relationship with their difficult thoughts and feelings, change their perspective on them as harmless, albeit uncomfortable, transient psychological experiences. It is through this process that clients utilizing an ACT modality actually achieves a reduction in their psychiatric symptoms.
Dr. Steven Hayes on Twitter: @StevenCHayes
05/26/21 • 46 min
Dr. Deborah Korn is a clinical psychologist in private practice in Cambridge, Massachusetts, and an adjunct training faculty member at the Trauma Research Foundation in Boston. Dr. Korn is a senior faculty member at the EMDR Institute where she has been on staff for the past 28 years. She is an EMDRIA Approved Consultant and serves on the editorial board of the Journal of EMDR Practice and Research. EMDRIA is the organization focused on promoting, fostering, and preserving the highest standards of excellence and integrity in EMDR research, treatment, and education both in United States and internationally. Dr. Korn has authored, or coauthored numerous articles and chapters focused on EMDR therapy, including comprehensive reviews of EMDR applications with Complex PTSD. Her most recent book chapter, written with the developer of EMDR, Dr. Francine Shapiro, is included in the second edition of Treating Complex Traumatic Stress Disorders in Adults, which was published in 2020. I encourage everyone to check out her new book Every Memory Deserves Respect: EMDR, the Proven Trauma Therapy with the Power to Heal, co-written with Michael Baldwin, a trauma survivor and EMDR client (not her own).
EMDR, a memory-focused psychotherapy developed by Dr. Francine Shapiro in the late 1980's, is now recognized in the treatment guidelines of organizations around the world as a top-tier, evidence-based treatment for PTSD. The theory or model that guides EMDR therapy is the Adaptive Information Processing Model (AIP Model). It proposes that psychological problems are due to a failure to adequately process traumatic experiences to a point of “adaptive resolution”. During EMDR sessions, the client attends to emotionally disturbing material in brief sequential doses while simultaneously focusing on some form of external stimulation. Therapist-directed lateral eye movements are the most frequently used external stimulus but a variety of other stimuli, including hand-tapping and audio stimulation, are also used. Research also supports EMDR's effectiveness with other problems not obviously trauma-related—depression, anxiety, psychosis, pain, obsessive compulsive disorder, substance abuse. It can be used to treat people dealing with single traumatic events as well as those dealing with a history of prolonged, repeated exposure to trauma in childhood or as an adult. It is used with people of all ages and can be administered, individually or in groups, immediately after an acute traumatic episode. A recent meta-analysis found that EMDR was not only clinically effective but also the most cost-effective of the eleven trauma therapies evaluated in the treatment of adults with PTSD (Mavranezouli et al., 2020).
Disclaimer: The information shared in this podcast is not a substitute for getting help from a mental health professional.
03/02/20 • 73 min
Dr. Frederic Reamer is a Professor in the School of Social Work at Rhode Island College for over 30 years. He received his PhD from the University of Chicago and has served as a social worker in correctional and mental health settings. Dr. Reamer chaired the national task force that wrote the National Association of Social Workers Code of Ethics adopted in 1996 and recently participated in drafting new technology standards added to the code in 2017. Dr. Reamer lectures both nationally and internationally on the subjects of professional ethics and professional malpractice and liability. He has conducted extensive research on professional ethics and has been involved in several national research projects sponsored by The Hastings Center, Carnegie Corporation, Haas Foundation, and Center for Bioethics of the University of Pennsylvania. Dr. Reamer is the author of many books, including: Risk Management in Social Work: Preventing Professional Malpractice, Liability, and Disciplinary Action; Boundary Issues and Dual Relationships in the Human Services; The Social Work Ethics Audit: A Risk Management Tool and his latest, On the Parole Board: Reflections on Crime, Punishment, Redemption, and Justice.
In a recent article in Social Work Today, Dr. Frederic Reamer discussed the recent developments of the New NASW Code of Ethics Standards for the Digital Age (2017). In August 2017, the NASW Delegate Assembly formally approved significant updates to the profession's venerable Code of Ethics. The revisions focus explicitly on ethical challenges pertaining to social workers' and clients' increased use of technology. They reflect a broader shift in social work practice related to technology that has led to very recent and noteworthy changes in regulatory (licensing board) standards, practice standards, and ethical standards. Recognizing the profound impact that technology is having on social work practice, in 2013 the Association of Social Work Boards (ASWB) board of directors appointed an international task force to develop model regulatory standards for technology and social work practice. ASWB embarked on development of new technology standards in response to demand from regulatory bodies around the globe for guidance concerning social workers' evolving use of technology. The ASWB task force included representatives from prominent social work practice, regulation, and education organizations throughout the world. The task force sought to develop standards for social workers who use digital and other electronic technology to provide information to the public, deliver services to clients, communicate with and about clients, manage confidential information and case records, and store and access information about clients. The group developed model standards addressing the following key concepts: practitioner competence; informed consent; privacy and confidentiality; boundaries, dual relationships, and conflicts of interest; records and documentation; collegial relationships; and social work practice across jurisdictional boundaries.
These model technology standards, formally adopted in 2015, are now influencing the development of licensing and regulatory laws around the world. Following this development, in 2017, with unprecedented collaboration among key social work organizations in the United States—NASW, Council on Social Work Education, ASWB, and Clinical Social Work Association—the profession formally adopted new comprehensive practice standards focused on social workers' and social work educators' use of technology. Approved by these respective organizations' boards of directors,...
02/18/21 • 36 min
Dr. Elaine Walker is the Charles Howard Candler Professor of Psychology and Neuroscience at Emory College’s Department of Psychology and her research focuses on the precursors and neurodevelopmental aspects of psychopathology of schizophrenia. Schizophrenia and other psychotic disorders are major mental illnesses that involve an abnormality in central nervous system functioning. Dr. Walker’s research program is concerned with shedding light on the nature and origins of this abnormality, its interaction with neuromaturational processes and the role of environmental stressors in triggering psychotic episodes. Her team is studying the prodromal period of adult-onset psychosis in order to identify manifestations of dysfunction and the predictors of conversion to clinical psychosis. The focus is on exploring the relations among clinical symptoms, neuromaturational processes, neuropsychological functions, and Central Nervous System development. She is leading the Mental Health and Development Research Program supported by the National Institute of Mental Health. Dr. Walker is the co-author of Abnormal Psychology (2001) and co-editor of Adolescent Psychopathology and the Developing Brain: Integrating Brain and Prevention Science (2007) as well as co-editor of Schizophrenia: A Life-Course Developmental Perspective (1991).
Schizophrenia is a serious illness that affects thinking, emotions, behavior and psychosocial functioning. Psychotic symptoms can include hallucinations, delusions, and disorganized thinking and are prominent symptoms in Schizophrenia. Individuals suffering with Schizophrenia may seem internally preoccupied or may be observed responding to internal stimuli. The more psychotic aspects of Schizophrenia generally emerge between the late teens and mid-30s, although prodromal symptoms (slow and gradual development of signs and symptoms of the disorder) are usually apparent sooner and may manifest in social withdrawal, stranger habits, or a decline in academic performance. The severity of Schizophrenia can range from significant cognitive and emotional disability to somewhat milder social and occupational limitations. Individuals with milder forms of Schizophrenia may complete school, hold jobs, and start a family.
Disclaimer: The information shared in this podcast is not a substitute for getting help from a mental health professional.
10/12/20 • 51 min
Dr. Lawrence Shulman is Professor Emeritus and former Dean of the University at Buffalo’s School of Social Work. As a social work practitioner-educator for more than 40 years, Dr. Shulman has done extensive research on the core helping skills that are used in social work practice, child welfare, school violence and supervision best practices. Dr. Shulman is the co-founder and co-chair of the International and Interdisciplinary Conference on Clinical Supervision sponsored by the National Institutes of Health and the Haworth Press. Recognized for his dedication to excellence in scholarship and research, pedagogy and curriculum development, and organizational leadership, Dr. Shulman is a recipient of the 2014 Significant Lifetime Achievement in Social Work Education Award, conferred on him by the Council on Social Work Education. Dr. Shulman has published numerous journal articles on the topic of direct practice and is the author of many books including the Enhanced Eighth Edition of the Empowerment Series: The Skills of Helping Individuals, Families, Groups, and Communities, the Dynamics and Skills of Group Counseling and the fourth edition of the seminal book Interactional Supervision.
Parallel Process makes clear that the role of the supervisor and the purpose of supervision are quite different from counseling and therapy. However, there are striking parallels in the dynamics and skills. The core dynamics and skills of the supervisor-practitioner working relationship which include rapport, trust, and caring are similar to those skills used to develop a working alliance in psychotherapy.
There are also four phases in the supervisory relationship which include the preliminary, beginning, middle and ending/transition phase, which shape the supervisory relationship over time. The use of certain communication, relationship and problem-solving skills by the supervisor can influence the development of a positive working relationship with the supervisee, and that this working relationship is the medium through which the supervisor influences the practitioner.
Dr. Shulman puts emphasis on the word “influence” because a central assumption of this approach is that both supervision and direct practice are interactional in nature and that the supervisor and the supervisee each play a part in the process. The outcome of supervision is the result of how well each contributes to the process. Dr. Shulman’s suggests that “more is caught than taught” and that our supervisees watch their supervisors very closely. Whether we like it or not, whether we are aware of it or not, our supervisees learn more about practice from the way we work with them than from what we say about their actual practice. Supervision is not therapy, and, in fact, Dr. Shulman believes that supervisors who are seduced into a therapeutic relationship with their supervisees actually model poor practice, since they lose sight of the true purpose of clinical supervision and their role in the process.
TherapyShow.com/Supervision-Best-Practices
Disclaimer: The information shared in this podcast is not a substitute for getting help from a mental health professional.
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FAQ
How many episodes does Therapy Show have?
Therapy Show currently has 64 episodes available.
What topics does Therapy Show cover?
The podcast is about Emotional, Addiction, Health & Fitness, Psychology, Dbt, Mental Health, Mental, Treatment, Medicine, Therapy, Podcasts, Cbt, Health, Emdr and Alcoholism.
What is the most popular episode on Therapy Show?
The episode title '#52 Dr. Molyn Leszcz, President of APGA, on the Effectiveness of Evidence-Based Group Psychotherapy to Heal Mental Illness' is the most popular.
What is the average episode length on Therapy Show?
The average episode length on Therapy Show is 36 minutes.
How often are episodes of Therapy Show released?
Episodes of Therapy Show are typically released every 7 days, 18 hours.
When was the first episode of Therapy Show?
The first episode of Therapy Show was released on May 6, 2019.
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