Archives: Students

Athlete mental health is no longer a conversation happening on the margins of sport. Across youth leagues, high schools, colleges, and professional organizations, there is growing recognition that athletes face challenges that extend far beyond performance. Questions of identity, relationships, mental health, career transitions, and social pressures all shape an athlete’s experience. As a result, social workers are becoming increasingly important members of the sports landscape.

But as demand for sport social work grows, a critical question emerges: How do aspiring sport social workers gain the knowledge and experience needed to succeed in these environments?

A recent study examining the practicum experiences of social workers in sport settings offers valuable insight into this question. Drawing on responses from members of the Alliance of Social Workers in Sport (ASWIS), the research highlights both the promise of sport social work and the challenges students face as they prepare to enter this growing specialty. 

A Profession Finding Its Footing

Social workers bring a perspective to sport that is distinct from many other helping professions. Rather than focusing solely on individual concerns, social work emphasizes understanding people within the larger systems that influence their lives. For athletes, that means examining not only personal struggles but also the impact of family relationships, team culture, organizational dynamics, and broader social forces. 

As athletic organizations place greater emphasis on holistic well-being, opportunities for social workers continue to expand. Yet sport social work remains a relatively new area of practice. While interest in the field is increasing, formal pathways into the profession are still developing. In this context, practicum education serves as one of the most important bridges between the classroom and the field.

The Search for Opportunity

For many students, the journey into sport social work begins with a challenge: finding a placement.

One of the study’s most notable findings was that sport-related practicum opportunities are often difficult to secure. While some students benefited from the support of faculty members or field education coordinators, many had to create their own opportunities. Networking, reaching out directly to organizations, and leveraging personal and professional relationships frequently became necessary steps in the search process. Nearly half of the respondents described locating a sport-focused practicum as somewhat difficult. 

This challenge reflects the growing pains of an emerging profession. Student interest is increasing faster than the number of established training sites. The findings suggest that social work programs have a significant opportunity to strengthen the field by building formal partnerships with athletic departments, schools, community sport organizations, and professional teams. Such partnerships could help ensure that students interested in sport social work have clearer and more equitable pathways into the profession.

Learning in Diverse and Dynamic Environments

Although finding a placement was often challenging, the experiences students ultimately gained were remarkably diverse.

Participants described working in settings ranging from collegiate athletic departments and K-12 schools to community sport organizations, professional sport entities, and traditional social service agencies that use sport as an intervention. These environments exposed students to the full spectrum of social work practice. 

Some students provided direct counseling, crisis intervention, and case management services to athletes. Others facilitated groups, developed psychoeducational programs, and supported team-based initiatives. Many also engaged in research, advocacy, program development, and evaluation efforts. Rather than focusing on a single level of practice, sport social work placements often allowed students to move fluidly between individual support and broader systems-level work. 

These experiences underscore an important reality: social work’s contribution to sport extends well beyond mental health counseling. Social workers are uniquely positioned to address both personal and systemic issues affecting athletes, teams, and organizations.

The Cost of Experience

Despite the value of these learning opportunities, many students faced a familiar challenge within social work education: unpaid practicum placements.

Most respondents reported receiving no financial compensation for their sport-related practicum experiences. While unpaid placements have long been common throughout social work education, they can create significant barriers for students who are simultaneously managing employment, academic responsibilities, and family obligations. 

The findings highlight an important equity issue for the profession. Without greater access to paid placements or financial support, talented students may be prevented from pursuing opportunities that could otherwise shape their careers. Expanding compensated practicum models may prove essential to making sport social work more accessible and inclusive.

Navigating Unique Ethical Challenges

Athletic environments also present ethical complexities that are not always encountered in traditional social work settings.

Participants frequently described the challenge of maintaining confidentiality when coaches, administrators, or other stakeholders sought information about athletes. Others noted the difficulty of managing dual relationships and navigating overlapping professional roles. In highly visible environments where performance often carries significant organizational pressure, protecting privacy and prioritizing athlete well-being can become especially complicated. 

Perhaps the most challenging is the tension that can arise when athletes’ needs do not perfectly align with organizational goals. Social workers must remain grounded in professional ethics while working within systems that may prioritize competition, performance, or institutional interests. The study reinforces the need for specialized training that prepares future practitioners to navigate these realities with confidence and integrity. 

More Than a Placement: Shaping Professional Identity

Amid the challenges, one theme stood out above all others: enthusiasm.

Participants consistently described their practicum experiences as meaningful, transformative, and instrumental in shaping their professional identities. Even when faced with limited resources, unclear role expectations, or demanding workloads, students found purpose in supporting athletes and advancing their well-being. 

Many respondents also found themselves serving as advocates for the profession. In organizations where social work was relatively unfamiliar, students often helped coaches, administrators, and colleagues better understand the unique contributions social workers can make in sport settings. In many ways, they were not only learning a profession but helping define it.

Looking Ahead

The future of sport social work is filled with possibilities. As awareness of athlete mental health and holistic wellness continues to expand, organizations throughout the sport world are recognizing the need for professionals equipped to address the social, emotional, and systemic factors that influence athletes’ lives. 

Realizing that potential will require continued investment in high-quality practicum experiences. Strong partnerships between social work programs and sport organizations, increased financial support for students, expanded ethics education, and greater interdisciplinary collaboration can all help strengthen the profession’s foundation.

Ultimately, practicum education is about more than preparing students for future jobs. It is about cultivating a workforce capable of supporting athletes, strengthening organizations, and advancing the well-being of sport communities for generations to come. 

This summer, fans around the world have been captivated by the excitement, passion, and drama of the FIFA World Cup. As the tournament showcased the highest levels of athletic performance and national pride, it also reminded us that behind every great moment on the field is a person navigating pressure, expectations, relationships, setbacks, and personal growth. Now, as fall arrives, anticipation continues to build across the sports landscape. College campuses are welcoming the return of football, professional teams are beginning new seasons, and baseball fans are turning their attention toward the excitement of playoff races. For many athletes, coaches, and organizations, this transition marks another chapter filled with opportunities, challenges, and high expectations.

When most people think about sports, they picture competition, championships, and athletic achievement. What they may not see are the personal challenges athletes face behind the scenes: anxiety, injury recovery, identity development, family pressures, team conflict, academic stress, and the ongoing pursuit of mental well-being.

As sports organizations increasingly recognize the importance of supporting the whole person, a professional specialty has emerged at the intersection of athletics and helping professions: Sport Social Work. This growing field combines the values, knowledge, and skills of social work with the unique needs of athletes, teams, and athletic organizations. Sport social workers help athletes navigate life’s challenges, promote mental health and wellness, advocate for equitable and supportive environments, and strengthen communities through sport. From K-12 schools and community recreation programs to colleges, universities, and professional sports organizations, sport social workers are playing an increasingly important role in fostering healthy athletic cultures. 

At California Baptist University (CBU), faculty and students have been actively contributing to the growth of this emerging profession. Over the past several years, the Division of Social Work has intentionally expanded opportunities for students interested in working within athletic settings through specialized coursework, field education partnerships, and interdisciplinary collaboration. In 2025, CBU launched SWK 400: Sport Social Work, an undergraduate elective developed by Associate Professor Philip Breitenbucher in collaboration with Sport and Performance Psychology Professor Ed Garrett. The course introduces students to athlete well-being, sport social work theory, clinical interventions, advocacy, policy, and interdisciplinary practice while preparing them to address the unique challenges facing athletes and athletic communities. At the same time, CBU’s MSW program has been developing sport-focused practicum placements that allow students to gain hands-on experience in schools, colleges, and community-based athletic programs. 

This four-part blog series highlights the exciting development of sport social work at CBU while showcasing the experiences, opportunities, and lessons emerging from this growing area of practice. Whether during a World Cup match, a Friday night football game, a college rivalry, or a postseason baseball run, the stories we celebrate in sports are ultimately stories about people. Sport social work helps ensure those individuals are supported not only as athletes, but as whole people.

Part 1: Building the Future of Sport Social Work: Why Practicum Experiences Matter

The first article examines recent research exploring the practicum experiences of social work students in sport settings. Drawing on insights from professionals in the field, Breitenbucher, Beasley & Cox discuss how students find placements, the skills they develop, the barriers they encounter, and the critical role field education plays in preparing the next generation of sport social workers. Readers will gain a broader understanding of the opportunities and challenges associated with building a workforce dedicated to athlete well-being.

Part 2: My Experience as a School-Based Sport Social Work Intern

In the second installment, MSW student Dominique Dennis shares a first-hand account of her internship experience working with student-athletes in a school setting. Through workshops, individual support sessions, and direct engagement at practices and competitions, she discovered the powerful connections between mental health, communication, emotional regulation, and athletic performance. Her reflections offer an authentic look at what sport social work looks like in practice and the meaningful impact it can have on young athletes. 

Part 3: Identity, Adversity, and Purpose: How Sport Shaped My Doctoral Journey

In the third installment, doctoral candidate Jonathean Reese shares how sport has influenced his personal identity, professional practice, and scholarly research. Reflecting on his experiences as an athlete, an injury that ended his basketball career, and his work in child welfare, Reese examines the powerful relationship between structure, resilience, and identity development. He also introduces the R.E.A.C.T. framework, an innovative sport and movement-based intervention designed to help foster youth build emotional regulation, stability, and well-being. His story demonstrates how lived experience and social work scholarship can come together to create meaningful solutions for vulnerable populations. 

Part 4: Decide Who You Are Beyond the Game: A Journey into Social Work, and Social Innovation

The final article features doctoral candidate and social worker Kristie Allison, who explores one of the most important questions many athletes eventually face: Who am I beyond my sport? Drawing on her experiences as a foster family social worker, parent, researcher, and founder of the Sports Social Work Network (SSWN), Allison examines athletic identity, career development, mentorship, and the challenges athletes from under-resourced communities face. She shares how her doctoral research inspired the creation of innovative programs designed to help athletes discover their strengths, purpose, and opportunities beyond competition, reminding readers that an athlete’s greatest potential extends far beyond the final whistle. [

Looking Forward

Sport has always had the power to shape lives. As this series demonstrates, social work is helping ensure that those lives are supported not only as athletes but as whole people. Through education, advocacy, research, and direct practice, California Baptist University is helping prepare a new generation of professionals ready to make a difference wherever sports and human well-being intersect. 

Looking ahead, the future of sport social work is filled with opportunity. As awareness of athlete mental health, well-being, identity development, and social support continues to grow, so too does the need for professionally trained social workers who understand the unique realities of athletic environments. Schools, colleges, community sport organizations, and professional teams are increasingly recognizing that excellence in sport depends not only on physical performance but also on creating cultures that foster resilience, belonging, and holistic well-being.

For California Baptist University, this presents exciting opportunities to further expand sport-focused practicum placements for MSW students. By strengthening partnerships with K-12 school districts, collegiate athletic departments, community recreation programs, and sport-based nonprofit organizations, CBU can continue creating meaningful field education experiences that allow students to apply social work knowledge and skills in innovative settings. These placements not only enhance student learning but also help address the growing demand for mental health and support services within athletic communities. 

The continued growth of the profession also depends on collaboration. Organizations such as the Alliance of Social Workers in Sports have emerged as important leaders in advancing professional standards, networking opportunities, interdisciplinary partnerships, and advocacy efforts. By partnering with the Alliance, universities, practitioners, and students can contribute to a broader movement dedicated to expanding the visibility and impact of sport social work while creating pathways for future professionals to enter the field.

Equally important is the development of a strong body of scholarship that advances evidence-informed practice. As more practitioners and researchers explore topics such as athlete mental health, sport culture, social justice in athletics, injury recovery, career transitions, and community impact, there is a growing need for outlets that elevate and disseminate this work. The Sport Social Work Journal provides an important platform for fostering scholarly dialogue, sharing innovative practices, and building the knowledge base that will guide the profession for years to come. Through faculty and student research, interdisciplinary collaboration, and community-engaged scholarship, CBU is well-positioned to contribute to this expanding conversation.

Ultimately, the future of sport social work will be shaped by educators, students, researchers, practitioners, and athletic leaders who share a common belief: that supporting athletes means supporting the whole person. By investing in field education, professional partnerships, and scholarly inquiry, we can continue building a profession that enhances athletic experiences, strengthens communities, and promotes human well-being far beyond the final whistle.

During the spring 2026 semester, the CSHB hosted Dr. Jamie Aten (Wheaton College, Humanitarian Disaster Institute) to provide faculty research training in Design Thinking and to discuss what spiritually oriented clinical and community interventions for mass trauma look like. This blog discusses a few standout points from his second presentation. To view the entire talk, click here, but for now, keep reading to learn a little bit about the practical ways professionals can care for those enduring mass trauma. A story he shared illustrates the wisdom in the talk:

Dr. Aten and a few of his students were asked to come work after Hurricane Harvey. Soon after their arrival, he and his students took time to walk through the streets and look at the immense piles of debris outside of people’s homes. Entire lives were strewn across the pavement due to the disaster. However, when they reached a home with no debris, they paused. Was this a sign that help wasn’t needed? Though one possibility, they quickly realized it was because there was such an overwhelming amount of debris (and need) that the man living within had not been able to begin the debris removal process.

Dr. Aten and his students began talking to the gentleman, and he shared the status of his insurance, how, as a result, he had lost his life savings, and that he had no idea what to do or where to turn. He continued his list of troubles, and as he did so, Dr. Aten and his students began thinking of ways they could help this man tangibly. They bring up any possible family or friends, places to stay, getting fed, among other things, and it just seemed like even though they kept trying to find ways to support this man, nothing was being received. After a while of this, Dr. Aten stepped back and realized that he had yet to ask the man what he thought he might need right now. He replied that what he needed most in that moment was help finding his dog. He shared that this dog was a parting gift from his late wife and that the dog was his only friend. It was only after measures were taken to locate his dog that he was willing to accept aid from Dr. Aten and his team to meet his immediate physical needs. To this hurting gentleman, in his mind, his most pressing need was finding and being reunited with his dog. 

This story stresses the importance of assessing situations and listening well to people enduring mass trauma: what an outsider thinks is needed may not match the most pressing felt need of those amid suffering. Dr. Aten emphasized how crucial it is for mental health professionals and researchers alike to be qualified, competent, and trained to the best of their ability in caring for others. That said, with all the education and experience that come with the role, the simple, small needs that weigh a great deal may be accidentally overlooked. 

“We’re not just the hands and feet of Christ, but we’re also the ears and shoulders.” 

                                                                  -Dr. Aten

Various treatments and interventions can be incredibly impactful, but what Dr. Aten really drove home is that so can the act of showing up. To this point, Dr. Aten included some recent stats on who victims of mass trauma first reach out to in crisis. The first and second on the list were much as anyone expected: might assume, family, friends, and church members or clergy. Mental health professionals placed twelfth. Twelfth! What does this communicate? Most of the time, in the throes of a crisis, people need others they already know and are in a relationship with to come alongside them. As mental health professionals respond, they do so within established networks and with a focus on humility and listening well.

Often, our traditional models of care can’t keep up with the immediate needs of a community experiencing mass trauma. We can get so caught up in the big things that WE define as most important or needed in crisis, traumatic, or hard situations. Still, if we took the time to humble ourselves and really lean into the pain, we might find that the most immediate need is for comfort, care, and emotional safety. 

Conclusion

Ultimately, caring for those experiencing mass trauma requires humility, presence, and a willingness to listen. By setting aside assumptions and responding to the needs people themselves identify, professionals can offer care that is both meaningful and effective. Sometimes, the most powerful intervention is simply showing up and meeting someone where they are. 

The CSHB had the pleasure of hosting Dr. Jamie Aten (Wheaton College, Humanitarian Disaster Institute) during the spring 2026 semester, providing insight into design thinking for research and sharing his research on spiritually oriented clinical and community interventions for mass trauma. This blog focuses on explaining what design thinking is and the skills needed to make your research go beyond the academic world. To view the entire talk, this is now live! But for now, keep reading to get a small taste of what was presented.

What is Design Thinking and Why Is it Important? 

According to Dr. Aten, design thinking is a human-centered approach to solving real-world problems. A more in-depth definition of this approach reveals that it’s ideal for complex, human-centered issues because you often learn the solution to a problem as you go. This model doesn’t chase perfection; instead, it encourages individuals to learn, make mistakes, course correct, and learn some more as they go. This allows for continuous growth and works well across multiple perspectives, even in uncertain situations where there may not be a cut-and-dry method. Design thinking is helpful in research because it emphasizes responsiveness, inventiveness, and leaning into possible “uncomfortable” situations. A helpful way to begin actively practicing design thinking is to identify your strengths and areas for growth. Design Thinking can be used within this process to provide scholars with tools and methods that enable them to be creative in their research.

Design Thinking is significant because ultimately it bridges the gap between research and practice. If your research is only accessible to other researchers or members of academia, then you miss so many other populations that could benefit from it. This method makes you pause for a moment and ask yourself, is what I’m creating desirable? Can it be sustained and be replicated or called upon by others? The unfortunate reality is that without a clear design, the work researchers produce will not be used by others. As Dr. Aten stated, “Good science fails to translate without good design.”

Translating Work 

As we have already discussed, researchers translate their work so it can reach beyond the academic world. It can be so easy to get wrapped up in the world of research and communicate only in one way to one audience. Researchers must be able to make their work accessible to the general reader. 

This is needed because research should never end up on a shelf; it should be put into active use. This begs the question: “How?” A helpful practice that Dr. Aten himself employs is stepping back from the research he has prepared with his students in mind or with other professionals in the field, and asking himself, “How would I explain this to an older family member, or a pastor, or a child?” Because design thinking is ultimately human-centered, it’s important to think through how research will land with someone, depending on their age, life experiences, or cultural background. Choosing empathy and putting yourself in someone else’s shoes to find solutions that actually treat the person, not your assumptions, is the core of this model and is beneficial time and time again. 

Conclusion

Design thinking ultimately asks researchers to step outside of their comfort zones and pursue meaningful impact by centering their work on people. In doing so, it equips them to contribute to significant and lasting change. 

Lament is a biblical and spiritual discipline that directs emotions toward a specific person, namely God. Within her presentation, Dr. Hall explored the structure of lament, its movements and mechanisms, and research examining lament in tandem with psychological treatment. You can access the presentation recording and her materials here. One of the most profound insights she offered was the idea that lament is fundamentally relational, especially between Christians and their Savior.

A significant example of lament in the Bible is found in the book of Job. This narrative offers a vivid example of lament, holding reverence for God alongside honest anguish and unanswered questions. It provides a glimpse of the five movements that Dr. Hall presented to the group. 

The Five Movements of Lament and How They Model a Relationship with Christ

Hall outlined the five movements of lament as call, complain, request, remember, and praise. During lament, individuals will first call out to the Lord and then voice their suffering. They request deliverance and begin to remember who God is and what he has done. This remembrance often leads to praise.

This pattern is unique to one’s relationship with Christ. When one finds themselves in such deep despair, there is no one else capable of instilling such hope and comfort as Christ. The Lord allows intense thoughts, emotions, and physical pain to exist, but in that, He shifts the outlook to one of hope. Based upon her research, Hall suggests the internal shift to be a cognitive change that occurs through the practice of lament. 

Cognitive Change and Healing 

Dr. Hall and her colleagues researched how lament shapes coping and cognitive processing. Their findings suggest that praying through laments and practicing the mechanisms of lament can help individuals manage chronic pain, deepen their intimacy with the Lord, foster hope and peace during trials, and facilitate “meaning-making” in the midst of suffering. 

Dr. Hall stated:

“We find in a lament a guide for the journey, a roadmap that allows people to change and grow through suffering. In a world that avoids suffering, let us adjust to imagining one that addresses suffering by going through it rather than around it.”

 Suffering is unavoidable. It will occur, and when it does, it shapes the relationship between man and God. Lament is an important way to process the suffering; it provides a reason for the pain and cultivates comfort and safety in the Savior.

Conclusion

Lament may be one of the most tender and vulnerable relational aspects of a life with Christ. Practicing lament can mark the difference between healthy and unhealthy coping, between isolation and connection, and between despair and healing. Make sure to watch the rest of Dr. Hall’s presentation at the link above.  

The CSHB hosted Dr. Liz Hall during the fall 2025 semester to provide training on being Research Ready and to share her recent research on Lament. This blog presents two central ideas from Hall’s presentation for being “research ready”: (1) the importance of prioritizing research intentionally and (2) utilizing every research opportunity as an opportunity to grow, produce, and publish. Though you can check out the full talk here, read on for a glimpse into these insights!

Prioritizing Research 

Hall began by naming the tension most researchers feel: finding time to write often seems impossible. Professors juggle teaching, meetings, and service; students manage coursework, jobs, and personal responsibilities. The duties differ, but the pressure feels strikingly similar.

To be successful in research, it is essential to carve out regular, protected time for research. Create a space free from distractions (and, if necessary, Hall instructed us to lock the door!). Prepare your environment to focus entirely on the task at hand. Set deadlines for yourself, especially for tasks that can be completed “whenever.” Without a deadline, “whenever” turns into “never.” Additionally, consider reaching out to colleagues who can keep you accountable or collaborate with you.

Seizing The Research Opportunity 

Ever felt like you have no good research ideas? Social and behavioral research doesn’t have to consist of topics separate from your daily life. Hall advised everyone in attendance to keep a running list of research ideas to explore. Keep this list easily accessible, and when you experience a research block, pull it out and let the questions spark a fresh idea. A good rule of thumb is that if you ever wonder why something happens or begin to explain someone’s behavior, you have the beginnings of a psychological research question.

Another idea is to revisit old research papers or studies. Can any be updated, extended, or applied in new ways? For graduate students, especially, treat every single assignment, special event, or presentation as a research and publication opportunity. Approaching these opportunities with this mindset is bound to increase both effort and motivation. 

There is, however, another side to seizing opportunity: learning to face rejection. Dr. Hall highlighted the fact that active researchers will inevitably face pushback or be told “no.” For many researchers, both young and old, the fear of a negative response or rejection by journals can be incredibly daunting. It can be debilitating and may hinder the progress of your research, but it doesn’t have to. Take any criticisms of your work humbly, review and revise as needed, and continue your work. Receiving criticism as a researcher is not a failure, but rather a rich part of the process. 

Conclusion

            A life consisting of a productive research agenda is possible, even for busy faculty and students. It becomes natural when you intentionally pursue it. Find small, sustainable ways to prioritize your work and push yourself to your research goals. There is no doubt that Dr. Hall’s insights energized and encouraged those in attendance. You can view the entire session, as well as Dr. Hall’s presentation slides, here.  

Many psychology students wonder about graduate school: which program is right for them and how to navigate the application process. In this three-blog series, you can hear from one of CBU’s PsyD faculty on the why, who, and how of the PsyD program,  and you can hear from the CSHB student worker, recently accepted into CBU’s PsyD program, as she reflects on the emotional journey and the nitty gritty of navigating the application process.

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Applying for graduate school is no easy task. It can carry a different weight than what I remember feeling when I applied for college. For me, it not only felt like a daunting step, but I found myself in an entirely new season of life fraught with unknowns. But whether you’re like me, someone who likes to create plans and take it slow in the application process or whether you’re someone who does an entire application in one go: applying to grad school can be emotionally and mentally challenging.

I had known since my freshman year of college that I wanted to attend grad school. Although I was a music major, I quickly realized that I felt called to a career in psychology instead. I knew that to work in the mental health world, I would need a graduate degree. I added a Psychology minor to dip my toes in and learn some foundational aspects of clinical psychology, in preparation for my eventual application. Throughout my undergrad career, I prayed about what graduate degree would be the “right” for me. I felt conflicted because various aspects of the mind and mental health intrigued me. Still, I couldn’t quite decide on what avenue seemed best. A Master’s degree in Marriage and Family Therapy? Counseling Psychology? A Doctorate of Psychology (PsyD) in Clinical Psychology? As I evaluated these decisions, I was prepared to work hard to complete my applications. What I was not ready for was the intense amount of work and emotional wear that it would have on me. 

In this blog I want to share my experience with you to normalize the emotions you may feel as you navigate your own application process and, hopefully, to help you better prepare for it.

Going into my application, I did not think there would be an emotional side to the process. Sure, I knew I would write about and discuss my passion and emotions regarding psychology during interviews. Still, I wasn’t prepared for all of the emotions I would FEEL. 

The first really challenging emotional whirlwind was coming to terms with what exactly was the best course of action for grad school. I needed to decide on the exact program that felt right for me and the right school. I think there’s this pressure I had felt that you must apply everywhere you possibly can. But as I was meeting and researching various schools, I noticed that I kept having so many thoughts in the back of my head of “Well, CBU doesn’t do that” or “Hm, that’s a huge con compared to CBU.” Perhaps my inherent bias has come with completing my undergraduate degree here. Still, it just seemed like every phone call or meeting increased my reasons for why that school wasn’t as good a fit as CBU. So, my first emotional tip would be to examine your gut in WHERE you apply. If you keep feeling drawn to a specific place or vice versa, gravitating away from other options, take some time to try to figure out why! There may be a good reason why your unconscious is pushing you in one direction or another. 

One of my most significant emotional battles was not feeling qualified or “good enough.” A mentor of mine did an incredible job at reminding me that not only is imposter syndrome and these doubts incredibly normal (and felt by almost everyone!!), but that these were lies from the enemy. I experienced these doubts and insecurities when focusing on the writing portion, resume, and the interview process. I was incredibly skilled at coming up with every single reason why they shouldn’t let me into the program. The reality is that often, the “thing” that you are afraid will be your downfall may set you apart! No matter what, it will allow for growth. For me, I felt like I was “behind” all my fellow applicants because I had a degree in music instead of psychology. I had almost no research experience and little education in clinical psychology. I have learned that these aspects were some of my most extraordinary characteristics for grad school. Being in music has taught me how to manage an incredibly demanding schedule, how to prioritize, and a powerful work ethic. My lack of research experience allows my professors and mentors to come alongside me and teach me how to perform research from the ground up. I learned to see the strengths and skills my experiences gave me, even if my path to the program was not necessarily conventional.

Another interesting side of my emotional journey in this process was the mental and emotional weight of it all. I found myself allowing myself to give up so much brain space to the whole process. Every day, I spent hours thinking about all of the “what ifs” or plan Bs I needed to work on in case grad school didn’t work out on my first try. I was living inside all my worries and doubts about my future instead of what was currently happening in my life. Let me be clear: there is nothing wrong with having secondary or tertiary plans for various situations. I would argue that it is very wise to do so! But my issue was that I was focusing so much of my energy on stressing about my application that it was working its way into my times of work, school, leisure, and rest. I knew something had to be out of balance when I kept having dreams about ways I could be reworking my essay.

I realized during this season that so much of the emotional strain I was under was a direct result of my lack of trust in God in the whole situation. I am one to try and take the reins from God and declare that I do indeed “have it.” It’s an area in my life that seems to sneak up quietly and seep into everything I do. But I can assure you, friends, that God’s will willbe done no matter how hard you try to take over or how much effort you put in. So why not do your best with what you have and trust that the Lord will manage the outcome? I know this is MUCH easier said than done, but it can be accomplished through baby steps.

In the next blog I will discuss the actual nitty-gritty parts of this undertaking, you can make sure to read it HERE. Remember that if you ever find yourself feeling alone and struggling to get through this process, please know that you are not alone. Take the time to reach out to the community you have around you and call on their support and care as you continue. Additionally, if this process does end in success, having this community by your side to champion and help you will be vital! 

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Many psychology students wonder about graduate school: which program is right for them and how to navigate the application process. In this three-blog series, you can hear from one of CBU’s PsyD faculty on the why, who, and how of the PsyD program,  and you can hear from the CSHB student worker, recently accepted into CBU’s PsyD program, as she reflects on the emotional journey and the nitty gritty of navigating the application process.

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The spring semester at CBU is full of additional energy as many students prepare to complete their undergraduate educational journey. A combination of excitement and exhaustion permeates the air. And, at the same time, many students find themselves unsure of what comes next. Maybe this is you. Or maybe you are considering returning to school to receive additional training. Whatever your circumstance, you may be wondering: How do I decide what to do next?

This question is bigger than one blog post could tackle. However, if you find yourself in a position wondering how to pursue a career in mental health services, this blog post is for you. As a professor in the PsyD program and clinical director in our training clinic, I want to help you think through the questions and process related to applying for a PsyD program.

Why a PsyD?

There are a number of different degrees and licensure options for individuals interested in working in the field of mental health. Why should you pick a doctorate in clinical psychology rather than a Master’s degree focused on mental health? Professional Counselors, Marriage and Family Therapists, and Social Workers all complete a master’s program and can provide therapy. Each degree has its own particular lens and emphasis on the therapy process. A doctoral degree makes the most sense for people who want to be therapists who do more than therapy. In addition to providing psychotherapy, doctoral-level psychologists conduct psychological assessments and often serve in other roles like supervisor, administrator, and consultant. A doctoral degree is also often required to conduct clinical research or to teach in a college or university setting. If you’re hoping to practice in several of these ways, a PsyD might be a good way to go. A PhD in clinical psychology offers much of the same training in mental health, but with more of an emphasis on research.

Why CBU?

The PsyD program at CBU is distinct from most other clinical psychology programs in its emphasis on diversity, particularly the religious and spiritual aspects of diversity. Our program has an intentional focus on preparing students to consider a distinctly Christian approach to psychology, therapy, and mental health. With that training background, students are able to work with Christian clients from within a shared Christian worldview. If you would like to learn more details about our program, click here .

Should You Apply?

When my colleagues and I review applications for the PsyD program here at CBU, one of the main things that we’re looking for is basic people skills. Whether or not therapy is your focus, clinical psychology is all about working with people and understanding people. Some questions to ask yourself are: Am I comfortable talking with all kinds of people? Am I interested in people’s stories? Can I listen without judgment or giving advice? Do I tend to get along with others? These are skills that can be strengthened and refined through training, but it helps if you are already inclined towards these kinds of interactions with others. If you’re not sure whether this describes you, it can be helpful to ask friends or family for insight and constructive feedback.

A third quality for people starting a PsyD program is the willingness and ability to commit to a five-year, intense program. The PsyD program is longer than a master’s program, which means longer until you are licensed and earning a professional salary. With its requirements for classes, practicums, and dissertation research, the PsyD program is also more intense than many master’s programs, and, unlike some master’s programs, it is not possible to work full-time while in the PsyD program. The length and expense of the program require almost everyone to take out student loans. Carefully consider whether you are willing to take on the financial obligations and restrictions of being a doctoral student. Also think about whether you’re willing to do school—with exams, papers, and class attendance—for that long. The rewards on the other side of graduation are extensive and well worth it (in my very biased opinion!), but the process of getting there can be arduous. The transition from being an undergraduate student to a graduate student can be challenging. As an undergrad, the academic aspect of being a student can feel secondary to the social and developmental aspects. As a graduate student, academics are definitely the main focus.

A second important trait for a doctoral program candidate is strong writing skills. A PsyD program requires a lot of writing, including a multi-chapter dissertation. Knowing how to organize your thoughts and put them into words is one key to success. Reading academic writing, like journal articles, can help you get familiar with the vocabulary and style that is expected for doctoral students. If writing isn’t a particular strength for you, you can work towards building it up by asking professors for feedback and using programs like Grammarly to make corrections and edits.

A final quality that is important for this program is the ability to be self-reflective and open to feedback. Becoming a clinical psychologist is a developmental process that requires growth and change. The PsyD program at CBU is a competency-driven program; competency is defined as having the necessary knowledge, skills, and attitudes to be a clinical psychologist. The knowledge base is, in many ways, the easiest aspect of competency to develop. The skills are how we apply that knowledge in the therapy room—what to say, how to say it, when to say it. This is where the basic people skills I mentioned earlier come into play and serve as the starting ground for this aspect of competency. The attitudes that we seek to develop as psychologists include a non-judgmental stance, curiosity, openness, compassion, reflectivity, and patience, among others. Developing these attitudes requires a willingness to accept feedback (from clients, supervisors, peers, and professors) and then reflect on that feedback. The intensity of spending five years focused on this development will change you as a person. 

Crafting a Successful Application

As you’re writing your essays and compiling your resumé, look for ways you can highlight any relevant experiences. We know that most applicants won’t have actual clinic experience, and we don’t expect that, but if you’ve had any work or volunteer experience that involves assisting or serving others, that shows evidence of basic helping skills. Even a customer service job demonstrates that you have some competence with conflict management. A teaching job can highlight people skills. Case management work can highlight the ability to conceptualize people’s situations. Think of how you’ve been of service to others and share those stories.

Your application essays are also a key place to highlight any specific interests that you have within clinical psychology. Everyone who is applying wants to be a psychologist because they want to help people, but if there are specific groups of people that you want to help or specific ways that you want to help, telling us about that can help your application stand out. You’re not making a lifelong commitment to a particular type of work in your application essay—it’s fine to change your mind later.  You’re just giving some insight into what sparks your passion.

For many applicants, that spark came from some aspect of their life story. Feel free to share some details about what brought you to the field of clinical psychology, but make sure to keep from oversharing. Give the shape of the story but not necessarily all of the details. 

Next Steps

To learn more about the application process, click here. You’ll need to gather your transcript, your resume, and four recommendation letters. You’ll also need to write an application essay. After your materials are submitted, you’ll be contacted for an interview with one of the PsyD program faculty, which will focus on many of the points already discussed here.

Applying for any graduate program, including our PsyD program, involves a lot of thought and prayer, calculations and plans, anxiety and second-guessing, dreams, and hope. It is an intimidating decision for many, and a long journey for those who take it, but it’s important to remember that many people do take it. You won’t be alone in the program, and you’re not alone in this season of discernment. Application is a challenging process, and the program is a challenging program – but application is an accomplishable process, and the program is an accomplishable program. Lean on your friends, your family, and your professors for support as you decide your next steps. We hope to hear from you! 

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Diversity, Equity, and Inclusion (DEI) has become increasingly controversial, sparking intense emotion and debate.  DEI in education, business, and industry have captured recent headlines due to school board protests and questions about “DEI hires” in industry. Along with DEI, racism, diversity, “wokeness” and critical race theory (CRT) are terms that garner immediate, visceral responses when uttered.  The Brookings Institute (2021) assessed legislation related to CRT and found that nine states have passed legislation to ban discussing the belief that racism is embedded in United States institutions and society. Only two of the nine states explicitly mention CRT in their legislation, but all prohibit discussing the US history of racism. “Nearly 20 additional states have introduced or plan to introduce similar legislation” (Ray & Gibbons, 2021).

My interest in race equity is driven by my own family and community history of racism and discrimination in education, business, and social interaction. What does that mean?  My maternal and paternal family moved to Los Angeles from the farms they worked in the South during the Jim Crow era. They all made their way to Los Angeles in the 1940s during the Great Migration pursuing better opportunities.  They left poverty and disenfranchisement in pursuit of opportunities to vote, be educated, and own property.  During the reconstruction and Jim Crow eras, Black people were barred from acquiring wealth.  According to (Inequality.org, 2025), 

If average black family wealth continues to grow at the same pace it has over the past three decades, it would take black families 228 years to amass the same amount of wealth white families have today.

That’s just 17 years shorter than the 245-year span of slavery in this country. For the average Latino family, it would take 84 years to amass the same amount of wealth White families have today—that’s the year 2097.

I pursued social work out of concern for the wellbeing of marginalized groups that have limited access to resources for various reasons.  My research is focused on the social problem of African American overrepresentation in the child welfare system.  I am sometimes asked why I focus on African American children and families.  I often feel compelled to justify that African American overrepresentation is a legitimate issue due to the assumption that focusing on one group neglects the needs of other groups.  

Scholars have documented the relationship between poverty and substandard housing in resource-poor communities and African American dependence on social welfare systems (Hill, 2004). Overexposure to social welfare systems coincided with the enactment of the Child Abuse Protection and Treatment Act (CAPTA) of 1974 to promote child removals aimed at rescuing poor Black children from the conditions in their families (A. J. Dettlaff & Boyd, 2020; Roberts, 2020, 2021b; Smith Brice, 2019).

African American overrepresentation in the child welfare system has existed for over 60 years (Giovanonni & Billingsley, 1972). When discussing the need to for equity work, it is vital to start with the data.  As of 2021, African American children represent nearly 14% of the USA’s general child population and 23% of the USA child welfare population. 

In 2022, I conducted a scoping literature review to determine what was known about efforts to eliminate African American overrepresentation in child welfare.  My review was limited to efforts (e.g. programs, strategies, and interventions) focused specifically on eliminating African American overrepresentation. Since many child welfare overrepresentation efforts are focused on children of color, my focus on African Americans significantly reduced the amount of literature available – from 510 to 42. My scoping review identified 42 specific efforts at the macro, micro, and mezzo levels of social work practice.  I then analyzed the impact of each of the 42 efforts.  Of the 42 efforts, I selected one race equity effort to study further for my doctoral comprehensive project. 

According to the Colorado Office of Health Equity (2023) equity exists “when everyone, regardless of who they are or where they come from, has the opportunity to thrive.  This requires eliminating barriers like poverty and repairing injustices in systems such as education, health, criminal justice and transportation.”  Equity efforts do not seek equality because equity assumes that not all people groups start at the same level.  Equity efforts acknowledge social stratification and aim to eliminate systematic and institutional barriers.

My doctoral comprehensive project was a formative evaluation of the implementation of the Race Equity Strategy Areas (RESA) developed by The Black Administrators in Child Welfare (BACW). BACW is an organization focused on addressing the disproportionality of African American children and families in the child welfare system.  BACW’s leaders are often asked why they focus specifically on African Americans as opposed children and families of all races and ethnicities. BACW published 10 RESAs in 2011 to fill a gap in the field of Child Welfare relative to race equity. RESA moves beyond conversations about culture and bias to achieving Race Equity. The child welfare system was not designed for Black children and families, and the outcomes reflect its racist origins and practices. (Gourdine, 2019; McDaniel et al., 2021)

In light of the current administration’s rollbacks on DEI work , I am monitoring the impact on the equity work that I do.  There is still a need to transform the systems that serve the people Jesus referred to as the “least of these” in Matthew 25:40. Christ taught and demonstrated compassion and action on behalf of marginalized people and children (Bible NKJV, Matthew 25:37-40, Matthew 19:13-15, 1982). According to Ulmer (2019),“Black theology grew out of the marginalization of African Americans” (p. 57).   Ulmer further describes black theology as addressing the “cultural, sociological position of African Americans [which] emerged from the state-sanctioned marginality of their culture” (Ulmer, 2019, p. 59).  In my faith and in my work and research, I live in the tension of seeing social problems and attempting to address them as Christ would.   How does your faith impact your view of social problems? What is your view of “the least of these”?  Who are they, and how does that impact your studies and your work? As a follow-up to this and my previous blogs, I’ll revisit my scoping literature review on the overrepresentation of African American children in child welfare.  I look forward to sharing what I learn in part 2 of this blog.

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References

Bible NKJV. (1982). New King James Version Holy Bible (Inc. Thomas Nelson, Ed.). Thomas Nelson, Inc.

Dettlaff, A. J., & Boyd, R. (2020). Racial Disproportionality and Disparities in the Child Welfare System: Why Do They Exist, and What Can Be Done to Address Them? Annals of the American Academy of Political and Social Science, 692(1), 253–274. https://doi.org/10.1177/0002716220980329

Giovanonni, J., & Billingsley, A. (1972). Children of the Storm Black Children and White Child Welfare.

Gourdine, R. M. (2019). We Treat Everybody the Same: Race Equity in Child Welfare. Social Work in Public Health, 34(1), 75–85. https://doi.org/10.1080/19371918.2018.1562400

Hill, R. B. (2004). Institutional Racism in Child Welfare. Race and Society, 7(1), 17–33. https://doi.org/10.1016/j.racsoc.2004.11.004

Inequality.org. (2025, January). Racial Economic Inequality – Inequality.org.

McDaniel, S. L., Destin, Y., & Dyer, E. (2021). Using Critical Race Theory to Address Outcome Disparities in Child Welfare.

Ray, R., & Gibbons, A. (2021, November). Why Are States Banning Critical Race Theory_. Https://Www.Brookings.Edu/Articles/Why-Are-States-Banning-Critical-Race-Theory/.

Roberts, D. (2020). Abolishing Policing Also Means Abolishing Family Regulation  n. https://imprintnews.org/child-welfare-2/abolishing-policing-also-means-abolishing-family-regulation/44480?gclid=Cj0KCQjwzqSWBhDPARIsAK38LY_r5_wXjx

Roberts, D. (2021). Racial Justice in the Child Welfare System Transcript.

Smith Brice, T. (2019). Reconciliation Reconsidered: Advancing the National Conversation on Race among Christian Social Workers. Social Work & Christianity, 46(2), 8–20. https://doi.org/10.34043/swc.v46i2.74

Ulmer, K. C. (2019). Walls Can Fall. Carver House Publishing.

Part 2 By Jenifer Gonzalez Banuelos

            Has anyone ever told you to get out of your comfort zone? I have, and every time I heard it, I asked myself, well, how can I get out of my comfort zone? Where do I begin? The truth is, getting out of my comfort zone was difficult for me because I was afraid. Afraid of what you may ask? I am a first-generation graduate student focused on just trying to make it through the finish line without committing to other opportunities because I was afraid to fail. How can you fail at something you have never done? You can’t. You can only grow, but I had no idea where to begin networking and the opportunities that would come with it because I was stuck in my comfort zone. I had to be open to getting out of my comfort zone, interacting with other professors at the College of Behavioral and Social Sciences, and leaning toward growth opportunities. 

 My name is Jenifer Gonzalez Banuelos, and I am a Master of Social Work graduate student. As a result of networking, my eyes were open to the endless opportunities that come from networking, such as working with professors such as Dr. Breitenbucher and Dr. Gaona and becoming an invited speaker to present on the impact of social work inside a classroom. Networking allowed my abilities as a future social worker to flourish as the community liaison for the Social Worker Association for Multicultural and Multilingual Practice at California Baptist University. As a Research Assistant, I learned the benefits of research in our practice and how we can use the results to improve client services.  

In doing research, I realized you need to be open to three things; the first is being able to work as a team. Hussain and Ashcroft (2022) say that in social work, you must demonstrate professionalism, credibility, clear goal setting, solution-focused problem solving, and effective collaboration to support others. If you can work in a team, you can integrate the ideas of different group members to initiate and complete a goal. The second is becoming a self-teacher/starter because, when doing research, you need to be open to the idea of teaching yourself how to create tables, organize your codes/themes, and receive constructive criticism to grow your skills. As a research assistant, I learned to begin one project and create another, which pushed me out of my comfort zone and taught me new skills. The third is being flexible and open to having weekly consultations with group members to discuss progress on the goal you are trying to reach. 

In the study I worked on, I realized the impact of technology on social work and the rise of technology use through social work to interact and engage with families. If you are interested in doing research but don’t know where to start, begin with networking and being open to the idea of beginning a new project, collaborating with others, and growing your skill set. As a full-time graduate student and employee, I realized that the closer I got to graduation, the more I wanted to build on my resume. Begin seeking new and different opportunities because they will help develop you as a social worker and as an individual. Despite the caseload we may have at school, at our internship, or in our personal lives, being able to start something different will push you and teach you things you never thought were possible. Growing up, my mom always said, “Si Se Puede,” Now I say it to you as an encouragement that you can also do it.

Make sure you check out the other two blogs in this series : Back to School Night! Reflections and Encouragement HERE and Building Bridges, Building Success HERE!

Jenifer Gonzalez Banuelos is a Master of Social work graduate, graduating in April of 2024 with her master’s degree from California Baptist University. She has a bachelor’s degree in Behavioral Science and a concentration in social work. Jenifer is a bilingual first-generation college graduate, and the first master’s and bachelor’s graduate in her family. She has over five years of experience working with our early childhood populations, serving families in providing parent training, psychoeducation, and mentorship. Post-graduation, she will be working towards licensure to become a licensed clinical social worker.