Cultural diversity: Mapping the experiences of students on an international counsellor training programme

This research study explores one part of a diverse counselling training landscape in the shape of an international postgraduate education and training programme for counsellors. The research sample includes participants from Tanzania, the Gambia, Ghana, Nigeria, Indonesia, China, Taiwan, Iceland, Japan, Greece, Portugal, Lebanon and Saudi Arabia. Cultural diversity is examined in relation to the learning and development of international counselling students. Qualitative analysis of interview data is used to identify issues related to student expectations, the process of becoming a counsellor and student learning outcomes. Some issues in counsellor training appear to be shared across all international students, while other issues arise from specific cultural backgrounds of students. The implications of these findings are discussed.     

Issues in Museum Management Policies: Evidence from Xi’an,China

ABSTRACT

This article is based on a survey of 493 visitors to Shaanxi History Museum, Xi’an, China. The purpose of the research was to assess attitudes toward the exhibitions and the sources of visitor satisfaction, and the consequences of a free entry policy adopted by the Museum in response to the directive of the Communist Party of China Central Committee and State Administration of Cultural Heritage of January 23, 2008. Three dimensions for visitor satisfaction were found—an affective reaction to the modes of presentation, a cognitive reaction to learning about Chinese history, and an affective reaction of a sense of awe and pride in that history. As part of the pricing policy, additional charges are made for special exhibitions, and evidence exists of a consumer surplus for significant groups of visitors at current entry prices that are normally 20 RMB. In this article the authors discussed issues related to a need to adopt merchandising, the provision of better ancillary services, and the role that such services can play in enhancing visitor satisfaction.     

The Replication Crisis and Qualitative Research in the Psychology of Religion

ABSTRACT

This article forms a contribution to the discussion on the “replication crisis” in psychology from the qualitative research perspective and qualitative-oriented psychology of religion. The main theme of our article is, how should we deal, as qualitative-oriented psychologists of religion, with the issue of replicability? The introductory part of the article concentrates on validity criteria within qualitative-oriented research, and why qualitative-oriented psychologists of religion should take them into consideration in their research projects. Next, a typology of approaches (Intuitive, Field, Pragmatic, Synthetic), toward replication within qualitative studies is presented. Alongside discussing the possible ways of making qualitative research more replicable, examples of good practices in that matter are discussed. Some takeaway tips for qualitative-oriented psychologists of religion, that are to be used in order to make their research more replicable, are presented in the concluding part. Promoting CAQDAS, developing clear research protocols and procedures, describing the cultural context of the research in detail and discussing methodological issues and barriers/limitations of the study in a separate section are one of the main ideas postulated in the article, that should be included in the future qualitative studies on religion (s). The article concludes with a plea of sorts, that qualitative-oriented researchers do need to pay more attention to methodological issues while designing a research project, keeping in mind that it can (and should) be replicated in the future.     

Better Preparing Sports Psychologists for the Demands of Applied Practice: The Emotional Labor Training Gap

The aim of this article was to investigate the emotional educational–training–practice gap in the professional formation of sport and exercise psychologists in the United Kingdom through the theoretical lens of emotional labor. Twenty semistructured interviews were conducted with 4 participant groups: master’s students (n?=?5), trainees (n?=?5), neophytes (n?=?5), and experienced sport and exercise psychologists (n?=?5). Adopting an interpretive epistemology, an abductive thematic analysis was conducted in relation to the participant groups recruited. Several overarching themes were identified in each participant group: (a) master’s students (emotional labor as theory, practice), (b) trainees (emotional labor to survive, a professional development tool), (c) neophytes (emotional labor as a new professional, self-care), and (d) experienced sport and exercise psychologists (emotional labor as a professional resource, lifelong learning). A synthesized list of applied recommendations to improve the professional formation of sport and exercise psychologists was developed based on the analysis. The themes extend sport and exercise psychology professional development literature, and we make recommendations for educators, professional associations, and regulatory bodies with regard to (a) bridging the emotional labor and experiential gap when transitioning between development phases via collaborative and innovative educational provision, (b) supporting the development of skills relating to the enactment of emotional labor, and (c) considering support mechanisms for student/trainee/neophyte safeguarding and welfare issues as a result of the emotion-laden transactions in professional practice. The implications for future pedagogy, andragogy, and research are discussed.

Lay Summary

Sports psychologists need to manage their emotions when working with athletes and coaches, but this is not often taught during education or training. This study aimed to understand whether sports psychologists were aware of or prepared to manage their emotions and to identify activities that could develop education and training courses.     

The 1997 coleman roberts griffith address movement expertise: A juncture between psychology theory and practice

Abstract

Two of the major distinguishing characteristics of the pioneering work of Coleman R. Griffith were his theory-practice integration through applied research and his eclectic focus not just on cognitive and emotional aspects of the psychology of sport. but also on elements related to perception, decision-making and movement control, and learning. The first part of this paper discusses the implications of these two attributes to broad issues for sport psychology related to the fragmentation-integration of knowledge, to defining the scope of the field, and to the nature of the relationship with other fields of knowledge, especially motor control and learning. The second part of the paper illustrates some of these issues through an overview of applied research on the enhancement of the perceptual skills of athletes. A critique of current understanding of the nature of perceptual skill in sport is first provided, using expert-novice comparisons as a means of uncovering the essential distinguishing attributes of expert performance. Knowledge about the nature of expert perception is then used to assess the potential of current and prospective training strategies to enhance perceptual skill and, through this, provide new avenues for improving athletic performance.     

Teaching Behaviour Modification Procedures to Parents of Retarded and Psychotic Children: Practical Problems and Issues

Abstract

Practical problems and issues which arise in training parents of retarded and psychotic children in the use of behaviour modification techniques are discussed. The discussion is based on both individual and group attempts at training parents over a two year period. It is concluded that much empirical research is needed to determine the conditions which must be present for 1/ maximally training parents on behaviour modification procedures, and 2/ generalizing their training to the treatment of new behaviour problems.     

Access to Health Care for Transgendered Persons: Results of a Needs Assessment in Boston

SUMMARY

The transgender community is a population group that has experienced an increase in visibility, with only a small, concomitant increase in understanding. This study reports on four focus groups, in which 34 transgendered individuals discussed their experiences and interactions with the health care system.

The specific aims of the study were as follows:

• Identify the health needs of transgender and transsexual (TG/TS) individuals;

• Hear the experiences and perceptions of TG/TS individuals who are using the current health care system;

• Identify any barriers to obtaining services, support and/or resources;

• Assess the extent to which health care providers and systems are able to offer sensitive, high quality and user friendly services that meet TG/TS consumers' needs; and

• Identify ways that health care services can be enhanced to better meet the needs of the target population.

What the study found was a system that was anything but high quality in meeting the needs of TG/TS individuals. Ignorance, insensitivity and discrimination appear to be the norm. Specifically, the focus groups found the following:

• Transgendered and transsexual persons frequently encounter providers who will not treat them and blatantly say so. There is a need for education and a change in anti-discrimination law needed to change this.

• The lack of provider training on transgender issues creates insensitivity to simple issues of respect for trans people. One example is the unwillingness to address TG/TS people by the pronoun preferred by the patient/client.

• Many providers lack the knowledge to adequately treat many of the routine health care needs of TG/TS individuals when such treatment relates to issues of hormone use, gynecological care, HIV prevention counseling, or other concerns related to gender or sexuality.

• Providers frequently refer to trans issues in unrelated health care situations such as setting a broken bone, filling a cavity or treating a cold. Greater familiarity with the health care needs of the trans population would reduce such incidents.

• Mental health and substance abuse treatment providers need additional training in order to work cooperatively with TG/TS clients to identify when gender issues are or are not relevant to specific mental health or substance abuse treatment episodes. Sometimes gender issues are central to mental health or substance abuse treatment, sometimes they are peripheral and sometimes they are unrelated.

• Discrimination in health insurance is the rule, not the exception. There is a need for education to encourage policy changes on the part of insurers and public policy changes on the part of legislators and regulators.

     

Women in Prison

Abstract

The issues and needs of addicted women are for the most part invisible in the criminal justice system. Historically, treatment, research and recovery have been based on men's lives, often neglecting women's experience. While statistics indicate that for women there is a high correlation between drug abuse and incarceration and parole/probation violations, a comprehensive continuum of care is missing. This article presents a relational model of treatment which incorporates the multiple issues in women's recovery and is based on the integration of three theoretical perspectives–addiction, trauma and women's psychological development. The strengths and limitations of Twelve Step programs for women are also discussed.     

Gender Biases and Therapists’ Conceptualization of Couple Difficulties

In spite of the fact that gender issues have played an important role in many family therapy training programs, little research has been developed to explore the effects of gender and gender biases in therapists’ conceptualizations of client problems. This study explores beginning and advanced marriage and family therapy (MFT) student’s inclusion of gender in the conceptualization of a clinical case. To examine clinician’s thinking, 32 therapists (18 beginning MFT students and 14 advanced MFT students) were asked to 1) view the first 20 minutes of an intake interview conducted by a sex therapist, and 2) identify the couple’s central issues. Qualitative and quantitative analyses were used to explore constructs associated with therapists considerations and inclusion of gender and cultural issues in their conceptualizations of marital difficulties. Results revealed that trained MFT students who considered gender may have analyzed gender issues more extensively than untrained MFT students. In addition, results of qualitative analysis of participant critiques revealed subtle forms of gender and cultural biases. Discussion focuses on how these biases, some of which are linked to clinical theory, can lead to differential expectations and inequality in the treatment of men and women in couple therapy. Implications for clinical training, curriculum development, and future research are also discussed.     

Design-Based Research on Digital Media in a Museum Environment

ABSTRACT

This article describes the application of a design-based research approach at the Deutsches Museum, a German science and technology museum, in a collaborative project examining how digital media can support museum learning. Design-based research is an integrative approach that combines the development of theoretical knowledge and the research-practice transfer. The application of a design-based research approach is discussed in the context of the history of visitor studies at the Deutsches Museum. Three projects examining the educational potential of media exhibits serve as examples of how this approach has been implemented, and illustrate how design-based research can address the problems and questions of practitioners as well as relevant psychological research issues. Finally, conclusions are drawn regarding the challenges and opportunities related to this new approach.     

Increased research literacy to facilitate community ownership of health research in low and middle income countries

ABSTRACT

The expansion of health research to low and middle income countries has increased the likelihood of exploitation and undue influence in economically vulnerable populations. In behavioral research, “reasonable availability”, which was originally developed for biomedical research and advocates for the equitable provision of any product developed during the research process, cannot always prevent exploitation. In such cases and settings, the informed consent process may lack cross-cultural validity and therapeutic misconceptions may arise. This article advocates for a mutual learning framework where international researchers can gain cultural competence while training and empowering local partners, increasing community ownership of health research.     

An overview of transpersonal psychology

Abstract

An overview of transpersonal psychology is provided with specific focus on a number of its central themes (nonduality, intrinsic health, self‐transcendence, and inclusivity) and practices (meditation, ritual, and inquiry). The relationship of transpersonal psychology to both mainstream psychology and spiritual wisdom traditions is discussed. The field's implications for diversity issues, research, and service applications are also considered.     

The Enhancement of Performance Excellence Among Performing Artists

With the maturation of the practice of applied sport psychology has come recognition of the ways in which knowledge of performance excellence can address performance issues among other populations. The present article addresses applications to performing artists. Four issues that may affect performing artists, and that have direct parallels within sport, are performance enhancement and psychological skills training, developmental issues, injury and retirement, and eating disorders. Performing artists' preferences and concerns about consultation are discussed, noting parallels and differences with applications to athletes. Both practical and ethical considerations of developing such a practice are reviewed.     

WORKING WITH RELIGION: OFTEN NEGLECTED ASPECTS OF TRANSFERENCE AND COUNTERTRANSFERENCE

The author contends that psychoanalytic theory has generally presented religious beliefs as developmentally immature or pathological. This viewpoint has resulted in a neglect of religion on the part of psychoanalysts and an avoidance of their religious life by patients. Even though there has been an evolution from the traditional Freudian foundational approach to religion as an “illusion” to the inclusion of psychoanalytical training within some Christian institutes and attributions that psychoanalysis, itself, is a religion, religious beliefs should be included in psychotherapy because they can become involved in transference and countertransference issues in ways that are ignored if religious issues are not discussed in therapy. The author presents clinical material to illustrate this problem.

     

Identifying Training Needs of Health-Care Providers Related to Treatment and Care of Transgendered Patients: A Qualitative Needs Assessment Conducted in New England

SUMMARY

The Transgender Training Project of the New England AIDS Education and Training Center has been providing training on transgender-related issues to health-care providers in the New England region since 1999, having trained nearly 600 providers in that time. The Transgender Training Project embarked on a study during the 2001–2002 grant year to interview providers of HIV-related care and advocacy on their knowledge and experience with working with trans-gendered people and to assess training needs to increase their effectiveness with transgendered clients.

The methodology consisted of face-to-face interviews with 13 providers of HIV treatment and care who are affiliated with the New England AIDS Education and Training Center network to discuss clinical challenges in working with transgendered people.

In this exploratory study, we found that providers had:

1. Desire to treat transgendered patients respectfully but admitted discomfort and lack of tools for specific interviewing/assessments.

2. Experience with a range of transgendered patients, but lack of information on distinctions among transgendered experiences.

3. Restrictions based on time constraints that create an overarching barrier in building trusting relationships with clients, and trusting relationships are integral to quality care.

4. Concern and frustration with lack of information, studies and research.

5. Concern and frustration with lack of treatment guidelines, (or ability to access them), referral contacts and ways to advocate for transgender clients.

6. Belief that training by transgendered people themselves was an essential teaching element.

These results point to the need for the development and dissemination of specific training materials and resources for health-care providers serving transgendered people living with or at risk for HIV.     

Practice reduces set-specific capture costs only superficially

Contingent attentional capture costs are doubled or tripled under certain conditions when multiple attentional sets guide visual search (e.g., “search for green letters” and “search for orange letters”). Such “set-specific” capture occurs when a potential target that matches one attentional set (e.g., a green stimulus) impairs the ability to identify a temporally proximal target that matches another attentional set (e.g., an orange stimulus). In the present study, we examined whether these severe set-specific capture effects could be attenuated through training. In Experiment 1, half of participants experienced training consisting of mostly trials involving a set switch from distractor to target, while the other half experienced training consisting of mostly trials in which a set switch was not required. Upon test, participants trained on set switches produced greatly reduced set-specific capture effects compared to their own pretraining levels and compared to participants trained on trials without a set switch. However, in Experiments 2 and 3, we found that these training effects did not transfer to a new color context or even a single new target color, indicating that they were specific and involved low-level associative learning. We concluded that set-specific capture is pervasive and largely immutable, even with practice.

     

Affects and globalization

Abstract

The destiny of the learning processes in the context of the psychoanalytical training systems was investigated. The emotional experiences of those learning and those teaching in this system have a decisive influence on the learning of psychoanalysis. As a first step, the concept of learning through experience, taken from Bion, is presented. Subsequently, the manifold and conflicting experiences are discussed, which those participating in the training system experience. The dialectic of fragmentation on the one hand and inner and outer integration on the other hand are discussed in detail. A number of factors are noted, which make it difficult to find ways of relating the different learning processes in psychoanalytical training to one another in a clear and differentiated manner.     

In Search of the Virgin and Child in Egypt: Coptic Art in Specialized Encyclopedias

Abstract

This article examines a variety of specialized encyclopedias from several disciplines that can be used to introduce students to the topic of Coptic art. The reference works included here can be found in a variety of academic libraries, from Carnegie research institutions to learning resource centers in community libraries, and will help students develop the foundational knowledge necessary to approach more specific topics within Coptic art. Although students may be comfortable, with varying degrees of effectiveness, searching the online catalog or navigating library databases to find books and journal articles, they are, for the most part, unaware of the wealth of useful information found on the metaphorical reference shelves. It is here that librarians can serve a valuable role identifying specific reference titles that introduce students to scholarly texts on a myriad of topics.     

‘A touchy subject’: teaching and learning about difference in the religious education classroom

ABSTRACT

The present article reports research conducted during 2018 in a secondary school in South Yorkshire, England with a class of 11–12-year-old boys and girls and the class teacher of religious education (RE), in consultation with the head and deputy head of the RE faculty. The focus of the project was on the extent to which existing research findings can assist teachers to deal with issues of religious diversity, including how the classroom can be a ‘safe space’ for dialogue and discussion and how media influences can be managed. It was one of a number of projects conducted by members of the Signposts International Research Network, who have undertaken independent studies in the UK, Norway and Sweden, which address issues identified in the Council of Europe publication Signposts. The findings reported in the present article highlight: the need for teachers to be given support in learning skills for managing classroom dialogue; the interest of young people in exploring difference; and the benefits of participation in classroom-based collaborative research.