NU Scholarly Work (Restricted)
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This collection contains access-restricted scholarly work from National University faculty and staff. .
Access is granted or not at the discretion of the author(s). Please see each item's abstract for access information
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Item Ezra Seeing Ezra: Psychiatry in Theatre(2025) Lockhart, Ezra N. S.This reflective piece explores the intersection of personal and professional identity within psychiatric practice through the lens of late-diagnosed autism. Dr. Ezra Lockhart examines the revelatory experience of watching Ezra (2024), a film that catalyzed their recognition of neurodivergent traits long dismissed as mere intellectual affinity. The article traces Lockhart’s professional history of diagnosing and supporting autistic individuals, juxtaposed with the realization that their own patterns of cognition and interaction had eluded self-identification. Drawing parallels between cinematic narratives and real-world psychiatric frameworks, the work underscores the role of introspection in refining clinical understanding. By examining systemic biases, diagnostic limitations, and the emotional complexities of late-diagnosed autism, this piece contributes to discussions on clinician self-awareness, neurodivergence in professional spaces, and the changing perception of autism within mental health discourse.Item Mentorship and Clinical Supervision Through Haley's Strategic Model: A Composite Case Study in Legal Literacy(2025) Lockhart, Ezra N. S.In this article, I explore the critical role of clinical supervision in developing legal literacy among early career clinicians, emphasizing the impact of refined supervisory practices on ethical practice, professional identity, and client outcomes. Using a mentorship-apprenticeship framework, I present an approach to supervision that integrates systemic thinking, cultural humility, and inclusivity. Through a composite case study involving a supervisee of color, I examine how Haley's Strategic Model addresses complex dilemmas such as racial and gender discrimination and systemic biases in clinical practice. I highlight the effective application of Haley's Strategic Model to clinical supervision, showcasing its dynamic and creative problem-solving approach. The model's adaptability facilitated significant progress in the supervisee's professional development while upholding ethical standards in clinical practice. I evaluate the model's strengths and limitations, underscoring the need for adaptive and culturally responsive supervisory practices. Ultimately, my aim is to prepare clinicians to navigate modern clinical challenges effectively.Item Privacy and Data Security in Digital Health: Implications for Family Therapy(2025) Lockhart, Ezra N. S.The integration of digital technologies into family therapy practices presents both significant opportunities and notable challenges. This editorial examines recent trends impacting the field, including the adoption of cloud-based storage solutions, the involvement of entities outside the scope of standard privacy regulations in data management, the rise of patient-generated health data, and the increasing use of tracking technologies. While cloud-based storage offers enhanced scalability and accessibility, it also introduces concerns about data security and confidentiality. The participation of non-regulated entities in managing family health data creates risks associated with insufficient privacy protections. Patient-generated health data provides valuable insights but raises privacy and data management issues. Additionally, tracking technologies can compromise sensitive health information by potentially disclosing it without explicit consent. This editorial emphasizes the need for marriage and family therapists to actively engage in the development and regulation of digital health tools to ensure that privacy and data security are prioritized, thereby safeguarding family confidentiality and maintaining trust in a digital age.Item “But I’m Their Parent—Why Can’t I Know?” Parental Expectations and the Ethics of Confidentiality in Family Therapy With Transgender Adolescents(2025-04) Lockhart, Ezra N. S.Transgender and gender-diverse individuals face significantly higher rates of mental health challenges, including suicidality, primarily due to societal stigma, discrimination, and limited access to competent, affirming healthcare. The absence of culturally responsive mental health treatment exacerbates these issues, emphasizing the need for therapists to address the unique needs of this population. However, many marriage and family therapists lack the training and tools to effectively support transgender clients. The ethical and practical challenges therapists encounter when working with transgender adolescents and their families are explored through a composite case study of Luna, a 16-year-old transgender girl. Luna's family resides in a mid-sized suburban area in the United States, with strong cultural ties to a conservative, working-class background and Catholic religious beliefs that influence their understanding of gender. Luna's parents, both first-generation immigrants from a Latin American country, struggle to accept her gender identity due to these values, creating a complex family dynamic. Practical guidance is provided for therapists to navigate these sensitive issues, with specific strategies for balancing the needs of the individual and family, including differentiation of self, boundary-setting, and family cohesion. The conclusion emphasizes the importance of culturally competent care and ethical decision-making in family therapy, highlighting the therapist's role in safeguarding the adolescent's autonomy, emotional well-being, and psychological safety while fostering family support. Closing reflections from the author further explore the personal and professional insights gained from this work.Item Exploring Perfectionist Athletes' Perceptions and Application of their Coach's Feedback(2008) Del Nostro, CynthiaDespite a wealth of research on perfectionism in sport, there has been very little research looking at the actual experience of the perfectionist athlete themselves. This experience is especially important when looking at how they use feedback from others, particularly their coaches, whose main job is to provide that very feedback. A study was designed employing Grounded Theory to look at how perfectionist athletes view and apply the feedback they receive from their coaches. The participants were three self-identified perfectionist current and former athletes from multiple sports and three coaches who have coached perfectionist athletes. The perfectionist athlete's continual evaluation was found to be the central phenomenon. Other themes that were found were that the athlete evaluates the coach to determine their ability to give them helpful feedback; the athlete evaluates the feedback to determine whether it would be useful to them; the athlete evaluates the overall situation to determine its potential outcome; the athletes often have an extreme emotional and physical reaction to the feedback; that there is always a specific outcome of the feedback; and that there are specific components to feedback that are important for the perfectionist athlete to be able to employ them. It was determined that perfectionist athletes employ a constant evaluation process when receiving feedback from their coach. The awareness of this process will enable coaches to be able to give perfectionist athletes more effective feedback and lead to less frustration and more enjoyment for both coach and athlete.