Teaching Philosophy
My formal training in psychology and clinical social work, combined with my experience and training as researcher strongly influence my dedication to integrating research and clinical practice into teaching. It is estimated to take two decades for new research findings to be incorporated as routine clinical practice. One reason for this is that, as students, people tend to gravitate and be oriented toward either practice or research, but not both. Another reason is that once clinicians enter the field, they continue to use the same methods in which they were originally trained, regardless of new research findings. Evidence for the latter reason is the time it takes to investigate and learn new approaches and organizational culture that does not support change. Clinical researchers, who do combine practice and research skills, investigate methods to increase effectiveness and reduce cost, but the time it takes for new evidence to become established in practice is disheartening. While my research has benefited significantly from my clinical work and vice versa, systems are not typically structured in a way that supports real integration. I believe it is only by teaching students the inherent synergies between practice and research that real change can happen, and happen faster. Students must also learn not only current best practices but how to evaluate new methods and the value of new evidence, most importantly, to clients.
In teaching, I combine current evidence with long-standing, proven information and methods. My own goal-orientation leads me to develop clear objectives that are tied to demonstrable outcomes. As a teacher, I strongly believe in the concept of making my role unnecessary, that is, teaching students to do, think, and question for themselves. My teaching technique combines the VARK methods (visual, aural, reading/writing, kinesthetic) in order to address various learning styles. I am also a believer in assessment in order to help students gauge their progress and to strengthen retention.
My formal training in psychology and clinical social work, combined with my experience and training as researcher strongly influence my dedication to integrating research and clinical practice into teaching. It is estimated to take two decades for new research findings to be incorporated as routine clinical practice. One reason for this is that, as students, people tend to gravitate and be oriented toward either practice or research, but not both. Another reason is that once clinicians enter the field, they continue to use the same methods in which they were originally trained, regardless of new research findings. Evidence for the latter reason is the time it takes to investigate and learn new approaches and organizational culture that does not support change. Clinical researchers, who do combine practice and research skills, investigate methods to increase effectiveness and reduce cost, but the time it takes for new evidence to become established in practice is disheartening. While my research has benefited significantly from my clinical work and vice versa, systems are not typically structured in a way that supports real integration. I believe it is only by teaching students the inherent synergies between practice and research that real change can happen, and happen faster. Students must also learn not only current best practices but how to evaluate new methods and the value of new evidence, most importantly, to clients.
In teaching, I combine current evidence with long-standing, proven information and methods. My own goal-orientation leads me to develop clear objectives that are tied to demonstrable outcomes. As a teacher, I strongly believe in the concept of making my role unnecessary, that is, teaching students to do, think, and question for themselves. My teaching technique combines the VARK methods (visual, aural, reading/writing, kinesthetic) in order to address various learning styles. I am also a believer in assessment in order to help students gauge their progress and to strengthen retention.