William Elder, Utah Approaches to Different Therapeutic Counseling for Men
There are many topics of discussion suggested by William Barlow Elder in his study that therapists may pursue to alter a man’s approach to his relationships and caring for himself. For example, if men were able to examine their homonegativity and explore true intimacy with other men, they would not be so dependent on women (Haldeman, 2001). If men were more capable of fulfilling their own emotional needs, they would not be so pursuant of sex for its own sake (Levant, 1995).
The therapist can use this moment of anxiety, distress, or depression as an opportunity for a paradigm shift rather than reinforcing traditional male sexual socialization (Good & Sherrod, 2001).
Approaches that do not address the root of the difficulty, gender role socialization, only achieve first-order change. Approaches to therapy that do not undermine men’s efforts to enact isolation and emotional withdrawal may also result in the client feeling rejected, which may result in establishing the destructive behavior even more strongly.
If the therapist is informed regarding this syndrome, he or she will help the client to truly connect the challenges he is having back to the patterns of behavior established at the beginning (Brooks, 1995). Therapists have the possibility to help men question the way they have been evaluating their lives and aid in effecting a second-order change: transforming his way of connecting, rather than simply making pain temporarily dissipate (Brooks, 1998; Brooks & Good, 2001; Scher, Stevens, Good, &
Eichenfield, 1987).
The therapist can use this moment of anxiety, distress, or depression as an opportunity for a paradigm shift rather than reinforcing traditional male sexual socialization (Good & Sherrod, 2001).
Approaches that do not address the root of the difficulty, gender role socialization, only achieve first-order change. Approaches to therapy that do not undermine men’s efforts to enact isolation and emotional withdrawal may also result in the client feeling rejected, which may result in establishing the destructive behavior even more strongly.
If the therapist is informed regarding this syndrome, he or she will help the client to truly connect the challenges he is having back to the patterns of behavior established at the beginning (Brooks, 1995). Therapists have the possibility to help men question the way they have been evaluating their lives and aid in effecting a second-order change: transforming his way of connecting, rather than simply making pain temporarily dissipate (Brooks, 1998; Brooks & Good, 2001; Scher, Stevens, Good, &
Eichenfield, 1987).
William Barlow Elder's Psychology Research Background in Utah
When Mr. William Barlow Elder began his training in a scientist-practitioner program, he helped identify a mixed methods researcher with a strong commitment to contributing to research that informs practice. Mr. Elder was interested in research about the psychology of gender and multicultural issues as related to the therapeutic counseling process.
Early in his program, Mr. Elder was drawn to qualitative research. Mr. Elder enjoyed, and was good at, identifying and extracting themes from large bodies of interview data in order to make conceptualizations from narratives. His master's thesis, which has been accepted for publication in Psychology of Men and Masculinity, was an examination of interviews with 20 heterosexual men about their sexual self-schemas, or the way heterosexual men define their sexuality.
As Mr. Elder has developed a stronger foundation in research methods and data analysis, he expanded his methodology and use a mixed methods approach for his dissertation. Mr. Elder believed this approach offers him the best lens through which to analyze his data in terms of generalizing his results from a sample to a population while also gaining a deeper understanding of the variables of interest. His dissertation, which was completed before his internship, expands the study sample from his master's research to include gay and bisexual men in order to further explore how masculinity socialization shapes men's sexual identities and sexual conduct. In particular, his research investigates how gender-role socialization contributes to emotional inexpressiveness, withdrawal, depression, and relationship problems. Mr. Elder will present this research at a symposium on masculinity and relationships at the 2012 APA Convention (this was his fourth APA presentation).
In addition to his thesis and dissertation research, Mr. Elder has collaborated on research projects examining gender and multicultural issues. Mr. Elder co-authored a book chapter on counseling men confronted with relationship difficulties, collaborated on an article examining counseling expectations of East Asian Women, and gave presentations at national conferences about effective psychotherapeutic techniques for men. In the past few years Mr. Elder has also presented research regarding multicultural education and wrote an article about teaching the Psychology of Men.
For the past two years, Mr. Elder has been a consultant for qualitative research in the University of Utah's Department of Surgery on two projects for which Mr. Elder is currently collecting data. The first is a multi-site team investigation of career barriers for women in academic surgery. The second is a study examining the effects of disruptive behavior by surgeons on the surgery setting. His involvement in these projects has been an invaluable learning experience in mixed-methods research and Mr. Elder plan to incorporate quantitative elements in future studies.
Mr. Elder hopes to continue to produce practical research during his internship that improves the way clinicians conceptualize gender and multicultural identities in counseling. Being further mentored in scientific inquiry will increase his research skills and his ability to critically inform his practice with research. One of his goals for his internship is to work with clients who will challenge his clinical skills in a way that will further develop research on the psychology of men and masculinity.
Go here to find out more about William Barlow Elder.
Early in his program, Mr. Elder was drawn to qualitative research. Mr. Elder enjoyed, and was good at, identifying and extracting themes from large bodies of interview data in order to make conceptualizations from narratives. His master's thesis, which has been accepted for publication in Psychology of Men and Masculinity, was an examination of interviews with 20 heterosexual men about their sexual self-schemas, or the way heterosexual men define their sexuality.
As Mr. Elder has developed a stronger foundation in research methods and data analysis, he expanded his methodology and use a mixed methods approach for his dissertation. Mr. Elder believed this approach offers him the best lens through which to analyze his data in terms of generalizing his results from a sample to a population while also gaining a deeper understanding of the variables of interest. His dissertation, which was completed before his internship, expands the study sample from his master's research to include gay and bisexual men in order to further explore how masculinity socialization shapes men's sexual identities and sexual conduct. In particular, his research investigates how gender-role socialization contributes to emotional inexpressiveness, withdrawal, depression, and relationship problems. Mr. Elder will present this research at a symposium on masculinity and relationships at the 2012 APA Convention (this was his fourth APA presentation).
In addition to his thesis and dissertation research, Mr. Elder has collaborated on research projects examining gender and multicultural issues. Mr. Elder co-authored a book chapter on counseling men confronted with relationship difficulties, collaborated on an article examining counseling expectations of East Asian Women, and gave presentations at national conferences about effective psychotherapeutic techniques for men. In the past few years Mr. Elder has also presented research regarding multicultural education and wrote an article about teaching the Psychology of Men.
For the past two years, Mr. Elder has been a consultant for qualitative research in the University of Utah's Department of Surgery on two projects for which Mr. Elder is currently collecting data. The first is a multi-site team investigation of career barriers for women in academic surgery. The second is a study examining the effects of disruptive behavior by surgeons on the surgery setting. His involvement in these projects has been an invaluable learning experience in mixed-methods research and Mr. Elder plan to incorporate quantitative elements in future studies.
Mr. Elder hopes to continue to produce practical research during his internship that improves the way clinicians conceptualize gender and multicultural identities in counseling. Being further mentored in scientific inquiry will increase his research skills and his ability to critically inform his practice with research. One of his goals for his internship is to work with clients who will challenge his clinical skills in a way that will further develop research on the psychology of men and masculinity.
Go here to find out more about William Barlow Elder.
William Barlow Elder on Gender & Social Change at the University of Utah
What I have found is William Barlow Elder's Studies on Gender and Social Change at the University of Utah increases your awareness of the complexities of gender. Below is some of the information regarding the class and processes involved.Awareness of the complexities of gender are accomplished in two ways. First, they read and discuss gender theory and academic sources toward developing a critical framework for understanding gender. This material explores, against the background of the modern United States, how definitions of gender change. This is an ambitious goal and one that cannot be fulfilled in a lifetime of study, let alone one semester. Therefore, please understand that this is a survey course that will introduce you to a breadth of issues.
Gender is an intensely personal topic, laden in values and life experience. Each of us is already a gender expert, but we do not always know how to articulate what we know. This course is an opportunity to examine your gender role development and how you have been shaped by gender.
In addition to the academic and personal objectives for this course, they focus on multicultural perspectives in general. As should be an implicit goal in all college courses, they work toward fine-tuning your diversity awareness through analytical, writing and verbal skills. This is accomplished through in-class writing assignments, as well as large and small group discussions.
Note: The course content and process is designed to inspire emotional reactions, promote personal self-assessments, and expand emotional and academic intelligence. ‘PG’ versions of such material are simply not available. For students who are experiencing personal crises or psychological instability, the course may be inappropriate. These students may find the emotional aspects of the course difficult to personally integrate. Please take a moment to consider your enrollment. On the other hand, some students who are in crises during the course have found the class to be helpful to being problem solving and personal examination.
It is important also to mention that you do not have to change your core beliefs to succeed in the class; your beliefs and opinions are yours to keep and to share in class if you so choose. There are obviously limits as to expressing opinions to enforce a respectful and safe environment. Mr. Elder and other instructors simply will not tolerate blatantly heterosexist, misogynistic, sexual misconduct or racist comments. Please consult with the instructor if you have questions about the appropriateness of the course for you.
The Americans with Disabilities Act
In accordance with the Americans with Disabilities Act (Public Law 101-336), reasonable accommodation must be provided for students with physical, sensory, cognitive, systemic, learning, and psychiatric disabilities. Students are invited to meet privately with the instructor to discuss the need for reasonable accommodation for a covered disability. This statement in no way implies that a student identifies her- or himself as having a disability; however, a request for reasonable accommodation can only be granted when a student makes his or her disability known. If you have a disability and wish to discuss accommodations with the instructor, please do so within the first two weeks of the semester so that successful accommodations can be made.
Academic Honesty/Plagiarism
Compliance with strict standards of academic honesty is expected. Academic misconduct/plagiarism (see Student Code, Section 1,and B2) is not tolerated and may be grounds for failure of the course, and suspension or dismissal from the University. Note that "plagiarism" is the failure to correctly cite/reference any words or ideas which are not your own. You should always reference the sources of your information. Plagiarism also includes the using of (or sharing with) others’ essays, quizzes, etc., and the use of pre-written, purchased, or down-loaded materials. If there is ever a question, please ask me.
This was an exceptionally well rated course. The syllabus is obviously open to change but this was a portion of a 2011 syllabus. Changes are announced in the actual classes.
Find out about William Barlow Elder Utah here.
Gender is an intensely personal topic, laden in values and life experience. Each of us is already a gender expert, but we do not always know how to articulate what we know. This course is an opportunity to examine your gender role development and how you have been shaped by gender.
In addition to the academic and personal objectives for this course, they focus on multicultural perspectives in general. As should be an implicit goal in all college courses, they work toward fine-tuning your diversity awareness through analytical, writing and verbal skills. This is accomplished through in-class writing assignments, as well as large and small group discussions.
Note: The course content and process is designed to inspire emotional reactions, promote personal self-assessments, and expand emotional and academic intelligence. ‘PG’ versions of such material are simply not available. For students who are experiencing personal crises or psychological instability, the course may be inappropriate. These students may find the emotional aspects of the course difficult to personally integrate. Please take a moment to consider your enrollment. On the other hand, some students who are in crises during the course have found the class to be helpful to being problem solving and personal examination.
It is important also to mention that you do not have to change your core beliefs to succeed in the class; your beliefs and opinions are yours to keep and to share in class if you so choose. There are obviously limits as to expressing opinions to enforce a respectful and safe environment. Mr. Elder and other instructors simply will not tolerate blatantly heterosexist, misogynistic, sexual misconduct or racist comments. Please consult with the instructor if you have questions about the appropriateness of the course for you.
The Americans with Disabilities Act
In accordance with the Americans with Disabilities Act (Public Law 101-336), reasonable accommodation must be provided for students with physical, sensory, cognitive, systemic, learning, and psychiatric disabilities. Students are invited to meet privately with the instructor to discuss the need for reasonable accommodation for a covered disability. This statement in no way implies that a student identifies her- or himself as having a disability; however, a request for reasonable accommodation can only be granted when a student makes his or her disability known. If you have a disability and wish to discuss accommodations with the instructor, please do so within the first two weeks of the semester so that successful accommodations can be made.
Academic Honesty/Plagiarism
Compliance with strict standards of academic honesty is expected. Academic misconduct/plagiarism (see Student Code, Section 1,and B2) is not tolerated and may be grounds for failure of the course, and suspension or dismissal from the University. Note that "plagiarism" is the failure to correctly cite/reference any words or ideas which are not your own. You should always reference the sources of your information. Plagiarism also includes the using of (or sharing with) others’ essays, quizzes, etc., and the use of pre-written, purchased, or down-loaded materials. If there is ever a question, please ask me.
This was an exceptionally well rated course. The syllabus is obviously open to change but this was a portion of a 2011 syllabus. Changes are announced in the actual classes.
Find out about William Barlow Elder Utah here.