Dr. Shahar Globerman
Clinical Psychologist
License number: 27-127259
Location
32 Almog St., Yahud-Monoson
Tel. 050-5801122
How I see therapy
I believe that growth results from human connection– through a relational process that transforms one’s sense of self and habitual behavior patterns. However, I appreciate the diversity of human experience and understand that people seek therapy for various reasons. That is why I tailor my approach to the unique characteristics of every patient. I aim to create a therapeutic environment in which my patients feel heard, understood, and cared for. Within the context of a compassionate relationship, I emphasize active listening and collaboration to ensure that I will help my patients make strides towards their desired goals. For me, the therapeutic process is a mutual one which involves creation and exploration of what was unknown via emotions and words.
Expertise
Adjustment difficulties (e.g., life transitions, grief)
Depression
Anxiety
Trauma
Sexual orientation
Gender identity
Family therapy, couples therapy, and child-parent psychotherapy
Parenting sessions
I see patients across the lifespan for both individual and family therapy.
About the Clinic
Therapeutic Orientation
My therapeutic approach focuses on the patients’ sense of self and relational functioning, and on the interpersonal dynamics which arise in our work together. This approach acknowledges the direct impact that life crises and adjustment/transition-related difficulties have on the way we interact with others. I view therapeutic relationships as genuine and inherently personal, that, as such, require openness and honesty from therapist and patient alike. Many individuals come to therapy because they want to experience change in their lives or to engage in a process of self-discovery. During the therapeutic process my goal is to help patients find what they are looking for and make desired changes. I believe collaboration is essential to the treatment process, so decisions related to therapy are made together with my patients to best meet their needs.
More about me
Professional Experience
In 2018 I returned to Israel after spending five years in the US where I completed a doctorate in clinical psychology (PsyD) at the Minnesota School of Professional Psychology. During my time in the US, I served as an intern at Mount Sinai St. Luke’s Hospital in Manhattan.where I worked with children, youth, and families in outpatient and inpatient settings. Prior to my doctoral internship, I worked in community mental health centers such as BRAKINS/the African American Child Wellness center and Washburn Center for Children.
in Minneapolis, Minnesota. In 2013, I graduated Magna Cum Laude with an MA in School and Child Clinical Psychology from the Hebrew University of Jerusalem. During my Masters program, I completed a practicum at the Jerusalem School Psychology Service and the Jerusalem Hills Therapeutic Centers (formerly known as “B’Nei Brith”).
In 2009, I graduated with a BA in Education and Psychology from Ben-Gurion University of the Negev. During my BA and MA, I worked at the non-profit organization, “A Home for Every Child”, in different roles at a group home for young children in Be’er Sheva and in therapeutic after-school centers in Jerusalem.
My clinical orientation is psychodynamic at its core, but throughout my training I was exposed to a wide range of therapeutic approaches including CBT, DBT, family-systems, and relational psychology. Working with diverse populations, I began integrating critical and feminist psychology into my clinical work. I feel extremely grateful and privileged to work as a therapist, as it gives me an opportunity to play a meaningful role in improving my patients’ lives.
Child Therapy
I have a special place in my heart for working with children and families, as it was clinical work with children that initially drew me to the field of psychology. At times people ask me how I know whether a child needs therapy. My answer is that just like adults, children’s distress is shown by their behavior and by the way they express their feelings. Parents and school staff who refer children to me are, in many ways, the child’s expert and hold important information about how the child functions in their daily life. Through a collaborative therapeutic relationship, I help parents make sense of their child’s behavior and identify ways to reduce their distress. Working with young children often requires parental involvement in the treatment process, typically in the form of parenting sessions. The level of the parent’s involvement is determined by their family dynamics, the child’s age, and symptoms. While child therapy always involves spoken language, the primary therapeutic tools are often play and/or art-related interventions. The use of play comes naturally for many children, so by allowing the child to play in the session it is possible to better understand their inner world and to assist them with processing complex experiences.
Family Therapy
I have worked with many families that experience distress related to family dynamics, family conflicts, and issues of identity of one or more members of the family that impacts the family system. Many times, it seems as if the distress is a personal issue that one of the family members is dealing with, yet family therapy is the most effective means of resolving such issues. The definition of family is broad and nuanced, varying not only between different families, but also among members of the same family system. Therefore, the decision about who to involve in family therapy varies. Family therapy presents a different set of challenges from individual therapy, but it has the potential to generate significant, long-lasting changes in the ways that members interact.
Treating trauma is a highly sensitive issue. For those who experienced trauma, asking for help is oftentimes especially difficult, as it contradicts the wish to avoid memories related to the trauma. When I work with patients who experienced trauma, or who continue to experience ongoing trauma, I try to help them understand the nature of trauma symptomology (e.g., flashbacks) and provide with psychological tools to cope with daily challenges. Once a patient understands their trauma symptoms and has developed healthy coping skills for managing their distress, I help them process their trauma on a deeper level so that they achieve reduction of symptoms and regain a sense of control in their lives. Clinical therapy always requires a good fit between the therapist and the patient, but this is especially important when treating trauma because the therapist must respect the patient’s pace.
Trauma
Feminist Psychology &
Critical Psychology
During my training in the US, I had the opportunity to deepen my understanding of feminist therapy. Today, I aspire to integrate principles of feminist therapy into my clinical work. In effect, this means that in addition to focusing on issues related to internal forces that shape patients’ experiences, I also consider how social identities and relations of power or privilege impact their lives. Critical feminist theories recognize that social forces have a significant impact on our psychological states, and that aspects of identity and status intersect with phenomena such as social marginalization, discrimination, and exclusion. By and large, people often fail to appreciate the ways that social status shapes their lives, but in therapy I make room to explore the societal forces that impact our emotional experience.
Psychological
Testing
I conduct comprehensive psychological assessments for a wide array of referral questions. The assessment process often consists of an initial meeting (to identify the purpose of the testing and to gather background information), testing session/s, and a feedback session during which I provide patients with a written report and review their test data. People are referred to psychological testing for many reasons, including referrals from their work place or school, referrals from therapists (e.g., when feeling stuck in treatment), or referrals made to answer patients’ questions that are difficult to answer without psychological evaluation.
