1. 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.
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2. 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