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THE BEGINNER’S GUIDE TO FINDING THE RIGHT THERAPIST

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THE BEGINNER’S GUIDE TO FINDING THE RIGHT THERAPIST

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The very first time I went to therapy was such a bust that I often forget about it entirely. It was during one of my holiday breaks from college that I spent at home, and my mom arranged for me to see the colleague of her at-the-time therapist whom she really enjoyed seeing. It was awkward. I hated it. We were extremely different, culturally, and that led me to feel a huge disconnect. I felt like the therapist did not take enough time to build the relationship between the two of us, and expected me to plop down on her couch and spill all the beans right off the bat. I only went for one session and never returned, because I didn't feel like it was a good fit.
Fit is important.
Finding a therapist that is the right fit for you can be an overwhelming, daunting task... But it doesn't have to be. My intention for this guide is to equip you with all the tools necessary to find the best therapist for you. I have broken down the guide into 4 major sections:

Before the consultation

During the consultation

During the first session

After a few sessions

Before the Consultation

I think the most important aspect of finding a therapist is figuring out how you're going to pay for the services. Imagine going through pages and pages of therapists, finding who you think may be the perfect fit, only to find out that they don't take your form of payment/insurance! Ah, shucks.

If you have health insurance, call your customer service line or check the fine print of your benefits plan to figure out if you have mental/behavioral health benefits, and if so - how much therapy the insurance will cover (i.e., number of sessions allowed per year and the copay).
If you're a college student, take advantage of the counseling services provided by your institution! It's mostly likely free (i.e., you're already paying for it in your tuition and fees) and easily accessible to you.
The next step would be to search for therapists who accept your specific form of insurance. Many health insurance websites have online directories where you can pull up this information, or a quick search of the Google will do! "Therapists in [city] who accept [insurance]" should do the trick.

If you don't have health insurance or do not have any mental/behavioral health benefits, don't fret! Plenty of therapists take clients who are paying out of pocket (often called "private pay").

Now that you've figured out the financial side of things, it's time to explore your options.

There are plenty of different search engines and directories for finding therapists near you, based on your needs. Here are a few:

You can even find directories for very specific communities such as BDSM/Kink! Definitely search for therapists who meet your specific concerns, whether that be your demographics, presenting problem (i.e., the reason you are seeking therapy), communities or social groups you belong to, or your specific modality (i.e., whether you're seeking individual, couples, or family therapy).

There are so many different letters and acronyms associated with therapists, so I will do a follow-up post about therapist credentials, so as to not make this post miles long!

During the Consultation

So you've narrowed it down and compiled a list of a some potentially good therapists. The next step is to make some phone calls! Most therapists offer a free phone consultation, usually about 15 minutes, to give you the opportunity to ask questions and figure out if it's going to be a good fit for you.

The therapists will most likely ask you a bit about your background, your reason for seeking therapy, and what you hope to get out of it. It is important to be honest, so that you can get an idea of whether or not that therapist would truly be a good option for you.

Good questions to ask:

How much experience do you have working with people who struggle with ____?

What is your style of counseling?

What does a typical treatment plan look like for a person attending therapy for _____?

While their answers to these questions are certainly important, I would also encourage you to notice how it feels to talk to them. Are they making the knots in your stomach feel a little better? Are they annoying you already? Pay attention to how you feel.

Also, if you don't like what you get from your consultations, feel free to continue shopping around!

During the First Session

So you've scheduled your first counseling session! How exciting (or nerve-wracking)! Know that the first session is almost-always a little awkward. This is because of the paperwork that may be involved. All counselors will require you to sign an "informed consent", which is basically a document of you agreeing, or consenting to, mental health treatment. It also contains information about confidentiality and the rights and responsibilities of both parties. Many counseling agencies will have additional paperwork such as a a release of information, missed session policy, or a structured assessment that will allow the therapist to get to know you and your background a little better. So, it can seem a little paperwork-heavy and interrogative, but most of the paperwork is only completed one time at the very beginning, so keep that in mind.

Similar to my suggestions regarding the phone consultation, pay attention to how you feel during this first session.

After a few Sessions

So you've stuck with this therapy thing, and you've made it through a few sessions! Woo! It is important to assess all those feelings you've been paying attention to...

Do you feel like the therapist is helping you to move in the right direction? If not, do you at least feel hopeful that they will?

Keep in mind that:

1. Nothing is going to change overnight, or in 3 sessions, so don't be afraid to give it some time! Moreover, don't be afraid to voice these things with your therapist.

2. Things sometimes get worse before they get better. So you have this problem that you've kind of ignored, and then you suddenly choose to go to therapy to address it. Well, guess what? Therapy is really going to address it. It may feel icky, but with the help of a good therapist whom you feel is a good fit, you can certainly work through it.

3. Even if the therapist you've tried isn't a good fit for you, there are still plenty of therapists in the sea! Try someone else, and talk about your past experience in the upcoming phone consultations as you search again.

After all, the therapeutic relationship is very unique in that it's not like shopping for your electrician. In therapy there are 2 humans with 2 personalities and 2 different sets of life experiences coming together to create a space of healing for the client and their problems. The personalities, the styles, and the little things all matter. Research has shown time and time again that the relationship between the therapist and client is the greatest predictor of client outcomes! Not how much the therapist charges, their style of counseling, or how much education or experience they have, but the relationship between the therapist and the client.

If you're taking these steps to find a therapist, CONGRATULATIONS on taking the step to a healthier, happier you! I wish you all the best in finding the best therapist fit for you.

Be well.♥

-Ashlei

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The Beginner's Guide to Finding the Right Therapist

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The very first time I went to therapy was such a bust that I often forget about it entirely. It was during one of my holiday breaks from college that I spent at home, and my mom arranged for me to see the colleague of her at-the-time therapist whom she really enjoyed seeing.

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DECODING THE MENTAL HEALTH CREDENTIAL ALPHABET SOUP

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DECODING THE MENTAL HEALTH CREDENTIAL ALPHABET SOUP

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Trying to find a therapist who will be a good fit for you can be a daunting process!

I wrote a blog post to help make this process a little less scary - The Beginner's Guide to Finding the Right Therapist.

In it, I promised to dedicate an entire separate blog post decoding the alphabet soup that is mental health professionals' many, many credentials! (Because there are quite a lot.) So what exactly do all those letters mean? How can you use these letters in choosing your future therapist? I'm here to HELP!

I've split up the different alphabet soups into 3 different "bowls":

Education

Licensure

Certifications & Specializations

Education

MA - "Master of Arts" degree, typically reflecting at least 2-3 years of post-bachelor's degree study.

MS - "Master of Science" degree

MEd - "Master of Education" degree

MC - "Master of Counseling" degree

MSW - "Master of Social Work" degree
It's important to note that it doesn't necessarily matter which type of master's degree is held by the therapist, as long as they have some sort of post-bachelor's degree (master's or doctoral) in a helping field (e.g., counseling, mental health, marriage & family therapy, counselor education, psychology, social work). Some of the degrees involve more clinical training and different types of coursework than others. Don't be afraid to ask them about their coursework and training experiences!
PhD - "Doctorate of Philosophy" degree, typically reflecting at least 3-7 years of post-bachelor's study with an emphasis on research.

EdD - "Doctorate of Education" degree

PsyD - "Doctorate of Psychology" degree (less emphasis on research)

MD - "Doctorate of Medicine" degree, meaning the person has completed 4 years of medical school after receiving a bachelor's degree. If being advertised as a mental health professional, the MD should have completed a residency in psychiatry (additional 4 years), and be a board-certified psychiatrist. Most psychiatrists prescribe medication, and some also offer therapy.
If a therapist is advertising a doctorate degree, it is an ethical obligation that the degrees earned be from mental health or related fields. For example, a therapist could have an MA degree in counselor education and a PhD in religious studies. This therapist is ethically only allowed to "advertise" the MA degree with regard to therapy, since the PhD degree is not of a mental health profession. Again, it doesn't necessarily matter which type of doctorate degree is held, as long as it is related to MH. Also, a doctorate degree is not necessary in order to conduct therapy; it demonstrates further dedication to research in the MH field, training of future mental health professionals, and advanced knowledge. However, there are plenty of competent and qualified MH professionals who hold master's degrees.
Licensure
Therapists are able to legally practice counseling with just a master's degree, but most clinicians take the extra step towards licensure, which is a way to show competency and legitimacy as a MH professional (and typically earn higher pay). Licensure denotes post-master's degree training under the supervision of a seasoned clinician, and the passing of an extensive licensure exam.
LPC/LMHC/LCPC - "Licensed Professional Counselor" / "Licensed Mental Health Counselor" / Licensed Clinical Professional Counselor". These basically mean the same thing - licensure as a professional mental health counselor - but the specific lettering and names differ by the state the therapist is licensed in. For example, Florida utilizes the LMHC credential while Georgia utilizes the LPC credential.

LMFT - "Licensed Marriage & Family Therapist". LMFTs are also trained & qualified to treat individuals!

LP - "Licensed Psychologist". Requires a doctorate in psychology, testing, and supervised clinical hours.

LCSW - "Licensed Clinical Social Worker"
With the exception of licensed psychologists, the licensure process typically takes at least 2 years of training. During these 2 years, therapists will note that they are working towards licensure and are an "intern" of the state by using the following credentials:
APC/RMHCI - "Associate Professional Counselor" / "Registered Mental Health Counselor Intern"

RMFT - "Registered Marriage & Family Therapist Intern"

RCSWI - "Registered Clinical Social Worker Intern"
Interns are under the supervision of a qualified supervisor and will typically discuss what this process means for clients in or before the initial session.
Certifications & Specializations
Certifications and Specializations are completely optional for practicing therapy. They simply give the therapist the opportunity to display competence in working with a specific population or issue, or show that they have "gone the extra mile".
NCC - "National Certified Counselor". This is a nationwide credential, noting that the recipient has completed a master's degree in a MH-related field, and taken and passed the "National Counselor Examination" which touches on topics relevant to the national standards/accreditation for the field of counseling. It is recognized by all 50 states.

NCAC I, NCAC II, MAC - "National Certified Addiction Counselor" I & II, and "Master Addiction Counselor". This is a national certification showing, you guessed it, expertise in working with clients who struggle with addiction, with MAC being the highest credential. The CAC, or Certified Addiction Counselor, is the state-run certification for showing addictions expertise.

RPT - "Registered Play Therapist". RPTs utilize an approach called Play Therapy in working with their clients, most children and adolescents (although adults can benefit from play therapy, too!)
If you are struggling with a specific issue captured by one of the above specializations, it is your best bet to seek out these therapists for counseling. They have completed extra training, supervision, and potentially testing in order to show competency in working with these specific issues. However, if they do not have these credentials, it doesn't necessarily mean that they're incapable of treating you. It's important to ask potential therapists about their experience in working with your specific concerns prior to committing to begin therapy with them.
CCC - "Certified Career Counselor", for those who work primarily with clients whose presenting concerns involve career and occupational issues.

Whichever mental health professional you decide to contact, know that asking about their education, licensure, and certification/specialization credentials is a completely reasonable step in your decision-making process. They should be able to readily inform you of their credentials and be able to explain to you in plain, understandable words what they mean. If a therapist is unwilling or unclear about what their credentials mean, that may be a red flag.

I hope this helped in making sense of the alphabet soup that is mental health professionals' credentials! As it is nearly impossible to create a comprehensive list, this should more than suffice in getting you started.

Feel free to comment or pose further questions below!

Be well.♥

-Ashlei

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Decoding the Mental Health Credential Alphabet Soup

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Trying to find a therapist who will be a good fit for you can be a daunting process! I wrote a blog post to help make this process a little less scary - The Beginner's Guide to Finding the Right Therapist.

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5 Things Peloton Teaches Us About Mental Health

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5 Things Peloton Teaches Us About Mental Health

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With over 51 million people in the U.S. experiencing mental health symptoms, it is important for counselors to share ways to help people experience relief year round.

In addition to counseling, many people use exercise as a form of self-care and symptom management. Unfortunately, the pandemic interrupted fitness routines, forcing people to exercise at home or outdoors. While some individuals and businesses scrambled to figure out new routines, Peloton, the latest worldwide fitness craze, stepped up and taught people ways to experience fitness and wellness during a very turbulent time.

The popularity of Peloton has grown exponentially over the last few years and the company experienced significant growth during the pandemic. No company is without controversy, yet Peloton worked to create appeal to an international audience and to people from a wide range of fitness levels, social perspectives, and learning styles. As a former group fitness instructor and currently licensed counselor specializing in sport & exercise, I was impressed with Peloton's reach and techniques to help people feel better physically and psychologically. With this in mind, I wanted to share five things that Peloton can teach us about mental health.

Peloton teaches us that we can plan out our exercise so that we can focus on success. Their programs help people take the guesswork out of fitness planning.

Similarly, counselors work with people to create individualized plans to help them reach their goals. Having a goal helps people focus on their emotional development without the need to figure out a plan on their own.

It is fun and motivating to see others enjoying their exercise plans. It helps people gain interest in working on their own exercise and wellness goals. When browsing social media, it's impossible to miss posts about people's workouts. Nowadays, we also see more posts about people's experiences with counselors. Campaigns such as Mental Health America's "Fight in the Open" encourage people to share their mental health successes as ways to encourage others to reach out for help, too.

Some people want physiological cues during exercise classes, others want a motivational speech. Peloton teaches us there is room for different learning styles and one style is not better than others. Just like people have a favorite Peloton instructor, they also have their favorite counselor. Counselors use theoretical orientations to guide their practice. It is ok for you to talk with multiple counselors to see who is the best fit for you. Counselors are open to hearing about your ways of learning to help you identify strengths and

live your best life.

Trying different kinds of exercise (such as cycle, tread, yoga, Pilates, strength, cardio, and meditation) can help us learn new ways to exercise our bodies and minds. Counseling interventions vary as much as physical exercises, and you can try different techniques to gain insight into the effectiveness of your thoughts and emotions, such as art therapy, music therapy, cognitive behavioral therapy, wilderness therapy, and p sychodynamic interventions. Ask your counselor about different and creative ways to help you reach your goals.

Peloton teaches us to be kind to ourselves and to use a positive mindset to boost confidence. Counseling teaches us ways to use self-talk to enhance our sense of wellbeing, build confidence, and to recognize the successes we have each day. While it is important to understand our problems from multiple perspectives, it is equally important to see positive aspects of life by recognizing the ways we talk to ourselves.

I believe there is a strong connection between our minds and bodies and am hopeful that public conversations about mental health and wellbeing continue to be at the forefront of many people's minds. Some Peloton instructors, like Becs Gentry and Kendall Toole, discuss their challenges and how they overcome roadblocks. In an Ali on the Run Podcast episode, Becs talked about how she works to build confidence and finds psychological strength to move through tough segments of her runs. Additionally, Kendall Toole advocates for mental health awareness and encourages people to mindfully experience their emotions and to use music as one way to enhance moods. We can learn a lot from each other the more we listen with compassion and encourage each other to live fully and peacefully.

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5 Things Peloton Teaches Us About Mental Health

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Photo credit: Peloton With over 51 million people in the U.S. experiencing mental health symptoms, it is important for counselors to share ways to help people experience relief year round. In addition to counseling, many people use exercise as a form of self-care and symptom management.

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How to Support Athletes Who Transition Out of Sports

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How to Support Athletes Who Transition Out of Sports

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While every person’s individual response depends on their unique circumstances, Dr. Kerulis said “people who have involuntary transitions out of sports can feel a lot more taken aback by an interruption in their life that they didn’t plan, so that can feel a little bit more traumatic.”

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When the COVID-19 pandemic sent athletes home from the field, players of all ages and levels were left unable to practice or play sports for months-some were even forced to retire early. For many players, leaving a sport also means leaving behind a set of routines, access to a support system, and a sense of identity.

Sports undoubtedly dominate a player's lifestyle. Without the opportunity to play, many athletes are left with confusion, anxiety, and grief over the lifestyle they lost.

But athletic careers aren't just for players who pursue professional sports. "The term career is not simply a job or occupation. It is an individual's journey through life," said Dr. Michele Kerulis, member of Counseling@Northwestern's core faculty and member of the United States Olympic Committee Sport Psychology Registry.

When counselors have a nuanced understanding of the mental health implications of leaving a sport, they can effectively help athletes transition out of sports in a healthy way and renew their identity, self-worth, and purpose in life.

Why Do Athletes Transition Out of Sports?

Making the choice to leave a sport at any age-especially after investing years of practice and competition-can be a complicated and difficult decision. But it may not always feel like a choice. Dr. Kerulis said that most decisions fall into one of two categories:

VOLUNTARY:
Choosing to stop playing or practicing a sport or activity

Examples: change in personal interests, career changes, family circumstances

INVOLUNTARY:
Feeling forced into leaving a sport or activity

Examples: injury, being cut from a team, contracts, global pandemic, age

While every person's individual response depends on their unique circumstances, Dr. Kerulis said "people who have involuntary transitions out of sports can feel a lot more taken aback by an interruption in their life that they didn't plan, so that can feel a little bit more traumatic."

She said that in many cases, athletes may struggle to find purpose, motivation, and identity from other activities, especially if they haven't been encouraged in the past to explore other interests, talents, and aspirations.

Without that exploration and encouragement, athletes are at risk of developing a "foreclosed identity," which means a premature commitment to an athletic identity without considering the value of other interests or aspects of identity, according to developmental psychology theorists including Erik Erikson and James Marcia.

"Their entire identity rests in being an athlete, whereas other people who are just as committed to sports still might have other things in their life," Dr. Kerulis said. "[Those who] make time for family and friends and volunteering or other activities tend to adjust better than those with a high sense of athletic identity."

Dr. Kerulis said that self-reflective questions can help athletes of all ages consider additional areas that might provide a sense of purpose and identify ways they can apply their learned athletic skills to new opportunities.

Self-Reflective Questions to Prevent a Foreclosed Identity:

What is it that I love about sports? Is it just this sport, or other sports, too?

In addition to sports, what else do I like to spend time doing?

What else am I looking forward to in the near future?

Where do I find validation and affirmation (externally and internally)?

What skills have I learned from my sport, and how can I use them off the field?

These questions can help athletes frame their transition in a positive way, by approaching the change with curiosity, abundance, and creativity. Though it's important to make space for grief, Dr. Kerulis said "some people may feel excited about opportunities for a new chapter in their life."

How Counselors Can Help Athletes Transitioning Out of Sports

Regardless of the reasoning, it's important to remember that transitioning out of sports is not an event; rather, it is a process.

"When somebody is invested physically and emotionally in their sport, and then they're not participating anymore, they typically go through a grief process," Dr. Kerulis said. "Even if they made the choice to leave the sport, they're walking away from something that used to be an entirely encompassing aspect of their life."

When leaving a sport, athletes of all ages may be at risk for mental health concerns that need professional attention from a licensed mental health counselor.

Mental Health Risks Posed By Transitioning Out of Sports

fear and uncertainty about plans for the future or career paths

loss of identity and motivation, feelings of purposelessness

loss of activity, purpose, structured routines, and teammates' support

changes in diet and exercise in a non-athletic environment

loss of confidence or external validation from coaches and teammates
Source: Student-Athlete Transition After Sports, (1.2MB, PDF), NCAA
Dr. Kerulis said swift departure from years-long routines can lead to confusion about purpose and the meaning of one's own life. "Some people experience an existential crisis," she said. "Especially for younger people who might think, 'my whole purpose in life was to play sports, and since I'm not doing that, I don't know what to do.'"

Counselors can help athletes of all ages address a foreclosed identity and transition out of sport with sensitivity and cultural awareness.

"There is an older way of thinking that things have to be all or nothing, meaning that you must commit 100 percent of your time to one thing, or you are not going to be successful, and that's just not the case," she said. "[Counselors] help people understand that you can be an awesome athlete-a recreational, professional, or college athlete-and still enjoy other areas of life."

Without that exploration and encouragement, athletes are at risk of developing a "foreclosed identity," which means a premature commitment to an athletic identity without considering the value of other interests or aspects of identity.

When helping people explore other interests or decide to fully terminate their athletic participation, Dr. Kerulis said counselors should make developmentally appropriate recommendations for athletes.

"Student-athletes who understand how to terminate their sport careers in a healthy way can better transition into the next stages of life as well-balanced individuals with goals and direction for personal excellence," she said.

When athletes are beginning to realize that career termination may be in their near future, a clinician can help support them through the process to establish support and goals for a healthy transition.

In order to be culturally sensitive to the sports community, counselors with athletic clients need to spend time learning about the world of sports, cultural and community considerations, and the unique mental health risks for athletes. Dr. Kerulis offered tips for counselors to be an effective and helpful support to their clients:

Counselors should also be aware of behavioral changes that result from transitioning out of a strict athletic schedule and into new routines. The dietary and fitness practices that may be common in weight-focused sports such as gymnastics, wrestling, bodybuilding, or ballet are often perceived as disordered eating in nonathletic environments. Becoming familiar with the symptoms and risks of these behavioral addictions related to former athletic routines will be crucial for identifying and preventing harmful behaviors.

Dr. Kerulis also emphasized the importance of a nonjudgmental and individualized approach to supporting athletes through their grief and transition. Though each person responds to emotional events in different ways, many athletes are subject to the pressure of performance and may fear being judged for their feelings or reactions during their process.

How Coaches, Family, and Teammates Can Help

"While families are typically the ones guiding student-athletes through their younger years, from a family-systems theory lens, their teammates are often viewed as siblings and their coaches as surrogate parents in their sport careers," Dr. Kerulis said.

The relationship between athletes and their coaches can be pivotal to a player's process in career transition because coaches can be a meaningful source of support during times of confusion, grief, and stress. Because of this, Dr. Kerulis said coaches should pay close attention to changes in a player's demeanor and be willing to foster open communication. Once players know their coach is genuinely invested in their well-being, it becomes easier to turn to them for support.

"While families are typically the ones guiding student-athletes through their younger years, from a family-systems theory lens, their teammates are often viewed as siblings and their coaches as surrogate parents in their sport careers."

-Dr. Michele Kerulis, Counseling@Northwestern faculty member

"Coaches are such a vital part of athletes' lives," Dr. Kerulis said. "Just like they develop skills to help athletes excel on the field, they can also help athletes develop skills off the field."

While each member of a team is a crucial part of the athlete's support system, they each play a different role. "The older teammates help set expectations and can be seen as mentors or big brothers [and] sisters to the younger student-athletes, and the coaches set rules, expectations, schedules, and curfews while student-athletes are away from home."

FAMILY, FRIENDS, AND TEAMMATES

COACHES
Open dialogues are especially helpful for teaching young athletes about the value in expressing their feelings, especially for learning the importance of giving more than one-word answers to questions.

"The responsibility lies on adults to help children understand how to have a conversation," Dr. Kerulis said. She suggests modeling open communication and expressing genuine interest in children's thoughts, ideas, and interests.

She also said it's important for adults to show young people that perfection and high performance are not the only avenues to self-worth. When kids and teens learn that it's okay to fail, they become more resilient and willing to explore new areas and interests. Additionally, they will be more willing to learn valuable lessons from their failures.

"We want kids to learn that they can explore and can try different things and if they don't like them that's okay, but at least they tried."

Additional Resources for Athletes Transitioning Out of Sports:
Citation for this content: Counseling@Northwestern. (2021 June, 7). How to support athletes who transition out of sports. Counseling@Northwestern, the Online Master of Arts in Counseling Program from The Family Institute at Northwestern University.

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How to Support Athletes Who Transition Out of Sports | Counseling@Northwestern

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When the COVID-19 pandemic sent athletes home from the field, players of all ages and levels were left unable to practice or play sports for months-some were even forced to retire early. For many players, leaving a sport also means leaving behind a set of routines, access to a support system, and a sense of identity.

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Race and Leadership in theNews Media 2020: Evidencefrom Five MarketsAuthors: Rasmus Kleis Nielsen, Meera Selva, and Simge Andı

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Race and Leadership in theNews Media 2020: Evidencefrom Five MarketsAuthors: Rasmus Kleis Nielsen, Meera Selva, and Simge Andı

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Authentic Leadership Development (Luthans & Avolio, 2003)

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Authentic Leadership Development (Luthans & Avolio, 2003)

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Conduct an Internet search for any mental health topic - i.e., suicidal behavior in teenagers, group therapy for single moms, eating disorders among college students - and you'll find a wealth of blogs.

The top hits that come up in your search, however, will likely be blogs written by social workers, educators or other helping professionals - not professional counselors.

"Counselors don't have enough of a voice now online," declares Tamara Suttle, a licensed professional counselor (LPC) in Colorado who presented a session on blogging for counselors at the 2014 ACA Conference & Expo in Honolulu. "It's frustrating to me. Especially [in the area of] social justice and activism, there's a dearth of counselor voices out there."

The one exception, says Suttle, are school counselors, who actively share information and news via blogs, social media and other online forums.

A blog - short for web log - is an online journal, usually written in the first person and taking an informal tone. From family vacation anecdotes to industry trends and breakthroughs, it is a medium to share information, commentary and news.

Suttle, an American Counseling Association member, started to blog on her counseling practice's website in 2009. Within six months, her phone was ringing three times as often with calls from potential clients, she says.

Blogging is a useful tool for counselors - and a medium they shouldn't be nervous about trying, says Suttle, who also provides training and consulting on blogging and building a private practice for therapists.

For counselor educators, blogging is an ideal way to share information with colleagues and technology-fluent students. Blogging can also be a way for counseling graduate students to distinguish themselves from the crowd and catch the eye of potential employers.

Primarily, blogging is a way to spread a message, whether to raise attention for a social justice or nonprofit cause or to gain visibility for an agency or private practice, Suttle says.

In general, she believes blogging is the perfect platform for counselors to share resources and insights that benefit the entire profession. And in so doing, blogs also increase public visibility for the work that counselors do, Suttle says.

"[Blogging] is the smartest thing I've ever done for myself professionally, but also one of the most rewarding things, personally, that I've ever done. I had no idea that would be the case," says Suttle. "If your goal is to change the world and to touch people's lives, as strange as it sounds, blogging can do that."

Suttle has been in private practice for more than 20 years; she specializes in working with women in transition and therapy for other therapists. She calls herself a "digital dinosaur" who has never been a fan of technology.

She got over her hesitation with training from Beth Hayden, a Colorado-based consultant and trainer who specializes in social media, blogging and online business marketing.

"Although I was scared [at the beginning] - I had never written for the public before - I was beginning to see that [blogging] was a very smart thing for people in private practice to do to gain visibility," she says.

"If I can learn [to blog], anybody can learn it," she says with a laugh. "I was blown away by the difference it made. ... It has been what has made my practice."

Thinking of getting started yourself? Suttle suggests that counselors begin by looking at other blogs to collect ideas, identify a niche and figure out their own style preferences.

Among the things Suttle says counselors should keep in mind when blogging:

Before you start, lay down "ground rules" for yourself. Will you allow comments on your posts - and accept the possibility of negative comments? Will you share personal information, such as anecdotes from when you were in grad school? Make a decision and stick to it, Suttle says.

Start with a goal, whether it's to gain more clients, disseminate information, network with other counselors or build trust with your audience. Work backward from there, says Suttle. Decide how the blog will help you reach that goal, and tailor it accordingly.

If you're trying to gain clients, be aware that mentioning your practice or services too often may turn readers off. Keep the sales pitches to a minimum, Suttle advises.

Be specific. "You may be a generalist in your practice, but if you blog, you need to blog about something very specific," she says. "Otherwise, you're forgettable."

Find something you're knowledgeable about and interested in but also something to which you can bring a fresh focus. Sticking to a specific topic builds your credibility and can eventually make you a trusted resource for readers who are looking for information on that subject.

Pick a focus that isn't too broad and that isn't already covered by a lot of other blogs and online resources, says Suttle. For instance, instead of blogging about adolescent issues in general, narrow your focus to adolescents and self-injury, or adolescents struggling with stepsiblings. For example, Suttle says she knows one blogger who writes solely on counseling long-distance truckers.

Be consistent, publishing new material at least once a month. Set a schedule for yourself, and stick to it. Posting once or twice a week is even better, Suttle says. Readers won't return to a blog where posts are sporadic or published only once in a blue moon.

Also, the more posts you publish, the more Internet search engines will pick up your blog. Posting frequently bumps your blog up higher on search results pages (i.e., on the first page of google.com search results instead of on the fifth page), according to Suttle.

Write posts that are worth reading. Readers will share posts that are well-written, inspirational, entertaining and informative. "If you're saying the same thing that everyone else is saying, you're not memorable," Suttle says. "[Readers] are going to forget you and not come back [to your blog]. If no one wants to pass on the blog post that you just wrote, you might as well not bother writing it."

Aim for a writing style and tone that is "not academic or highbrow but approachable, warm and friendly, but professional," she advises.

Be willing to test ideas and fail. Blogging is a trial-and-error process to figure out what resonates with your readers and gets your message across. For perfectionists and people pleasers, it can be "a really great way to stretch your edges," Suttle says.

A good rule of thumb: If your posts are not being visited, shared or commented on, then you need to improve or change tack. Try including open-ended questions in your post or a call for readers to share their experiences via commenting, Suttle suggests. In turn, respond to reader comments with feedback. You don't want them commenting "into a black hole," she says.

Those who struggle with writing can still blog. If you're not a confident writer, have someone else edit your posts before publishing. Trade off with other bloggers or hire a student, suggests Suttle. Also consider that blogging doesn't have to center on writing. Blogs can be photo- or video-based, and recording your own podcast is another option.
Be mindful of risk management and etiquette:

Plagiarism, or using another person's text or images without permission or proper citation, is a no-no.

Remember that a blog is not a forum for therapy. A counselor should not attempt to "treat" or advise readers, either in posts or in comment responses, says Suttle. Also remember not to share specifics from your counseling sessions with clients in your blog. (Refer to the ACA Code of Ethics section on technology and social media for more details.)

Be accurate. Don't post something that's purely speculation or your own opinion without clearly indicating that. Don't post items that are poorly researched; cite sources in your posts when appropriate. Similarly, don't link to sites or blogs that are poorly researched. Think of the professional ramifications for everything you post, Suttle says.

If you're unfamiliar with a topic, don't try to cover it yourself. Instead, invite a colleague or professional who is an expert or authority in that area to write a guest post for your blog, Suttle suggests. "Don't be fearful of linking to great resources that know something that you don't," she says. "It doesn't give away your authority but shows the reader that you are generous in sharing the limelight."

Most of all, remember that blogging will open you to criticism, Suttle says. "If you're going to blog, you really do have to grow a thick skin," she says. "Not everybody is going to like what you say or be comfortable with it. People will take issue with the position you take or the fact that you forgot to cross a T (or made a grammar mistake)."

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Read Tamara Suttle's blog at allthingsprivatepractice.com

Read the American Counseling Association blogs at counseling.org/news/blog

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For more information
Some posts from Suttle's blog on the ins and outs of blogging:

Advice for reluctant bloggers: allthingsprivatepractice.com/advice-for-reluctant-bloggers/

Therapists blogging for business: 15 mistakes you don't know you're making: allthingsprivatepractice.com/therapists-blogging-business-15-mistakes-dont-know-youre-making/

What's the difference between blogging and sending newsletters? allthingsprivatepractice.com/whats-the-difference-between-blogging-and-sending-newsletters/

"Should I Start a Blog?" a podcast with Suttle by Joe Sanok: practiceofthepractice.com/session33/

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Bethany Bray is a staff writer for Counseling Today. Contact her at bbray@counseling.org

Follow Counseling Today on Twitter @ACA_CTonline and on Facebook: facebook.com/CounselingToday

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Friend, not foe: Blogging for counselors - Counseling Today

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Conduct an Internet search for any mental health topic - i.e., suicidal behavior in teenagers, group therapy for single moms, eating disorders among college students - and you'll find a wealth of blogs. The top hits that come up in your search, however, will likely be blogs written by social workers, educators or other helping professionals - not professional counselors.

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Labor, HHS Appropriations bill - Student Support and School Counseling

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Racial Trauma in Film: How Viewers Can Address Re-traumatization

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Racial Trauma in Film: How Viewers Can Address Re-traumatization

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By Tiarra McKinney

Re-traumatization by film can have profound effects on one's mental health and well-being. Some may ask, "Well it's just a movie; can it really have that deep of an impact on someone's mental health?" The answer to that question is, yes, it can.

When you are watching a movie or a show, your brain thinks the action on screen is happening to you. This is why you have to consciously tell your brain, "It is just a movie." Our mirror neurons are part of the reason we cry during a sad part of a movie, laugh at jokes, and jump at a scary scene (Zacks, 2015). Our emotions are deeply impacted by watching film and media content. This raises the question: "What happens if we watch content that we have already experienced ourselves and was traumatizing in our real, present day life?"

Re-traumatization occurs when an event or the witnessing of an event elicits symptoms of a past trauma (Zgoda, Shelly, Hitzel, & 2016). Often, this process occurs when a memory is triggered and is brought back into the conscious mind. In this process, flashbacks may occur. According to trauma researchers, experiencing flashbacks of the past trauma can inhibit thought processes. This occurs when the person temporarily loses the ability to recognize that their present reality is safe and not threatening (Ogden, Minton, & Pain, 2006). The visceral physiological and psychological reaction that can come from watching material is a symptom of re-traumatization.

Researchers have shown that re-traumatization by film and entertainment media can occur when watching depictions of violence, abuse, or neglect, especially if these traumas have been experienced.

Racial trauma can also be triggered. Racial trauma includes, but is not limited to, instances of microaggressions, covert and overt racism, discrimination, and prejudice (Chavez-Dueñas, Adames, Perez-Chavez, & Salas, 2019). Often, individuals are not aware they are being re-traumatized in the moment of watching a film. These effects may not show up until after the viewing in most cases. The activity that exists within the brain as it relates to trauma is proven to be exponential in understanding how trauma effects one's being holistically.

For example, Netflix's films and limited series, When They See Us and American Son, explore racially charged themes such as stereotyping, generalizations, microaggressions, and covert racism. While these films have pertinent messages that need to be heard and stories that need to be told, people of color can permit themselves to avoid re-traumatization as audience members. Witnessing these transgressions can remind someone of their own racial trauma and impact their emotional well-being. Racial trauma has the power to overwhelm the nervous system, similar to other types of trauma (Hart, 2014). When this occurs, it can elicit a visceral physiological and psychological reaction, which is also a symptom of vicarious trauma.

Take deep breaths.

Racial trauma is often overlooked as a legitimate trauma. The gap in understanding about the connection between racial trauma and re-traumatization by film indicates that more research is needed to better understand these concepts and their implications. Certain groups have immense fears of being discriminated against, fears of being wrongfully convicted, and even fears of being annihilated because of their ethnic and racial background. By understanding their cultural experiences in their day-to-day lives, we can begin to understand how film and media can have profound affects regarding the trials related to their cultural identity.

If we continue to dismiss racial trauma and the aspects that can lead to re-traumatization, harm will continue to be a part of that cycle. Shedding light on the topic and advocating for change can help those who have experienced racial trauma seek help and begin to facilitate their healing process.

Prevention and the provision of resources such as psychoeducation can serve as a catalyst to extinguish the stigmatization of mental health conditions in minority communities and increase their overall well-being. It is imperative we first recognize the inner-workings of racial trauma to better address its long-lasting and prevalent effects as it shows up in media and film. This can help normalize mental health treatment. Once we begin to shed light on topics such as this one, we can begin to make visible the historically socially invisible populations and advocate for the visibility of occurrences that are often seen as minute.

References:

Chavez-Dueñas, N. Y., Adames, H. Y., Perez-Chavez, J. G., & Salas, S. P. (2019). Healing ethno-racial trauma in Latinx immigrant communities: Cultivating hope, resistance, and action. American Psychologist, 74(1), 49-62.

Duvernay A., (Creator. Producer) (2019). When They See Us. Tribeca Productions. U.S. Netflix.

Demos-Brown, C., (Creator) Leon, K. (Producer) (2019). American Son. Simpson Street. U.S. Netflix.

Hart, A. (2019). The discriminatory gesture: A psychoanalytic consideration of posttraumatic reactions to incidents of racial discrimination. Psychoanalytic Social Work, 26(1), 5-24.

Ogden, P., Minton, K., & Pain, C. (2006). Trauma and the body: a sensorimotor approach to psychotherapy. New York: W.W. Norton.

Zacks, J. M. (2015). Flicker: your brain on movies. Oxford: Oxford Univ. Press.

Zgoda, K., Shelley, P., & Hitzel, S. (2016). Preventing Retraumatization: A Macro Social Work Approach to Trauma-Informed Practices & Policies.

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Racial Trauma in Film: How Viewers Can Address Re-traumatization | Counseling@Northwestern

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By Tiarra McKinney Re-traumatization by film can have profound effects on one's mental health and well-being. Some may ask, "Well it's just a movie; can it really have that deep of an impact on someone's mental health?" The answer to that question is, yes, it can.

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Association for Multicultural Counseling and Development Resources

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Association for Multicultural Counseling and Development Resources

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The Opera Reflections: Honor, Violence, and Cultural Norms in Modern Society

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The Opera Reflections: Honor, Violence, and Cultural Norms in Modern Society

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By Jennifer Robertson and Dr. Michele Kerulis
This is the second article in a series that examines mental health themes in opera. Special thanks to the Lyric Opera of Chicago for inviting me to the 2018-2019 season to examine the mental health themes in opera, and to Roger Pines, Lyric's dramaturg, for his insightful knowledge about all things opera.
Opera is known for portraying difficult subject matter like suicide, violence, and honor. Lidiya Yankovskaya, the only female music director of a major American opera company and music director of Chicago Opera Theater, believes that opera has the raw emotional power to expose audiences to serious issues while allowing them to grapple with the issues on their own terms. She explains that "all of these difficult subjects are part of humanity ... . They have existed throughout our history and never have disappeared. There are worse times and better times for certain things, but they do not disappear. They are part of-for better or worse-what it means to be human and something we ... are constantly grappling with and constantly trying to overcome."

Opera can bring people together through art to help them gain an understanding of different cultural traditions that might otherwise seem difficult to understand. In this edition of Opera Reflections, we will use examples from the stage and from scholars to explore different ways people understand and uphold honor.

"Honor can be viewed in a more personal way, as a sign of respect or an individual's sense of integrity. Yet, it can also be a moral duty to the greater community or family that denotes a sense of requirement."

The concept of honor can be both an individual distinction and a reflection of cultural tradition. While one person may consider honor to be outdated and irrelevant in modern life, another may feel the daily pressure to preserve their family's reputation. Ask a few people for their definition of honor and you will get a myriad of answers. Honor can be viewed in a more personal way, as a sign of respect or an individual's sense of integrity. Yet, it can also be a moral duty to the greater community or family that denotes a sense of requirement. As we continue to reflect on these universal and powerful themes in opera, honor takes center stage in most operatic themes. Most traditional operas justify death as an acceptable way to restore family honor. Consider Puccini's Madama Butterfly, one of the most widely recognized operas, where Butterfly chooses death by suicide to preserve honor and provide opportunity for her son. Although the story was written in 1904, the essential elements of tradition, patriarchy, and aggression are still relevant today. The multicultural relevance requires mental health professionals to examine the definitions, roots, and obligations associated with honor so that people receive culturally competent counseling.

Although honor could appear to be a vestige from the 19th century when a man was allowed to kill his wife for disloyalty (Leoncavallo's I Pagliacci), this cultural norm (PDF, 111 KB) still plays a prominent role in some Mediterranean, Middle Eastern, and Far Eastern communities. Honor killings and honor violence are instruments of social control decided by and carried out by the family patriarchy when family members, usually women, are disobedient in order to restore their collective honor. In some cases, when women seek out an education, accept a job, or talk with men outside the family, they are susceptible to punishment. The greater the cultural distance and social standing of the person to whom the women have transgressed, the more severe the retribution. The family becomes a type of honor community where male bravery is rewarded alongside female submissiveness. For example, Lyric Opera of Chicago's dramaturg, Roger Pines, pointed out in Janacek's Jenufia, the lead character is disfigured by a man who is in love with her but slices her cheek in a jealous rage.

From a multicultural perspective (PDF, 344 KB), it is important to consider relational dynamics when people struggle with interpersonal issues in counseling. Researchers suggest that honor violence is being reported more than ever which leads to a marked increase in prosecutions. Counselors can ask how much agency the person has within the family structure before assuming their independence.

"People who live within honor communities or abide by honor traditions may be socially anxious and more likely to use aggression as a socially acceptable response. Within honor communities, perceived respect can be vital to a person's self-image."

Researchers have illuminated the role of choice and shame related to honor violence within patriarchal authority. For example, some women in India are acting on their own behalf as social agents when choosing death by suicide as a result of persistent violence, honor threats, and restrictive customs and, therefore, should not be considered victims. Thinking back to Madama Butterfly, some believe Butterfly chose death by suicide as her only culturally appropriate option because women have limited personal freedoms within honor communities. Their ways of being in the world are dictated by the men in their family and by their culture's social customs. Researchers pointed out that these women are so emotionally restricted that they exhibit competitive suffering (PDF 111 KB) in times of sorrow. Perhaps their only way to release some of the heavy emotional burden they carry daily is to express their suffering in these times of crisis when the feelings are endorsed by their family and their community. Examples of this cited in an Indiana University Press publication include women wailing loudly at a funeral or in response to a traumatic event, an act that is both culturally appropriate and emotionally cathartic. The author of the piece, Celeste (2018), suggested that wailing provides a "liberatory and activist act" for African American women that conveys their grief, anger and disappointment. Consider how this powerful emotional expression might appear in session with people who struggle with injustice.

People who live within honor communities or abide by honor traditions may be socially anxious and more likely to use aggression as a socially acceptable response. Within honor communities, perceived respect can be vital to a person's self-image.

Strong responses to perceived insults are also possibilities for those with higher concerns with honor. Researchers found that honor cultures also reflect gendered responses to threats. Typically, men reacted aggressively to perceived threats within the context of broader cultural norms, whereas women reacted to threats based on their individual anxiety.
Citation for this content: Northwestern University's online Master of Arts in Counseling program.
Although honor appears to be a strong factor in certain communities, some researchers suggest honor may be a more universal way to define social interactions and gender roles, and recognize our place within the larger society. When counselors understand the roots of social anxiety and the possible ties to beliefs about honor, they can provide more culturally appropriate interventions.

Since honor is a subjective concept and is driven by cultural traditions, it is valuable to examine the multicultural differences regarding honor from a geographic perspective. The importance of honor in daily life can be conceptualized along a spectrum from low to high honor. Researchers suggest there are more low honor cultures in Western Europe and the Northern United States, and more high honor cultures in areas like the Southern United States, Middle East, Mediterranean, and North Africa. While geographic considerations have been considered in research studies, it is important to recognize that multicultural honor communities are not restricted by their location. Furthermore, researchers found that honor was linked to high self-esteem when an individual focused on being a person with integrity, but honor was linked to low self-esteem when an individual was protecting their family's honor or image. The more the person focused on their family's honor, the less personal control they experienced. Similarly, community honor was found to be more important in collectivist communities and less important in communities that regard the individual. With strong group conformity, individual values such as personal enjoyment are abandoned in favor of benevolence.

"Shame humiliates whereas honor empowers. In this case, honor can be viewed as a moral imperative for some cultures."

Beyond targeting aggression toward retaining gender inequalities in their own group, honor cultures are quick to retaliate to real or perceived threats to their community. The balance of real or perceived power is an important element to consider in communities where honor and manhood are foundational constructs. Studies have shown that people feel shame when they don't act in alignment with their honor and that creates embarrassment. Shame humiliates whereas honor empowers. In this case, honor can be viewed as a moral imperative for some cultures. Mental health professionals must understand people's worldview, the impact on the counseling relationship, and their own biased assumptions or misperceptions to provide the type of clinical support people need.

The concept of honor requires personal and cultural exploration. The way a person defines honor will be influenced by and in turn influence their sense of morality, culture, and relationships. More broadly, the way people embody honor relates to their interactions with the greater community. In addition to the struggle of gender inequality within honor cultures, patriarchal authoritarianism persecutes people in the lesbian, gay, bisexual, transgender, queer, intersex, and asexual + (LGBTQIA+) community. Honor killings have been reported because of the group's judgments on homosexuality. Although the honor violence described thus far has focused on severe sanctions for individual behaviors, we consider that there is a spectrum of this violence across the globe in many forms and degrees. Perhaps that is why honor persists as a popular theme, not only in opera, but in media overall. As a result of this exploration, reflections on the influence of cultural convictions and implications of the power imbalance in low honor and high honor communities can provide deeper personal meaning for us all.

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The Opera Reflections: Honor, Violence, and Cultural Norms in Modern Society

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By Jennifer Robertson and Dr. Michele Kerulis This is the second article in a series that examines mental health themes in opera. Special thanks to the Lyric Opera of Chicago for inviting me to the 2018-2019 season to examine the mental health themes in opera, and to Roger Pines, Lyric's dramaturg, for his insightful knowledge about all things opera.

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Understanding "Joker" through the Lens of a Trauma Therapist

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Understanding "Joker" through the Lens of a Trauma Therapist

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By Dr. Michele Kerulis, Trauma Therapist and Counseling@Northwestern Faculty, and Savannah Couch, Counseling@Northwestern Graduate Student and Drama Therapy Practitioner
SPOILERS
Like many people, I enjoy watching movies to escape into new worlds. When I watched Joker, I couldn't help but view the movie through the lens of a trauma therapist. The movie opens with Arthur Fleck applying clown makeup and the character's mood seems sad and almost tearful. We see Arthur fluctuate between what appears to be sadness and laughter throughout the movie, which can be confusing for viewers. Some identify his condition as Pseudobulbar affect (PBA). PBA has been associated with traumatic brain injuries (TBIs) and the viewer might conclude that Arthur received TBIs through excessive childhood abuse and additional physical attacks throughout his life.

It is important to point out that many people who experience trauma do not commit violent acts and have not been admitted to psychiatric hospitals. Having a life full of trauma does not excuse Arthur's behaviors. His story helps viewers understand how an individual fictional character was impacted by and reacted to ongoing childhood trauma, bullying, and perceived parental abandonment.

Ethics codes prohibit mental health professionals from diagnosing people we have not personally assessed, so we will not be commenting on an assumed diagnosis of Arthur.

At one point in the film, Arthur is told he cannot continue receiving mental health care due to funding cuts, meaning he also will not receive his medication. He was on seven medications and had enough insight to ask for medication adjustment when he felt like he would benefit from it. He asked where he was supposed to go for medication because the current agency was closing. Arthur appeared to try to implement coping skills including journaling, dancing, comedy, and attempts to relate to others, to manage his symptoms.

Performing, or more specifically clowning, may have been therapeutic for Arthur. Carl Jung's (1980) concept of active imagination is quite broad, encompassing all potential creative endeavors that enable an individual to connect with parts of their unconscious. Arthur's journaling would be considered active imagination because it is a creative activity that is assisting Arthur's exploration of his psyche. While not as direct, the act of clowning may be helping Arthur connect with a part of his psyche.

Throughout the film, Arthur expressed his desire to connect with others through his actions, words, and fantasies. Clowning may have provided an activity and a space that facilitated that desired connection. Even in his fantasized relationship with Sophie, his neighbor, comedy was the initial vehicle for connection. During his interview with Murray Franklin, a fictional talk show host, Arthur stated that comedy is subjective. He might have fantasized a shared comedic sense in a relationship because it would imply a level of shared subjectivity with another person.

During the film, it appeared that Arthur was searching for a sense of belonging. He was frequently called a freak and weirdo. At one point, the audience sees Arthur's well used journal with the phrase: "The worst part of mental illness is that people expect you to behave like you don't have a mental illness." Arthur was apparently following the advice of his mother when he attempted to smile through difficulty as he stated, "Mom told me to smile and put on a happy face." He has fantasies and wants acceptance.

Sometimes people who have experienced trauma might have a variety of symptoms that can be confusing to others. Arthur's head injury in childhood is assumed after the description of ongoing childhood abuse. The audience sees Arthur mugged and beat up by a group of young men at the beginning of the movie, which might have further impacted his existing TBI.

The clown mask is a metaphor for putting on a happy face and trying to blend in with society. Nobody understands him even though he tries to fit in and reduce his symptoms. This is a metaphor for people not feeling comfortable expressing themselves in safe ways and for people not taking care of each other.

In drama and drama therapy, masks are viewed as incredibly powerful because masks can quickly connect clients to repressed or unconscious thoughts and feelings. Masks allow people to express things that either their conscious or society would generally view as unacceptable (Pearson, 1996). Throughout his life, Arthur's mother reinforced the idea that he should "smile and put on a happy face." However, Arthur says he was never happy. Additionally, his mother may have labeled some feelings as negative or inappropriate throughout Arthur's life. For example, she locks herself in the bathroom and refuses to talk to him until he is not angry. The first shot of the film shows Arthur painting his face-putting on his clown mask. He was crying and pulling his face into a smile. Sadness was an emotion that Arthur may have been suppressing, but however difficult, he was able to express that emotion on some level while wearing his mask.

Jacques Lecoq used a neutral mask in actor training to help actors connect to their intuition, allowing deeper freedom of expression (Bala, 2010). In Joker, Arthur Fleck's body was almost always tense, both in stillness and in movement. But when Arthur transformed into Joker, and in the moments when he was more Joker than Arthur, he was able to dance with more freedom of motion and fluidity. From a drama therapy or dance therapy perspective, Arthur's increased ability would be viewed as progress if it were not for the fact that this freedom of movement was solely associated with Arthur being over-identified with the Clown archetype.

Another concept that is integral both to Jungian theory and to many drama therapy approaches is archetypes. Archetypes are images or roles that are universally shared in the collective unconscious (Pearson, 1996). For Arthur, clowning could be a way for him to connect to the archetype of the Clown. The Clown is a combination of two archetypes: the Fool and the Trickster (Bala, 2010). The Fool is often seen as naïve and childlike, striving to feel complete. The ways Arthur interacts with children and his mother demonstrate this childlike naivety. Tricksters are mischievous, not evil, but their actions can have negative consequences for others. When Arthur first gets a gun, he shoots a hole in the wall. This demonstrated his mischievous, Trickster energy. The dark side of the Trickster is associated with "vanishing level[s] of consciousness" (Jung, 1980, p. 246). As Arthur becomes increasingly impulsive, as he transitions from being Arthur to being Joker, the Trickster elements of the Clown seem dominant. Being unable to access his medications could have made it difficult for Arthur to control his impulses, for his conscious to stay in control.

Since Jung (1980) believed that archetypes are universal, all individuals can connect with any archetype. Many drama therapy approaches help clients find positive change in their psyches and lives through strengthening connections to different archetypes or qualities of different archetypes within the client. Identification, or deep connection, with a particular archetype is psychologically healthy. For example, Arthur choosing to work as a clown could be seen as him identifying with this archetype. Possession by an archetype is psychologically unhealthy and is frequently associated with psychosis. Possession is when an individual's psyche is dominated by a single archetype. By the end of the film, Arthur is no longer Arthur, he is Joker. He has become the archetype, the character, at the cost of being himself.

Arthur's portrayal of the Clown archetype might have so easily become a symbol for some of the people of Gotham because of the universal nature of archetypes (Jung, 1980). Additionally, clowns are mirrors for their witnesses. Typically, an audience member is able to connect with their vulnerability through watching a clown display their own vulnerability. However, Joker 's Clown archetype portrayed more chaos than vulnerability. So, the witnesses who connected with Arthur's performance connected with their internal chaos. By the end of the film, Arthur Fleck's external reality is, possibly for the first time, congruent with his internal reality-he is viewed by many as a hero; he is noticed and adored by some, and the chaos in Gotham might mirror the chaos in Arthur's unmedicated mind.

References

Bala, M. (2010). The Clown: An Archetypal Self-Journey. Jung Journal: Culture & Psyche, 4(1), 50-71. doi: 10.1525/jung.2010.4.1.50

Jung, C., & Hull, R. (1980). Collected Works of C.G. Jung, Volume 9 (6th ed.). Princeton: Princeton University Press.

Pearson, J. (1996). Discovering the Self Through Drama and Movement: The Sesame Approach. London: Jessica Kingsley Publishers Inc.
Citation for this content: Northwestern University's online Master of Arts in Counseling program.

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Understanding "Joker" through the Lens of a Trauma Therapist

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By Dr. Michele Kerulis, Trauma Therapist and Counseling@Northwestern Faculty, and Savannah Couch, Counseling@Northwestern Graduate Student and Drama Therapy Practitioner SPOILERS Like many people, I enjoy watching movies to escape into new worlds. When I watched Joker, I couldn't help but view the movie through the lens of a trauma therapist.

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I am happy I learned how to use Padlet this summer and encourage you to try. If you create your own pallet, please share your link in the comments box!

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How ideas of transformative learning can inform academic blogging (Hammond, 2016)

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Forester-Miller & Davis (2016) Ethical Decision Making Infographic

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Forester-Miller & Davis (2016) Ethical Decision Making Infographic

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Forester-Miller & Davis (2016) Ethical Decision Making White Paper

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Forester-Miller & Davis (2016) Ethical Decision Making White Paper

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The COVID-19 Pandemic: Tips for Athletes, Coaches, Parents, and the Sport Community
(28,061 Unique Blog Views)

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Published

Jump to Suggested COVID-19 Resources

We are in this together
Everyone in the sport community is feeling the impact of COVID-19. Events and competitive seasons at all sport levels are being canceled and training facilities are closing. Athletes, coaches, parents, and sport stakeholders are scrambling to develop contingency plans. With no live events to cover, media sources are focusing on the Coronavirus pandemic, which could be further exacerbating everyone's concerns. Fortunately, mental performance and mental health practitioners and organizations are helping to mitigate the effects of this extremely fluid situation through online support.

The emotional rollercoaster is real
In the midst of the current global crisis, it is normal to feel like you are on an emotional rollercoaster; the constant influx of information, changes to daily routines, uncertainty with personal health and the health of others coupled with rapidly changing reports, is characteristic of the ups and downs of a rollercoaster. All of which is physically and emotionally draining. The first step in managing your experience is to recognize how you feel. COVID-19 is impacting everyone differently, and the impact it is having on you is completely normal and valid.

Some common feelings are fear, anxiety, loss, relief, confusion, disappointment, exhaustion, frustration, and anger. In cities and towns across the globe, mandates to stay home and socially distance may cause you to feel physically alone, however, you are not emotionally on an island. Plenty of other people are feeling just like you and it is important to stay virtually connected. Acknowledge what you're feeling, identify those emotions, and work on trying to understand and accept them. Acknowledge what you're feeling, identify those emotions, and work on trying to understand and accept them. Anticipate that your emotions will also likely change over time as the Coronavirus pandemic evolves.

Put your basic needs first
As you attempt to manage in light of imposed societal restrictions, start by addressing your basic physiological and safety needs ( Maslow's hierarchy of needs). Take care of needs such as food, water, shelter, clothing, sleep, employment, and health as much as possible. We are all finding ourselves in uncharted territory and likely without adequate preparation. For some, basic needs like food, water, and shelter are daily luxuries and scarce during a widespread crisis.

If you find yourself in need of food or housing assistance due to the COVID-19 pandemic, there are a variety of programs and resources available. A few of note in the United States are Volunteers of America, Meals on Wheels, Feeding America, National Low Income Housing Coalition, Salvation Army, and Find Your Local VA Medical Center (for Veterans specifically).

Maintain virtual communication
It is also important to recognize that humans are hard-wired for connection. This is why it is natural to want to see and be with your family, friends, teammates, neighbors, and others. While we are currently limited in our ability to have face-to-face interactions, use virtual means such as text, FaceTime, Skype, Zoom, social media, or other types of technology to stay connected. Additionally, for any health care needs where you would traditionally see a professional in-person, consider reaching out to your providers regarding availability of telehealth services; the U.S. Department of Health and Human Services has lifted traditional telehealth restrictions at this time.

Stay updated
This unprecedented situation is evolving rapidly and new information is emerging by the hour. It is important to stay current on reputable COVID-19 updates, such as from the World Health Organization and the Centers for Disease Control and Prevention, to be aware of what this means for you and your loved ones in your geographical area. Regardless of what happens, recognize that the only thing you have control over is you, more specifically, your attitude, your effort, and your actions. We are all facing a lot of uncertainty right now, so it's even more important to have awareness of what is going on around you and focus on what you can control. Rely on your previous experience, your strengths, and your support system to respond with resilience and composure.

While you should remain vigilant to react in a timely manner, know that it is okay to take a break and disconnect from the overwhelming amount of information that is available. In other words, take some time during your day to turn off your TV and put down your smartphone in order to mentally and emotionally recover from the stress of this pandemic.

Exercise is medicine
Exercise helps to manage stress, fight off illnesses, and maintain positive mental health. While you may not be able to go to the gym to train or work out, there are other creative alternatives to help you stay physically active while social distancing. If you opt to exercise within your home, use what you have at your disposal. For example, if you do not have exercise equipment, you can use stairs, chairs, and water bottles or cans to replace weights. Seek out new, safe ideas from reputable sources such as those curated by the American College of Sports Medicine. If you have an existing health condition, make sure to respect any guidelines that your medical team has provided.

Monitor your mental and emotional health
Stressful events causing uncertainty, fear, and anxiety can contribute to a variety of emotions and lead to a slippery slope of "why me" and "what ifs." Individuals with a history of mental health concerns, those more susceptible to contracting COVID-19, and those who may be significantly economically impacted by this pandemic (e.g., hourly or low-wage workers, those experiencing homelessness, or those who are unemployed), may experience heightened mental health symptoms during this time. Also, increased stigma and xenophobia can impact the emotional well-being of racial and ethnic minority groups, particularly those within Asian communities.

Now, more than ever, it is important to pay attention to your mental health, extend compassion to others (at a safe distance), and work to create some semblance of normalcy in your day-to-day life. The following are resources to help manage the COVID-19 situation and your mental health:

Specific tips for various members of the sport community
Athletes and other Performers:

Talk it out: Identify people you trust who you feel can be sources of support and guidance during this time. Stay in touch with your coach and teammates via text, video, and social media. Connect with a mental health and/or mental performance professional for additional support in working through your current experience and concerns; use the Certified Mental Performance ConsultantⓇ (CMPC) search tool to find someone to meet with virtually.

Consider how you want to continue engaging in your sport: While keeping the latest social distancing and general recommendations in mind, you may be able to continue training to a certain degree. You can use your new-found time to rest and recover, engage in other interests, manage school or work commitments, and/or continue training or maintaining your level of fitness. It's important to consider what is best for you right now and over time as our situation progresses. You may also want to discuss this with your coaching staff, perhaps revising goals or expectations together.

Remember your "why": Even with no competition on the horizon, reflecting, remembering, and recommitting to your "why" or reason for training and competing in your sport, can help you to remain positive and motivated.

Focus on physical and mental fitness: If you decide to continue investing in your training, it may be easier to continue improving flexibility, strength, your mentality, and other areas during this time. Ask your coach, athletic trainer, or strength and conditioning coach what you can physically be doing or explore virtual training options through various apps and programs (some of which even allow you to compete virtually against other people or avatars) such as Zwift, Garmin, MapMyRun, Strava, and ErgBuddy. You can improve mental skills such as confidence, focus, goal setting, relaxation, or visualization by finding a CMPC®️ to work with one-on-one or by using an app such as Headspace, Calm, WellU, woop, or Fit Brains. If you are an athlete within a collegiate, Olympic, or Paralympic program, we recommend reaching out to administrative personnel in your department or program to ask about what sport psychology professionals are available to work with you.

Establish a daily routine: We have decent control over decisions we make about how we start and end our days as well as items we prioritize daily or weekly. Solidifying morning and evening routines, getting enough sleep, and deliberately incorporating other acts of self-care (e.g., journaling, engaging in personal hobbies, and eating nutritious foods) into our lives helps to partially reestablish feelings of control and comfort while supporting our health and well-being.

Coaches, Teachers, and Instructors:

Stay connected: Keep in touch with your team collectively and individually as much as possible. Recognize that you are likely an important, valuable part of their lives, and as such, you may be one of the few people who athletes trust and are willing to talk to about their feelings, insecurities, worries, and well-being right now. As much as you can, create space for them to share what's going on with them, listen, and ask how you can help.

Recognize the degrees of impact: It's important to consider that some athletes and their families may not feel much of an impact while others may not have a safe place to stay, access to food or other essentials, or a stable financial situation during this time of crisis, and everything in between. Additionally, the COVID-19 pandemic can take a toll on other aspects of athletes' lives, such as motivation. Some athletes will find it challenging to train alone due to their motivation being strongly tied to feelings of community with their teammates. Some athletes are feeling a significant loss due to being unable to finish their senior season or finalize a multi-year cycle of focus and dedication. Some athletes will experience a sense of relief due to injury, burnout, or performance anxiety. All of these can impact motivation; by seeking to understand athletes individually and uncovering needs, you can provide appropriate guidance.

Continue to be a resource: Based on the needs of your athletes, provide insights into continued training options, home-based workout suggestions via credible online programs or apps, healthy recipes to try, or opportunities to get outside and move such as hiking, walking, running, and biking. You may also consider creative ways for them to stay involved in their sport, such as sending sport-specific trivia questions for them to research, podcast episodes to listen to, or books to read.

Remain neutral and factual: Try to remain neutral regarding any governing body's decision to cancel or postpone events. Keep the Coronavirus pandemic in perspective to help athletes understand and rationalize any perceived unfairness or doomness. Athletes will look to you for how to respond to this crisis. Composure and resilience are key.

Practice and model self-care: Determine methods of self-care that you want to add to your daily or weekly routines moving forward. Examples are getting enough sleep, engaging in personal hobbies, eating nutritious foods, being physically active, practicing gratitude, or journaling. Done consistently, these actions will help you to feel more control and comfort, while modeling healthy, positive behaviors that you can share with your athletes.

Connect with your professional community: Professional organizations that provide resources for coaches, teachers, and instructors recognize the stress and responsibilities that have been added to your lives this year. In addition to print resources, many organizations have created free or low-cost interactive trainings and virtual opportunities to engage with peers. These connections can help provide valuable professional support and enhance your work with your athletes.

Take care of your mental health, too: Give yourself space to acknowledge your own feelings related to managing this pandemic. Rely on your support network, including other coaches, to talk about how you're doing, mitigate stress and challenges, share best practices, resources, and referrals, and troubleshoot. Certified Mental Performance Consultants®️ and/or mental health professionals are available to provide support, not only to athletes but to coaches and other support staff as well.

Athletic Directors and Sports Administrators:

Recognize the additional stressors: The current crisis has changed all the rules by which we engage in and play sports. Athletes, coaches, athletic support staff, and families are all struggling with not only the loss of playing time, but also the uncertainty of what full return to play will look like and when it will occur. Coaches and athletic trainers are working to maintain athletes' health and fitness while trying to navigate implementing essential COVID-19 protocols.

Maintain open communication: As individuals continue to work from home, visit offices on staggered schedules, and avoid gatherings, the sense of isolation and detachment can grow, even in small departments. Despite the circumstances, there are a number of ways you can support your staff and stay connected.

Encourage self-care: Sport is often a busy, outcome-driven enterprise. While centered around performance and physical activity, ironically coaches and sports administrators are not always known for making time for their own self-care. Further, talking about and acknowledging emotions are often seen as weaknesses in the sport culture. You can set an example by openly acknowledging the current challenges and creating space within your department for your staff to be vulnerable.

Seek out additional resources: While managing and developing the coaches and athletic department staff is a part of your responsibilities, this does not mean that you need to provide all of the services and support on your own. Consult with your department's sport psychology professional or reach out to a Certified Mental Performance Consultant®️ (CMPC) to solidify and strengthen mental health and/or mental performance resources, referral pathways, and support for your staff and athletes.

Model best practices: As an administrative leader, crisis management is always part of your job, so it's time to leverage that experience. Staff, coaches, and athletes will continue to look to you for information around safety protocols, appropriate decision-making, and how to effectively respond to this crisis. While there are certainly large demands on your time and energy, periodically pause to evaluate your own mental and physical health and make adjustments as needed. Through these deliberate actions and considering your impact on the sport community you serve, you can positively impact the safety, well-being, and productivity of your program and your people.

Parents and Guardians:

Maintain awareness and initiate action: Utilize COVID-19 updates to determine how the pandemic will continue to impact you and your family. Respect and support the decisions made by various governing bodies about sport and performance events that align with current Coronavirus recommendations. As new information or changes arise, use that as an opportunity to initiate or continue conversations with your family about facts, expectations, and feelings.

Be a positive role model: No matter how young or old your children are, they will likely look up to you to determine how to respond under these circumstances. This is an opportunity to show them how to productively express emotions while managing stress and uncertainty. Show them resilience, rather than panic and despair. Help your children keep the pandemic in perspective instead of fueling any negative emotions over sport-specific decisions and updates. Be open and available to talk to, listen, and support your children. Be "all in" during these moments to help them feel valued and heard.

Encourage self-care, creativity, and meaning-making: Check with your children about where they need dedicated support from you (i.e., with schoolwork). Outside of distance learning and perhaps training guidance from their coach, they likely have a lot of extra time on their hands; it's important to help them find productive, positive, meaningful ways to spend that time, rather than logging hours and hours of screen time. You could help brainstorm alternative ways to engage in hobbies or activities, provide suggestions for self-care, or offer to help them stay active by playing games, throwing a baseball in the yard, or working on dribbling skills in the driveway, for example. Staying busy helps them to avoid focusing all of their attention on negative ramifications of the pandemic such as event cancellations, school closures, and social isolation. Not being able to compete could be a potential identity crisis for some athletes. While it is important to let your children process such feelings if this is what they are experiencing, helping them find ways to be productive and take care of themselves physically and mentally can help ease the pain and confusion they might be feeling.

Take care of yourself, too: Establish your own self-care routine so that you are able to effectively manage stress and regulate your emotions while supporting your family. Virtually stay in touch with other parents, particularly ones who have children with similar ages and/or parents from your kids' teams, to support each other, normalize your feelings, and problem solve.

Reach out for help if needed: If your child is struggling and would benefit from additional support, look to your local community for resource recommendations. You may also consider searching for a Certified Mental Performance ConsultantⓇ (CMPC) and/or mental health professional who can provide online services during this stressful period.

In this time of uncertainty, focus on what you can control, even when it feels as if there is little you can control. Utilize your networks and these tips to take it one day at a time. As we keep moving forward, remember that kindness is always free and we will get through this by supporting each other. "Always be kind, for everyone is fighting a hard battle." - Plato
Other Suggested Resources
Authors
Thank you to the following Association for Applied Sport Psychology members for their contributions (in alphabetical order):

Megan Byrd, PhD, CMPC - Web Presence Committee Member
Leeja Carter, PhD - Diversity & Inclusion Division Head
Kristen Dieffenbach, PhD - Fellow
Natalie Durand-Bush, PhD - President and Fellow
Kensa Gunter, PsyD, CMPC - President-Elect
Brandonn Harris, PhD, CMPC - Certification Council Chair
Caitlyn Hauff, PhD - Web Presence Committee Member, Eating Disorders Special Interest Group Co-Coordinator
Abby Keenan, MS, CMPC - Web Presence Committee Chair, Business Ownership Special Interest Group Member
Michele Kerulis, EdD, LCPC, CMPC - Web Presence Committee Member, Media in Sport Special Interest Group Coordinator, Ethics Committee Member

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The COVID-19 Pandemic: Tips for Athletes, Coaches, Parents, and the Sport Community

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Published Jump to Suggested COVID-19 Resources We are in this together Everyone in the sport community is feeling the impact of COVID-19. Events and competitive seasons at all sport levels are being canceled and training facilities are closing. Athletes, coaches, parents, and sport stakeholders are scrambling to develop contingency plans.

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Run 1 Tag 1 on Global Running Day

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June 3 marks Global Running Day and this year runners are asked to Run 1 Tag 1 to play a game of virtual motivational tag. The movement asks participants to run a mile for someone who inspires them and then tag a friend to do the same. (Tag using #Run1Tag1 and #GlobalRunningDay.)

The running community has inspired millions across the globe through events like Dare2Tri's paratriathlon training camp, Didi Hirsch's Alive and Running, Back on My Feet's Workforce Development, and Abbott's World Majors. In a time of social distancing, runners can feel a sense of community through New York Road Runners 1M run, an example of NYRR's ongoing virtual running programs.

Some people feel intimidated to try organized running events but movies like Brittany Runs a Marathon provide relatable stories for new runners and a realistic perspective of how to begin an exercise program. (Make sure you have your physician's clearance before beginning an exercise program.) People run for many different reasons. A simple internet search of "why I run" will provide over 2 million hits. Many of these include motivational stories, running for others, running for self, running for charity, and running to achieve physical and psychological goals.

To play virtual tag this Global Running Day, think of someone who inspires you and dedicate your mile to that person. Tag a friend (or several) and ask them to do the same. This motivation can help people share gratitude with each other in a unique, fun, and healthy way.
Motivational Running Statistics
6,615 - Number of Six Star Runners who have run the six World Majors in Tokyo, Boston, London, Berlin, Chicago, and New York

250,000 - number of children nationwide impacted by New York Road Runners programming

410,000 - Dollars raised by Team Imerman Angels so no one faces cancer alone

942,000 - Miles Run through Back on My Feet

8.2 million - Number of runners who ran their first 5K!
Pledge to participate in #GlobalRunningDay here.

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June 3 marks Global Running Day and this year runners are asked to Run 1 Tag 1 to play a game of virtual motivational tag. The movement asks participants to run a mile for someone who inspires them and then tag a friend to do the same. (Tag using #Run1Tag1 and #GlobalRunningDay.)

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Dr. Michele Kerulis https://www.drmichelekerulis.com/about-dr-kerulis

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About Dr. Michele Kerulis

Dr. Michele Kerulis is an associate professor with the Family Institute at

Northwestern University and specializes in general mental health,

sport & exercise, and lifestyle & wellness. Her years of

experience as an athlete, fitness professional, and counselor have

created the foundation for her belief that the skills necessary to

achieve success in sport and performance are the same skills

necessary to achieve excellence in life.

Sport and Exercise

Starting her early career as a fitness instructor, Dr. Kerulis quickly

became a thought-leader in sport and exercise. Through

her academic, professional, and clinical roles, she became a content

expert in the field. She developed a Chicago-based graduate master's

program in counseling with a specialty in sport & health psychology where her students were eligible for clinical licensure (LCPC) in IL and to become certified through the Association for Applied Sport Psychology (AASP) and the National Board for Certified Counselors (NBCC). Several of her graduates have and continue to present at professional conferences, publish their work, and have developed successful businesses of their own.

Dr. Kerulis is certified through the Association for Applied Sport Psychology (AASP) as a Certified Mental Performance Consultant (CMPC) and a member of the United States Olympic and Paralympic Committee Sport Psychology Registry. Her involvement in AASP includes Media in Sport Special Interest Group Coordinator, member of the Web Presence Committee, and member of the Ethics Committee. In 2021, she was named a Fellow within the Association for Applied Sport Psychology. Dr. Kerulis serves as the Mental Health Professional for the U.S. Soccer Federation.

A Leader in Counseling

Dr. Kerulis has held many elected leadership positions in local, regional, and national associations including Past President, Illinois Counseling Association; Executive Committee two-time committee member, American Counseling Association (ACA); ACA Treasurer, Chair of the Midwest Region, and Midwest Representative to the Governing Council (ACA). Other involvements in professional associations include Association for Multicultural Counseling and Development (AMCD, ACA, Treasurer and Bylaws Committee Chair, Midwestern Representative); was a board member with Illinois Counseling Licensure and Discipline Board, Illinois Mental Health Counseling Association, and Illinois Counselor Educators and Supervisors. In 2023, Dr. Kerulis was honored as a Fellow of the American Counseling Association.

Dr. Kerulis is Core Faculty Member, Social Media/Marketing Specialist, and Director of Community Engagement with Counseling@Northwestern, the CACREP-Accredited Master of Arts in Counseling Program from The Family Institute at Northwestern University. She serves as the content expert in counseling ethics and is faculty editor of the Counseling@Northwestern blog which was named one of the best counseling blogs of 2017.

In addition to her professional and academic appointments, Dr. Kerulis serves as a media expert for sport and exercise psychology, lifestyle and wellness, and general mental health, and has appeared on outlets such as ABC Chicago, CBS New York, Miami, & Chicago, WGN Chicago, The Wall Street Journal, and TMZ.

Education & Certifications

B.S. Psychology, Loyola University Chicago

M.A. Sport & Exercise Psychology, Arizona School of Professional Psychology

Ed.D. Counselor Education & Supervision, Northern Illinois University

Licensed Clinical Professional Counselor (LCPC), IL

Licensed Mental Health Counselor (LMHC), FL

Association for Applied Sport Psychology Certified Mental Performance Consultant (CMPC)

Dr. Kerulis can help you with issues related to:​

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About Dr. Michele Kerulis Dr. Michele Kerulis is an associate professor with the Family Institute at Northwestern University and specializes in general mental health, sport & exercise, and lifestyle & wellness.

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How to Show Up for Yourself

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A large part of my role as a counselor and a professor is helping people understand and make meaning of their experiences. At times, this includes supporting people as they bask in the joy of life's highs and, at other times, helping them process the devastation of life's lows.

Throughout my more than 15 years as a counselor, I have used a variety of techniques and drawn upon the philosophies of theorists to create meaningful client experiences in the sacred space of the counseling session. I have dedicated my career to decreasing stigma related to talking about therapy and mental health. I feel honored to be a trauma and crisis therapist, clinical supervisor, wellness counselor, association leader, and advocate for populations of all ages, from the chronically mentally ill to the fully functional.

My goal is to inspire as many people as possible to take care of themselves so they can care for others. With this in mind, you can only imagine how thrilled I was to be invited to facilitate discussion with more than 400 audience members at TEDxChicago Women and provide a private workshop for the event sponsors. My role was to help the audience digest and integrate what they heard from speakers into a meaningful and personalized message they could cherish and put into action the moment they walked out of the auditorium.

I listened carefully as speakers took the stage to share their passions. I drew engagement ideas that were easy to understand and apply. When it was my turn to appear from the shadows of stage right and greet the audience on that beautifully lit famous red circle, I was energized as I knew I had a special message to share. I am pleased to share this message with you, too, and hope to inspire you to define what showing up means to you as you identify your own dominoes to leave a positive impression on the world. What I noticed is that people are emotionally stronger than they think.

More than a billion people have watched TED Talks (Ludewig, 2017) for accessible and innovative information and inspiration. Some researchers have called the presentations "addictive" (Mercer, 2013), with a radically different format than traditional presentations and stagnant panels of the past. The sparse backdrop inspires a singular focus on the speaker and their message. Despite the singularity of the spotlight, the delivery of the speaker's message is unique in its presentation. Some have characterized the time-limited, targeted exposition as "edutainment" (Ludewig, 2017), considering the engaging, often humorous use of storytelling to illustrate what is important to all of us. The universal, relevant, and casual quality of TED Talks garner audiences beyond science or technology (Romanelli, 2014; Tsou, 2014). Since studies found that TED Talks inspire more individual growth and less communal development (Denskus & Esser, 2014), it is critical for viewers to disseminate what the message means to them, how they are transformed by it, and how they want to share it with the people around them.

The theme of TEDxChicago Women was Showing Up. Each audience member made the decision to show up on that day - just like you decided to read this article - to learn something about how they can show up and shine brighter in their day-to-day lives.

The first step in understanding the concept is to determine what showing up means to us personally. Perhaps showing up looks like an internal process for some people, whereas, it could be externalized for others. Some people may envision showing up as being open to opportunities in the present moment. Much like the audience that attended the TEDx talk, you could learn something new or increase your understanding with our presence of mind. Others may conceive of showing up as being available or in service to the people around them. They could see their personal actions as a way to express their commitment to others in small and large ways. Whether we think of showing up from an individual or collective perspective, I suggest the act of showing up starts with the person and then expands beyond the individual through critical acts of kindness (Dossey, 2017).

Individually, we can ask ourselves what it takes for us to show up for ourselves first. How do we attend to our own needs before we reach out to others? We must ask ourselves if we have tended to our own needs before being the caretaker for others. This process involves critical insight, so how do we get there? Researchers contend we must love ourselves before we can begin the process of knowing ourselves (Bransen, 2015). Perhaps our distraction and investment in technology as a society moves us farther away from understanding our basic needs. Have we become so focused on what our life looks like from a viewer's standpoint, that we have forgotten how it feels inside? It seems self-love could be overlooked in our fast-paced society; nevertheless, self-love is more than being compassionate with ourselves. Expressions of self-love such as meditation contribute toward our sense of safety, security, and agency, which in turn provide us with the strength to be present with our uncomfortable feelings as well as our comfortable feelings (Boellinghaus, Jones & Hutton, 2013). Researchers found that positive affirmations can offset negative perceptions of ourselves (Powell, Simpson, Overton, 2014). Other researchers demonstrated that self-care strategies such as being out in nature, prayer, and letting go also reduce stress, prevent burnout, and establish a stronger personal connection (Giovanni, 2017). Considering this, what is your game plan for increasing self-love today?

By examining our motives for showing up, we can recognize our personal catalysts for change. Maybe we value a sense of community and that is what brought us together today. Researchers discussed the benefits of "caritas," a concept describing both love and charity, an internal and external form of love and service (Giovanni, 2017, p174). Perhaps our acts of service that produce a positive impact on the world are the impetus for our presence of mind. Kindness has been found to be linked to a person's trustworthiness (Thielman & Hilbig, 2015); therefore, we can embody the same values of self-love out in the world as we show up for others. Alternatively, we may seek the human connection for a sense of fulfillment or reward. There is something special about the presence of being together and enhancing the humanity behind our actions.

Now that we have identified the positive effects of showing up, we can isolate the barriers that prevent us from utilizing this skill and infusing kindness in our everyday life. When we remove ourselves from the human connection by either social isolation or by withdrawing in technology, we disconnect from developing relationships. Ultimately, our attachment with others is the fuel to help increase the strength of the bonds that we have to make real change in the world. The synergy created by human kindness is a powerful catalyst for healing. Kindness can also negate social anxiety on a long-term basis (Trew & Alden, 2015). The ripple effect of simple communications can provide hope and transformation.

Once we understand how we show up, the next step is to identify our own dominoes. When we show up for ourselves and others, ripple effects of goodness are generated. What is one small thing we can do to impact someone else? That impact can domino into a positive effect. The domino can increase the positivity we see in the world when it sometimes feels like the world is flooded with negativity. What is one thing you can do today to inspire the domino effect for lasting, positive change?

During my TEDxWomen facilitation, the audience shared their dominoes, including paying attention to yourself so you can be a domino for others to inspire conversation. Although these seem like pebbles, they are ripple effects with reach beyond your knowledge. More than just feeling happy or grateful in the moment, kindness has a lasting and profound effect on people. Norman, Rosillo, and Skelton (2016) suggested that kindness is directly correlated with healing. Through their research in hospital settings, they discuss interpersonal connection infused with kindness as "sacred encounters" (Norman et al., 2016, p. 408).

Think about your own domino, and I ask you the same question I asked my TEDxChicago Women audience - "How can you show up for yourself so that you have the energy and presence to share that good space with other people to help create a positive impact on them and so they can do so for others.?"

When we show up, we have a positive impact on the world.
REFERENCES
Boellinghaus, I., Jones, F., & Hutton, J. (2013). Cultivating self-care and compassion in psychological therapists in training: The experience of practicing loving-kindness meditation. Training and Education in Professional Psychology, 7(4), 267-277.

Bransen, J. (2015). Self-knowledge and self-love. Ethical Theory and Moral Practice, 18(2), 309-321.

Denskus, T. & Esser, D. (2014). TED Talks on international development: Science communication, 'digital solutionism' and social change. http://dx.doi.org/10.2139/ssrn.2467192

Dossey, L. (2017). Whatever happened to dindness? Explore: The Journal of Science and Healing, 13(6), 355-361.

Giovannoni, J. (2017). Perspectives: Compassion for others begins with loving-kindness toward self. Journal of Research in Nursing, 22(1-2), 173-178.

Kerulis, M. (2018, Dec. 4). Michele Kerulis: Showing Up [Video file]. Retrieved from: https://www.youtube.com/watch?v=myikP-rECcg&feature=youtu.be

Ludewig, J. (2017). TED Talks as an emergent genre. CLCWeb: Comparative Literature and Culture, (19)1.

Mercer, A. (2013). TED Talks: Ideas worth spreading. Canadian Music Educator, 60.

Norman, V., Rossillo, K., & Skelton, K. (2016). Creating healing environments through the theory of caring. AORN Journal, 104(5), 401-409.

Powell, P., Simpson, J., & Overton, P. (2015). Self-affirming trait kindness regulates disgust toward one's physical appearance. Body Image, 12(1), 98-107.

TEDx Chicago (n.d.) TedxChicago Women 2018, Retrieved from: https://www.tedxchicago.com/copy-of-tedwomenxchicago-2018

Thielmann, I., & Hilbig, B. (2015). The traits one can trust: Dissecting reciprocity and kindness as determinants of trustworthy behavior. Personality and Social Psychology Bulletin, 41(11), 1523-1536.

Trew, J., & Alden, L. (2015). Kindness reduces avoidance goals in socially anxious individuals. Motivation and Emotion, 39(6), 892-907.
Citation for this content: Northwestern University's online Master of Arts in Counseling program.

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A large part of my role as a counselor and a professor is helping people understand and make meaning of their experiences. At times, this includes supporting people as they bask in the joy of life's highs and, at other times, helping them process the devastation of life's lows.

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Why blogging?

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An Easy Format for Blogging. Share your blogging ideas with us in the chat box!

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This is a great sample to examine when creating your social media poilcies.

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I have uploaded my Social Media Policy and have made some minor updates to my current Office Procedures and Agreement for Psychotherapy Services.

If you are a current client, I will update you on the changes and have you sign a new Acknowledgment of Notifications form to indicate that you are aware of these changes when we next meet.

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Social Media Policy & Updates to Office Procedures - Dr. Keely Kolmes

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I have uploaded my Social Media Policy and have made some minor updates to my current Office Procedures and Agreement for Psychotherapy Services. If you are a current client, I will update you on the changes and have you sign a new Acknowledgment of Notifications form to indicate that you are aware of these changes ...

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My Approach

I use evidence-based practices to ensure excellent sessions. I specialize in helping high achievers gain insight into the way their experiences, thoughts, behaviors, and emotions relate to mental health and wellness.

This psychodynamic perspective helps people understand how their past experiences, both positive and negative, play a role in their current personal and professional relationships and circumstances. Understanding these patterns helps people learn how to lead even more successful lives.

Hi, I am Dr. Michele Kerulis, a professor of counseling and sport psychology, author, private practice clinical therapist, and public speaker. Starting my early career as a fitness instructor, I quickly became a thought-leader in sport and exercise and counseling through my academic, professional, and clinical roles.

Getting Help

I want to know. How can I help you?

I understand that life can be hectic.

That's why I offer services in five different ways,

so more people can learn my tips and techniques to creating a life you love!

See below for ways to get started.

One-on-one counseling or sport-focused, in-person or via a HIPPA-compliant video conference.

One-on-one coaching online or in person to help you develop balance and achieve your goals

Join a workshop or webinar and be part of a broader community with shared goals

Read one of my publications at your own pace or sign up to receive my latest articles

Subscribe to my email list, so you never miss a new blog post once it publishes

I encourage you to prioritize wellness even when it is not easy. Wellness, like other lifestyle aspects, can be strengthened with time and practice.

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The Field of Sport Psychology | Dr. Michele Kerulis

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Dr. Kerulis is a content expert in the fields of sport psycholgy and counseling. Her years of experience have created the foundation for her belief that the skills necessary to achieve success in sports and performance are the same skills necessary to achieve excellence in life.

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What I Love (and Hate) About Early Morning Workouts

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I am a night owl and hate waking up early for anything, however, I know that I am so much more productive when I have an early morning workout so I force myself out of bed and get ready to hit the gym. That can be easier said than done, especially in harsh Chicago winters. Lucky for me, I have a short walk to the gym. I tend to easily reach a state of flow when I workout which, for me, results in great thoughts and ideas. After a great workout, I think about what I love (and hate) about my morning workouts.

I am always tired when it's time to get out of bed. Always. Yet I remind myself that my health is a priority, shut off my snooze, and begin my morning routine.

I feel better when I start moving around and splash cold water on my face. I hate the process of pushing off my super warm blanket and physically getting out of bed. Once I'm actually out of bed and shake off my sleepy brain I feel a lot better. Cold water on my face increases my alertness and gives me the motivation to get dressed and head to the gym.

I feel a sense of accomplishment - it's only 5:30 am and I haven't even started my workout yet. Really. The fact that I was able to wake up so early and actually get to the gym feels great. I'd rather spend mornings snuggled up in my blanket, but it feels wonderful that I achieved the first goal of the day (getting to the gym) before my day even began. What was really cool about my last early morning workout was that I had a successful workout and wrote an article because I had so much creative energy (and it wasn't even 8:00 AM!).

I feel great during my workout and have a mind-clearing experience that gets me ready for the day. Beginning a workout is hard. My mind is ready but my body is still half asleep - I hate that. I slowly but steadily begin the workout for the day (like treadmill intervals and light lifting) and soon enough I find myself reaching a state of flow as my mind becomes totally distant from what seemed to be a tough decision to get out of bed for an early morning workout. I feel great, my mind is clear, and I finish my workout ready to get on with my day.

I always come up with ideas when I work out. Always. Every time I workout I come up with really cool ideas. Not all of the ideas are doable, but they are pretty cool nonetheless. A recent idea was thinking about how I hate my early alarm and how I love my workouts. I feel like my creative flow is heightened during workouts which is an even more compelling reason for me to stick with early morning exercise. I reach a flow state when I write as well, and considering I have multiple pieces in progress at any given time, I will accept all of the flow that comes my way.

I've never regretted getting up early for a workout. Never. When I hesitate about getting out of bed for my early morning workouts I have a pep talk with myself about how awesome I feel during exercise and post-workout. This is enough for me to shut off my snooze and begin my morning routine. I always feel good after a workout - even workouts that are not as strong as I am capable of completing. The success, in my opinion, is that I try, day after day, to live a healthy lifestyle and that I commit to my lifestyle. My workouts fluctuate in the level of difficulty, duration, and effort, yet I continue to pursue health so that I may continue to help others achieve their own goals and dreams. I've never regretted getting up early for a workout. Never.

Dr. Kerulis is a professor with Counseling@Northwestern.

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What I Love (and Hate) About Early Morning Workouts

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I am a night owl and hate waking up early for anything, however, I know that I am so much more productive when I have an early morning workout so I force myself out of bed and get ready to hit the gym. That can be easier said than done, especially in harsh Chicago winters.

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You can view this ebook to see an example of using a workbook in the mainstream space.

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Claim your free copy of my e-book, Demystify Mental Health, and start your new mindset today.

My passion has always been helping people reach their goals, succeed when they thought they could only fail, and connect to deeper meaning in their lives. This is what matters most.

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Consider this free workbook as my way of encouraging people to challenge their perceptions, decrease stigma, and rethink mental health. It is not a mystery and does not impact just some of us.

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Demystify Mental Health | Dr. Michele Kerulis

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Claim your free copy of my e-book, Demystify Mental Health, and start your new mindset today. My passion has always been helping people reach their goals, succeed when they thought they could only fail, and connect to deeper meaning in their lives. This is what matters most.

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Why Do People Laugh During a Crisis? The Philosophy of Humor (over 7,000 views)

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"The restoration of humor is one clear mark that a person is getting healthy because I think ... finding something funny means being able to distance yourself ... being able to manipulate ... being able to think about things in multiple ways, which really is the core of a healthy, well-lived human life." -Dr. Steven Gimbel, philosophy of humor expert

The Pandemic of 2020

The first quarter of 2020 will go down in history as the period of time when the COVID-19 pandemic dominated people's lives. Sporting events, fitness centers, high school proms, international conferences, schools, universities, restaurants and bars, entertainment venues, and many other businesses deemed "non-essential" were forced to close per state government orders, including shelter-in-place orders and stay-at-home-orders. People have been asked to honor social-distancing practices to help flatten the curve and slow down the spread of the highly communicable virus. Our world's doctors, nurses, first responders, sanitation workers, and essential food service workers have been asked to continue serving our communities.

It is an understatement to say that we are in a brand new world filled with uncertainties, fear, and a medical crisis. Our very way of living has changed rapidly, and we do not have the answers we want. People are struggling to understand COVID-19, also known as the coronavirus, and there seems to be two dominant voices of online communication: One has been called alarmist (constant posting about the dangers of the current situation), and the other has been called careless (an "it can't happen to me" mentality).

Whenever there is an extreme dichotomy like this, there is also a happy medium with which people can begin to understand the scary nature of what we are facing. I am not here to spring a debate about whether or not we are in crisis-it is clear that we are. I believe that people must learn how to sort through internet junk and learn which sources are non-biased and factual. Many people write posts about what they are feeling and include their own values-spin into their words. It is OK to share your ideas; it is not OK to spread fake news and fear.

It is vital for people to turn to reputable resources, including the World Health Organization and the Centers for Disease Control, to receive up-to-date and accurate information about the state of the health crisis in your country and in your community.

Jokes About Coronavirus

In writing about humor, by no way am I making light of the current situation. Instead, I am taking this opportunity to hold space for a discussion about why people crack jokes during serious and what sometimes seems to be inappropriate times.

Like any global story, COVID-19 became widely known, and the term "coronavirus" became part of our daily vocabulary. Questions about how the virus spread began to arise and people asked questions about the link between the virus and Corona beer. Some of the first posts to go viral were from the beverage company who produces Corona and reminded people on Twitter:
"Again, you don't get the coronavirus by drinking our beer ... Symptoms of drinking Corona include gagging, craving Taco Bell ..."
Corona, like many other large companies, chose to use humor to address an issue that could have (and has had) a negative impact on their brand.

Some people think this was in bad taste, and others appreciated the clever puns aimed at people mistaking their beer as a way to become exposed to the virus. This crisis, however, is no laughing matter. As soon as the seriousness of the virus became clear, Corona quickly changed their tweets, and as of this writing, the tweet shown above has been removed.

Why is it OK to crack jokes at times and not OK at other times? I, like most people, enjoy hearing funny jokes, and I love laughing. I can even poke fun at myself and have done so several times when public speaking. I'll say something funny (at least, I think it's funny) and the audience will either laugh or not laugh. I'm fine with either because I know my sense of humor is cheesy, and that's fine by me.

I will sometimes turn to laughter or sarcasm in stressful times because laughing makes me happy. It's by no means a sense of escape or way to make light of a serious situation-rather, it is a way to communicate with people about shared values and bring lightness into a difficult time.

Social distancing and shelter-in-place orders have resulted in people remaining home and indoors. Because a lot of my work is remote, I am used to creating a productivity schedule, but this intensity of isolation is hard for even me. One thing I find helpful is listening to audiobooks, music, and podcasts. To decrease the sense of being alone, I turned to Spotify and listened to some of my favorite podcasts.

The Philosophy of Humor

One podcast that caught my attention is The Thoughtful Counselor, Episode 161: The Philosophy of Humor, Theories of Ridiculousness with Steven Gimbel and Alfredo Palacious (a collaboration with Theory of Change podcast). This episode was particularly interesting to me, given the attempts at humor I have read online lately.

This episode featured Dr. Gimbel, a philosophy professor who specializes in the philosophy of humor, and Dr. Palacious, an assistant professor of counseling. Some people might think that listening to two professors talk about philosophy and counseling might be hard to follow, but this episode was easy to follow, conversational, and informative. I encourage you to take a listen and reflect on how you use humor in your own life.

Dr. Gimbel made several important points when discussing humor:

"When you share a joke with someone, there is a sense of connectedness. This was called joke intimacy by Professor Ted Cohen. This type of intimacy can be shared with someone you know or with a stranger. For instance, if you see something funny, you might look around to see if anyone else noticed-you might lock eyes with a stranger, and you both giggle. You've developed joke intimacy through a shared experience of laughter." Dr. Gimbel explained, "There is a sort of bond there, that happens with humor, which builds a sense of human community."

Jokes are funny because they are based on a sense of common background, experiences, values, and shared belief structure. We see examples of common background jokes on shows like The Big Bang Theory when Sheldon tells physics jokes that are not funny to people without physics backgrounds (lack of shared background and experience).

There is a neurobiological aspect of humor. Laughing brings joy and pleasure, which is associated with thoughts (cognitive) and feelings (emotional). When people make us laugh, we can develop a bond based on the joyful thoughts and feelings associated with that person.

It is important to know the difference between joking and bullying. For example, bullying includes racial jokes and superiority jokes. This is about laughing at someone, at that person's expense, as opposed to laughing with someone.

What you find funny could say something about your coping strategies. Laughing and humor are a direct reflection of our values, and sometimes humor serves as a coping mechanism.

Laughing, according to Professor Robert Provine, is "incredibly contagious." Sharing laughter with people is one way to bring joy into difficult situations.

Please see Part 2, "Why Do People Laugh During a Crisis? The Role of Humor," to learn about theories of humor; linking humor, counseling, and COVID-19; and my conclusion.

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Why Do People Laugh During a Crisis? The Philosophy of Humor

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"The restoration of humor is one clear mark that a person is getting healthy because I think ... finding something funny means being able to distance yourself ... being able to manipulate ... being able to think about things in multiple ways, which really is the core of a healthy, well-lived human life."

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Ethical Blogging and Advocacy: A Leader's Guide

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Ethical Blogging and Advocacy: A Leader's Guide

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Michele Kerulis
(Click below to enlarge slides)