PsyD, MA in Clinical Psychology, California Institute of Integral Studies
BA in Psychology, University of California at Santa Cruz
Sara entered the field of psychology to work clinically in hospice and oncology, with the intention of having a career that integrated spirituality. When a colleague recommended her for an adjunct teaching position for a doctoral level course at a nearby university, she discovered that teaching and academics were her passion. She quickly began teaching more courses, as well as accruing academic administrative positions, to help organize behind the scenes.
While she thoroughly enjoys being a clinician in private practice, specializing in anxiety disorders, she loves teaching and the overall academic environment. She hopes for her courses to be an opportunity for self-reflection, personal growth and awakening. In addition, she brings many aspects of self-care and self-nurturance into her courses, to help clinical trainees buffer and mitigate the challenges that may accompany training.
Most Valued Professor, 2010, Argosy University
- Self-care for Clinical Therapists
- Occupational Burnout
- Well being in Medical Residents
- Burnout and Self-Care Amongst Psychology Graduate Students
- Clinical Practicum (PSY 621)
- Cognitive Behavioral Theory and Therapy (PSY 533)
- Assessment of Psychopathology (PSY 541F)
- Nurturing the Nurturer: Self-care Techniques to Prevent Burnout for Clinical Therapists (PSY 524A)
- Clinical Readiness (PSY 500AA)
To become a responsible therapist, it is ideal that students do their “work” internally, before navigating the “work” of others. I make my classes an opportunity for self-reflection and personal growth, coupled with psychological theory. Further, it is important that students learn self-care techniques to buffer or mitigate the various challenges that can arise in a graduate psychology program, as well as clinical training.