The time period between completing a graduate degree and obtaining an Associate registration number from the BBS can feel like a strange state of limbo. You’re no longer a trainee (or, for social workers, an intern), but you’re not yet a registered associate either. Thankfully, hours of supervised experience gained in that time can still count toward LMFT, LPCC, or LCSW licensure — if you fall within the 90-day rule. What is the 90-day rule, and why does it matter so much?
We all remember the last semester of high school. A new life chapter was approaching. Our childhood was ending. We would soon experience the freedom of the college world.
It was scary to know that we would be on our own, but we were itching to leave. We knew the quality of our work did not reflect what we were capable of, we just wanted it out of the way. I even remember calculating how much I had to do to just barely pass my classes and coast through the rest of my school year. It did not matter that more difficult times and more responsibility were imminently ahead of us, we just wanted to be done with high school. We called it “senioritis.”
Nearing the end of your 3,000 hours towards licensure can be eerily similar.
My first six months of seeing clients while in graduate school felt pretty crazy, though at the time I didn’t realize how crazy. When we are on a significant growth trajectory and learning curve, it’s challenging to see through the fog of all the factors involved in adjusting to becoming a therapist. It seems whenever we are in an important and difficult phase of life — potentially transformational — it’s hard to see what growth is actually occurring.
Looking back on those first six months of clinical work has taught me some valuable lessons. When I was seeing my first clients, I wish I had known how to intentionally let go of the pressure I felt to make something happen or employ technique.
Language fascinates me. As therapists, we use language to reframe situations, craft metaphors, and ultimately instill feelings of hope. We recognize how powerful this tool is, so we carefully select our words when in sessions with clients. If only we did the same outside of sessions.
I love speaking with associates, trainees, and students at various events and settings. I’ve heard about the highs and lows of the journey to licensure, the successes and struggles, the hopeful and (seemingly) hopeless situations. One of the statements that always gets to me is “I’m just a(n) ___” (student, trainee, associate).
“Just.” As in “simply,” “only,” “no more than.” Imagine how quickly you would point out the use of this word to a client, drawing their attention to the potential consequences of viewing themselves in a negative light. Unfortunately, we’re not always good at catching ourselves when we do this.
In late 2017, I sat down with my friends at LA-CAMFT for a wide-ranging discussion of issues that impact prelicensed therapists. Advocacy is sort of my jam, so we knew that advocacy would be a big part of the discussion. But we also got to talk about interviews, health insurance, employment, exams, and a lot of other issues relevant to early-career therapists.