Caitlin Courchesne

Clinical Psychology doctoral student in the Faculty of Arts and Social Sciences

Tell us a little about yourself, including what inspires you to learn and continue in your chosen field

I am a doctoral student in SFU’s Clinical Psychology program specializing in neuropsychology. Neuropsychology is often described as the study of brain-behaviour relationships, with emphasis on the application of these relationships to the diagnosis of brain disorders, assessment of cognitive and behavioral functioning, and the design of effective interventions for brain health and wellbeing. I came to SFU after completing a Master’s degree in Experimental Medicine (Neuroethics) at the University of British Columbia and an undergraduate degree in Neuroscience at McGill University. Neuropsychology has offered me a way to marry diverse interests in psychotherapy, neuroscience, philosophy, and ethics. Much of my inspiration to continue in my field comes from interactions with clients, research participants, and my academic and clinical mentors

Why did you choose to come to SFU?

SFU is one of few institutions in Canada to offer graduate-level training in neuropsychology. A main reason to choose SFU’s clinical psychology program was its commitment to a scientist-practitioner training model. This competency-based model encompasses a variety of training objectives across several domains integral to clinical psychology practice, including research, assessment, consultation, treatment, and intervention. As a result, I have been fortunate to learn from highly skilled neuropsychology researchers and clinical practitioners both within and beyond the SFU community.

How would you describe your research or your program to a family member?

Concussion affects upwards of 300,000 Canadians each year. Although many individuals will recover from concussion without complication, as many as one in six will continue to experience a variety of persisting and debilitating symptoms for months to years after injury. Research has shown that psychological factors such as pre-injury mental health status, post-injury emotional distress, and coping styles are among the most reliable predictors of persisting symptoms and disability after concussion. However, few evidence-based interventions currently exist for this population. To fill this gap, my research utilizes a patient-oriented approach to design mental health interventions for adults with persisting symptoms after concussion.

What three (3) keywords would you use to describe your research?

Patient-oriented; Mindfulness; Concussion

How have your courses, RA-ships, TA-ships, or non-academic school experiences contributed to your academic and/or professional development?

Clinical training is an essential component of my graduate program. During my time at SFU, I have completed practicum placements at Back in Motion Rehab, Vancouver Coastal Health Authority, the University of British Columbia, and Fraser Health Authority, along with internal clinical training through SFU's Clinical Psychology Centre. My orientation as a humanistic clinician directly influences my research interests and choices of research methods, which conjointly seek to amplify the voices of those with lived experience of neurological and mental health conditions. Guidance from the BC SUPPORT (Support for People & Patient-Oriented Research & Trials) Unit has also been pivotal to my academic development.

Have you been the recipient of any major or donor-funded awards? If so, please tell us which ones and a little about how the awards have impacted your studies and/or research

I am very grateful to be the recipient of a SSHRC Canada Graduate Scholarships - Doctoral Program (CGS-D) award, the Kruger Products Bicultural Graduate Entrance Fellowship, the BC Graduate Scholarship, and the Dean’s Graduate Fellowship. These awards have undoubtedly enabled me to pursue this degree and dedicate my time to research and clinical training.

What have been the most valuable lessons you've learned along your graduate student journey (or in becoming a graduate student)?

Learning how to prioritize is a major undertaking in graduate school! I was once told by another graduate student that although graduate school necessitates a constant act of juggling, the key is to know that some of the balls you have in the air are made of rubber, while others are made of glass. If you drop a rubber ball, it will bounce right back. If you drop a glass ball, it shatters. It has thus been useful for me to consider the figurative composition of my priorities at any given time. Rather than try to keep all the balls in the air at once, I prioritize catching the glass ones and extend gratitude to those that offer more flexibility.

Contact Caitlin:ccourche@sfu.ca