A Cognitive-Skills Model for Counselor Training and Supervision

This article describes a model for training counselors in cognitive skills that can be used to supplement any systematic training approach to behavioral skills. The four phases of the training model are designed to teach counselor trainees cognitive skills and self-instructional strategies related to (a) attending to and seeking information, (b) forming hypotheses and conceptual models, and (c) intervention planning and self-instruction. Instructional techniques and exercises are described for each training phase.     

CEU: Stimulating Manpower Personnel Training in Higher Education

Manpower personnel training programs in higher education settings have suffered a variety of ills. This article describes a promising way to cure many of them—the Continuing Education Unit (CEU). Salient features of CEU are described, implementation guidelines are suggested, and further references are provided for those desiring more complete information about the CEU training program. The article makes a plea to those in higher education and in manpower agency settings to close the gap between available university training resources and the expressed training needs of manpower personnel.     

Law-related training in school psychology: A national survey of doctoral programs

This article deals with the nature of law-related training in doctoral programs in school psychology. The characteristics of such training efforts are described, and implications for future training activities are discussed.     

Training psychiatric teams to do family systems acute psychiatry

This article presents an account of a comprehensive eighteen‐day, multi‐team, multidisciplinary training approach to family systems inpatient acute psychiatry. It has been developed and tested as part of the SYMPA project (systems therapy in acute psychiatry), which aims to establish systemic case conceptualizations and interventions as routine practice in acute psychiatry. Content, didactic characteristics and specifications of this training are discussed. To illustrate the practical implementation of the training, specifically designed exercises are described and a clinical case is included. The article concludes by presenting first results of the research on implementation indicating that the training had a significant impact on the quantity and quality of conversations with patients.     

Simulation in training family therapists: Process and outcome

This article reviews procedures for using simulated families in the training of novice-level family therapists. An evaluation of one training experience is described. The evaluation utilized a repeated measures analysis and found an increase in the student's observational and conceptual skill development.The authors would like to express appreciation to Douglas C. Breunlin, M.S.S.A. for helpful comments in the preparation of this article.     

The training of community mental health clinicians as infant specialists

This article describes the training program and collaborative effort between the Department of Mental Health, the Child Development Project at the University of Michigan, and community mental health agencies. The in-service training is described with special attention to content and process, including the role of case supervision. The effect of the training program as a catalyst to service development is noted.     

A Common Factors Approach to Psychotherapy Training

This article addresses training in psychotherapy integration from the perspective of common factors. Problems related to this training perspective are first reviewed. As an attempt to deal with such problems, current teaching and supervision efforts by the author are briefly described. Based on a developmental model of clinical learning, a sketch of a more comprehensive program of integrative psychotherapy training is advanced.     

Family-of-origin work and family therapy skills training: both-and.

Since the inception of field, theoreticians and teachers of family therapy have advocated for either problem-solving, skill-based training, or transgenerational training that emphasizes the therapist's own family-of-origin work. This article proposes an end to these polarized positions and argues for both-and, that is, a model of training that integrates the trainee's own family-of-origin work with live supervision and skills training. A family-of-origin curriculum designed for this purpose is described.     

Barriers to treatment success in behavioral consultation: Current limitations and future directions

Behavioral consultation is a prominent indirect service model in the practice of psychology in the schools. Despite some empirical support for the use of behavioral consultation strategies, consultants frequently face a number of barriers to implementation of treatment in practice. This article outlines a number of these barriers in behavioral consultation, including the lack of standardization of consultation, lack of specific training of consultants, little or no consultee (teacher) training, problems surrounding target behavior identification, and external constraints to consultation. Each of these areas is described along several dimensions that need to be addressed in future research.     

The next generation of psychological autopsy studies: part 2. Interview procedures

The psychological autopsy (PA) is a systematic method of assessing the psychological and contextual circumstances preceding suicide. The method requires interviews with one or more proxy respondents (i.e., informants) of suicide decedents. Procedural challenges that need to be addressed to conduct PA interviews are described in this article and recommendations for meeting these challenges in future PA investigations are made. Procedures addressed include determining the timing of PA interviews after suicide, designing the structure and flow of interviews, selection of proxy respondents, integrating interview data with information gathered from records, and selecting and training interviewers. This methodological article is the second in a two-part series-the first article focused on interview content.     

Family systems training in psychiatric residencies

Both extensive research and common sense dictate that attention to families is necessary for appropriate care of psychiatric patients. However, training in family skills has often been difficult to integrate into psychiatric residency programs because of conflicting paradigms, turf battles, constraints of time and money, and confusion over whether family-centered care or family therapy should be taught. Current changes in residency accreditation mandate that family skills (not necessarily family therapy in its sophisticated form) be part of all residency programs. This article reviews the history of systems training in residencies, current accreditation requirements, and the GAP proposal for family systems skills, knowledge, and attitudes that that are teachable within the limited time available to residents. The application of these core skills is described using a case example and formulation. Challenges in teaching and ways of overcoming programmatic constraints are outlined.     

Establishing family inclusive acute inpatient mental health services: a staff training programme in Somerset

In spite of policies advocating the involvement of families in the care of mental health service users in the UK there are few examples of training initiatives to bring this about. This article describes the delivery of a whole-team training initiative to promote family inclusive working in all acute inpatient units in Somerset. The three-day staff-training programme is described and training outcomes are reported. Staff reported a significant increase in confidence in their skills for working with families, and a pre- and post-training case note audit showed an increased consideration of the needs of families. This was accompanied by a modest increase in the average number of family meetings. Obstacles to family inclusive ways of working on inpatient units are described, and strategies to overcome these are discussed.     

Learning and Living Systemic: Exploring the Personal Effects of Family Therapy Training

Despite growing recognition that systemic family therapists need to be adept at personal reflection and managing the therapeutic relationship, little research has explored the effects of training beyond the development of skills. This article provides a report on a qualitative study focussed on the personal effects of family therapy training, with particular reference to the aspects of training that foster personal reflection and growth. Twenty three trainees from three training institutions were interviewed, utilizing the practices of grounded theory. Trainees reported a deepening relational awareness, which applied to both personal and professional domains and included shifts in perspectives on relationships with loved ones. Five aspects of training were identified as responsible: (1) personally challenging experiences with clients; (2) supervisors who live the paradigm; (3) the demystification of theory; (4) a safe supervisory space; and (5) the development of trusting peer relationships. Interns also described, in turn, how their personal development affected their clinical work, particularly in the development of compassion and empathy. This study serves to highlight training practices that support reflective practice in systemic family therapy.     

The Unmet Educational Agenda in Integrated Care

One of the reasons integrated care has not become a dominant service delivery model is the unmet training agenda. This article argues that the typical mental health professional is not trained to adequately address the challenges of integrated care. To insure competency both a macro and clinical training agenda are needed. At the macro-level, mental health professionals need to understand healthcare economics and basic business principles as any integrated care service delivery system is embedded and driven by economic forces. Integrated care practitioners also need some basic business skills to understand these forces and to create and manage a financially viable system, given the future flux of the system. Traditional mental health professionals also do not have the clinical skills to implement integrated care. Integrated care is not simply placing a traditionally trained mental health professional and letting them practice specialty mental health in a medical setting. Thus, the special skills needed in integrated care are enumerated and discussed. Finally, a new degree program is described as it is time given the huge need and advantages of integrated care to develop specialty training in integrated care.     

Training and Mobilizing Volunteers for Emergency Response and Long-Term Support

Abstract

This article offers guidelines for the screening, assignment, and ongoing training of volunteers for active outreach, which are based on the experience of the Israel Crisis Management Center's countrywide volunteer network. Given ongoing support, volunteers can provide the vital immediate and long-term support that is particularly important to vulnerable populations. Issues in training include: (a) responding to loss and trauma, (b) collaboration, and (c) cultural sensitivity. Ways to minimize burnout through nurturing a sense of belonging, connectedness, and meaning are discussed. The unique contribution and need for special support of volunteer trauma survivors who are models of post-traumatic growth is described.     

A Systems Approach for Training Employment Counselors

How can the systems approach and the related tools and techniques be used to improve the training of employment counselors? This article is intended to provide a tentative answer to that question. First, a conventional model for training counselors will be evaluated. Second, a systems-based model will be described. Finally, some advantages and limitations of the proposed model will be examined.     

Mobile technologies in use by those participating in Lutheran confirmation training in Finland

Abstract

This article focuses on the study of where mobile devices and social media tools are taken into consideration in the Finnish confirmation training entity as a new opportunity to work together. The research is based on the ethnographical method. The data was collected by observation in two confirmation training camp periods and interviewing confirmation training participants. The aim was to find out ways mobile devices were exploited in confirmation training pedagogy, how adolescents reacted to such mobile device use and how adolescents described their personal mobile device use. The research material is analysed by inductive content analysis. The findings are discussed in the theoretical context of the communities of practice (CoPs), originally formed by Lave and Wenger . According to the results, mobile device use, in the confirmation training programme did not seem to be that special for adolescents. At the same time, the youth considered it important to have the possibility to use mobile devices according to their own preferences. Using mobile devices in confirmation training challenged the traditional CoP setting, as adolescents used mobile technology more in their own way, being familiar with it in their earlier virtual communities of practice (VCoPs), instead of the plans of the workers of confirmation training.     

Flight-skill decay and recurrent training

This article addresses the problem of flight-skill decay. The complexity of the problem is outlined with regard to identifying the nature and extent of decayed skills. It is suggested that cognitive/procedural skills are more prone than control-oriented skills to decay over periods of disuse. Effective recurrent training methods offer the most promise in forestalling loss of proficiency. Several such methods are described, and the importance of cognitive training is emphasized. Finally, criteria are noted for evaluating the utility of recurrent training media. The theories and practical measures discussed apply to many skills other than those of flying.     

First steps in family therapy: a personal construct analysis

This article describes the career of a small multi-disciplinary group undergoing a training in family therapy. It is a personal tale attempting to give the 'inside story' on the trainee's struggle to become an effective family therapist. The group's experience, both corporately and individually, is described using the theoretical framework and research methodology of Personal Construct Psychology.     

Inservice Training and Innovation in Manpower Agencies

The utilization of new know ledge in applied social science settings requires that this knowledge be transmitted in formats that are directly relevant, instructional, and parachutable. This article presents information and guidelines to be applied in considering training content, teaching/learning methods, and media. A model program is briefly described.