Statement of Teaching Philosophy

There are three primary themes that permeate my philosophy of teaching: the importance of creating a safe and inclusive learning environment, the developmental level of the student, and the blending of theoretical knowledge and applied skills practice.

First, and perhaps most importantly, I believe learning should take place in an atmosphere that feels safe and inclusive. Graduate school can be a daunting endeavor for many students, filled with novel requirements, academic and clinical evaluation, and increased time demands. There is a fine line between the type of anxiety that spurs students on to excellent performance and the type that creates a barrier to learning. In my classes, I strive to create a teaching space where students can explore concepts, ask questions, take risks, and learn from their mistakes. One tangible way I attempt to create this atmosphere can be seen in my first day of class ritual. For all of my classes, regardless of the subject matter, I begin by allowing the students to become oriented to each other and myself. I ask them specifically to identify a wish and a fear related to the class or our subject matter and share it with the class. I do the same in turn. I have found that this activity demonstrates that my classroom is a place where we can flourish in our individual differences and be appropriately vulnerable. Once students feel that they have the freedom to express their thoughts and explore questions without judgment, they are able take intellectual leaps which they might otherwise not dare. I also find that an environment of safety facilitates conversations regarding diversity. Diversity and issues of multiculturalism are interlaced throughout all of my classes, as can be seen in my syllabi. Encouraging a nonjudgmental teaching atmosphere allows us to continually address these complex topics while also providing opportunities for the students to explore their own sense of diversity and uniqueness.

Second, my teaching is guided by the developmental level of the student. My approach in this area has been highly influenced by the integrated developmental model for supervision proposed by Stoltenberg, McNeill, and Delworth (1998). Beginning, intermediate, and advanced students have varying needs as they progress through our program. When teaching, I attempt to adjust my methodology to match that of the common developmental level of the class with a goal of fostering transition to a higher level of functioning. For example, when teaching Integrative Assessment, typically a first year course, I emphasize skill acquisition, self-monitoring of assessment and writing skills, ample opportunity for structured practice, and supportive feedback. Beginning level students often need concrete examples and more direct instruction. My approach, however, might differ with intermediate students for example, who are ready for increased autonomy and the integration of more complex theoretical frameworks.

The third and final theme evident throughout my teaching philosophy is the integration of theory and practice. I view the intellectual understanding of theory and the masterful application of theory through intervention to be equally important pillars of success. This concept is in accord with ISPP’s practitioner-scholar model of training. In a typical class session, I strive to pair a lecture and discussion topic with in-class practice of the

Kristen M. Carney, Psy.D.Faculty Rank Promotion Application

concept just learned. One example of this technique can be observed throughout my Self Care for Mental Health Professionals elective course. For instance, in the fourth week, we discuss the research related to stress and physical health. We follow our discussion on this topic with a practical exercise in which the students are led through a visualization and body image awareness script. Students are given the chance to experience this exercise first hand and explore and share their reactions to it. Students are also provided the script for later personal and professional use with clients. The capstone project for this class is the creation of a workshop on a self care topic of the student’s choice that includes demonstration or practice and is then presented to the class. I use this paired format of lecture/discussion and practice in all of my classes. The goal of our program is not only to graduate competent scholars, but to graduate exemplary clinicians. This can best be accomplished with dual mastery of theory and practice.

In conclusion, I am passionate about teaching psychology and mentoring students. I believe that strong teaching will extend far beyond adding to the knowledge base of others, but will actually shape the professional personhood of developing clinicians. I remember early on in my own graduate career, a professor commenting that we would be personally changed as a result of our training. We would become psychologists, not merely technicians yielding mental and emotional tools. It would be our very person that was the instrument for change. Looking back, I fully agree with his sentiment. As I encounter students during my time at ISPP, I hope to carry this tradition along. I hope that my students leave transformed, so that they can flourish professionally and personally.

Kristen M. Carney, Psy.D.Faculty Rank Promotion Application