Prior to joining the Fielding faculty, Dr. Hatcher taught at the University of Michigan and for several years served as Associate Chair for their clinical psychology doctoral program. While on the faculty at Michigan, she received three Excellence in Education Awards.
Dr. Hatcher has published research in journals such as: Psychotherapy: Theory Research and Practice; Teaching of Psychology; Psychiatry; The Qualitative Report; and Journal of Youth and Adolescence. Recently, she edited a book based on her collaborative research, "What Psychotherapists Learn from their Clients." The book is based on a multi-year research project with 10 students and alumni, who interviewed over 60 psychotherapists to see what they may have learned from their clients, both personally and professionally. Psychologists discuss learning life-lessons about relationships, ethical decision-making, coping, courage, wisdom, psychopathology, personality, cultural differences and lifespan development. The psychologists interviewed reported learning much from clients with whom they worked, and expressed respect for their resilience and courage. She also edited a Fielding Monograph titled: "The Psychotherapy Relationship: Cultural Influences." Dr. Hatcher writes frequently for the APA journal, PsycCRITIQUES, and is on their Editorial Board.
For many years she served on the Michigan Psychological Association Ethics Committee. She teaches ethics at Fielding, among other courses including Psychotherapy Research and Clinical Interviewing.
Dr. Hatcher is a licensed clinical psychologist in the states of Michigan and Connecticut with over 30 years of clinical and supervisory experience. She holds a Diplomate in Clinical Psychology from the American Board of Professional Psychology.
Industry Expertise (6)
Writing and Editing
Mental Health Care
Training and Development
Areas of Expertise (9)
Supervision of Psychotherapy
Thematic Apperception Techniques
Adolescent and College Student Development
Women's Midlife Development
Mentorship Award (professional)
(2014) Awarded by the Fielding Clinical Psychology Program student body.
Diplomate in Clinical Psychology (professional)
(1997) Conferred by the American Board of Professional Psychology.
Excellence in Education Awards (professional)
Awarded by the University of Michigan, College of Literature Science and the Arts in three separate years - 1992, 1994 and 1996.
University of Michigan (APA Approved): PhD, Clinical Psychology 1972
- American Psychological Association (2 12 17 29 35 39 52) : Member
- Connecticut Psychological Association : Member
- New York Psychological Association : Member
- Society for Psychotherapy Research : Member
- Society for the Exploration of Psychotherapy Integration : Member
Event Appearances (4)
How couples understand each other: Predicting TAT themes and relationship satisfaction
(August, 2014) APA Convention Washington, DC.
Barriers and Bridges to Empathy in Psychotherapy: Judgment and Reference Points
(August, 2012) APA Convention Orlando, FL.
Ongoing Positive Effects of College Level Peer Counselor Training
(August, 2012) APA Convention Orlando, FL.
Midlife Doctoral Students: Regret, Surprise, Midcourse Corrections and Life Satisfaction
(August, 2009) APA Convention Toronto, Canada
With Cramer, M.A. & Osherson, S. Published online, 04 Apr 2016 The power of the repetition compulsion is felt in an especially keen way during re-enactments within psychodynamic psychotherapy. In this paper, the authors recommend greater attention to the developmental aspects of re-enactments as providing valuable information about the affective character of the crisis being brought to life in the treatment. Specifically, the authors suggest that the current developmental stage of the patient influences the experience and expression of the core developmental conflict that lies at the heart of the re-enactment in the treatment dyad.
61(3), 2016, [np].
61(13), 2016, [np].
With Hiltz-Hymes, C.E., Spicer, S., Hardy, E.A., Waddell, M. 20(10), 1709-1722 The focus of this study was to examine motivations and reactions in context of a midlife decision to seek a doctoral degree. Participants were 116 non-traditional age, men and women graduate students and recent alumni from one of three geographically distributed and blended delivery model doctoral programs. Demographic information was collected, including career history and goals, age, gender, and ethnicity. The mean and median ages were between 41 and 50. The research questionnaire featured narrative questions regarding “midcourse corrections,” any experienced trauma, and life satisfactions.
(2014) This study examined extended influences of peer helping courses on graduates' self-reported experiences of interpersonal relationships, communication skills, and ongoing engagement with the training. The 109 participants included 49 college graduates who ...
(2012) While considerable research has examined how clients learn from psychotherapists, there is only sparse literature on what therapists learn from their therapy clients. In a qualitative, exploratory study, nine researchers interviewed 61 psychologists ...
(2006) Client expectations are a predominant indicator of treatment outcome and client satisfaction (Horvath, 2001). Adult and adolescent therapeutic treatments have increasingly focused on the alliance between client and therapist. However, aolescents pose unique challenges for ...
(2005) Most theories of psychotherapy advocate therapist empathy, although little is known about the process. A study, using analogue clinical scenarios, suggests psychotherapists can bridge perceived differences between their clients' life experiences ...
(August, 1990) This study introduces two new measures of psychological mindedness, applying them in a study of the growth of abstract thinking in children and adolescents in a developmental design. The capacity to achieve psychological understanding of the self and of others involves comprehension of the motives, attitudes, and characteristics of the self and others.