Genetic Counseling Supervisor Competencies: Results of a Delphi Study

Clinical supervision is a critical component of genetic counseling student preparation, yet empirically-determined competencies for genetic counseling supervisors are lacking. In this study a modified, two-round Delphi method was used to gain consensus about important genetic counseling supervisor knowledge, characteristics, and skills. Program directors and assistant directors of American Board of Genetic Counseling accredited genetic counseling programs in North America (N?=?33) were invited to participate and to recruit three experienced supervisors. Seventy-four individuals completed Round 1 and, of these, 61 completed Round 2. Approximately two-thirds were clinical supervisors from prenatal, pediatrics, cancer, and adult clinics; one-third were program directors. Participants rated the importance for genetic counseling supervisors of 158 items derived from supervision literature in allied health professions. They rated 142 items (89.9 %) as highly important. Content analysis of these items yielded six supervisor competency domains: Personal traits and characteristics; relationship building and maintenance; student evaluation; student centered supervision; guidance and monitoring of patient care; and ethical and legal aspects of supervision. The results provide a basis for training genetic counseling supervisors and for further research to refine and validate supervisor competencies.     

Multicultural Counseling Competencies: Lessons From Assessment

This article addresses multicultural counseling competencies from the perspective of quantitative assessment. A conceptual review of the current measures identifies 4 relevant issues: (a) diverse factor structures, (b) the working definition of multicultural awareness, (c) test takers' frame of reference, and (d) the implications of an inclusive definition of culture for assessment. Este artículo se dirige aconsejar las capacidades multiculturales de la perspectiva de la evaluación cuantitativa. La revisión conceptual de las medidas actuales identifica 4 asuntos pertinentes: (a) factor de estruturas diversas, (b) preparaciones de la definición del conocimiento multiculturales, (c) tomadores de examenes marco de referencia, y (d) las implicaciones de una definición inclusiva de la cultura para la evaluación.     

Assessment of Supervisee Developmental Level and Supervision Environment Across Supervisor Experience

Supervisors representing different levels of experience viewed videotape vignettes of counselors demonstrating the first three developmental levels of Stoltenberg's (1981) Counselor Complexity Model. Supervisors assessed each counselor on his or her developmental level and on the supervision environment he or she would provide for the trainee. Results indicated that supervisor experience did not influence the assessment of developmental level or the ability to make accurate environmental matches. Nevertheless, supervisors had the most difficulty accurately assessing counselors representing Level 2 in Stoltenberg's model and tended to make relative judgments about counselor developmental level. Implications for training and further research are discussed.     

Performance Rating Accuracy: Convergence Between Supervisor Assessment and Sales Productivity

The role of seven variables in predicting supervisor rating accuracy was examined. The study was conducted in natural settings, and the criterion for rating accuracy was the rated salesperson’s productivity in terms of sales. The predictors examined were the supervisor’s gender, the amount of time the supervisor spent working with the subordinate, the length of the supervisor–subordinate relationship, depth of acquaintance, the subordinate’s sensitivity to expressive behavior in others, the ability to modify self-presentation and the subordinate’s age. The participants were 208 supervisors and 268 female salespersons. The results of a discriminant analysis showed that the variables predicting accuracy–inaccuracy were different from those predicting overestimation–underestimation. Accuracy was best predicted by the length of the supervisor–subordinate relationship and by the supervisor’s female gender. The direction of the inaccurate ratings was best predicted by high acquaintance, which pulled the ratings in a positively-biased direction.     

慈爱的导师——怀念孔祥锦牧师

划一根火柴，闪亮一下，就熄灭了，但倘若用一根火柴去点燃一堆火，却可以散发出比一根火柴大十倍、百倍、千倍，乃至无数倍的热量--     

Addiction Competencies in the 2009 CACREP Clinical Mental Health Counseling Program Standards

The Council for Accreditation of Counseling and Related Educational Programs developed addiction competencies for clinical mental health counseling students. This article highlights these competencies, provides an overview of current addiction training, and describes methods to integrate addiction education into curricula.     

Teaching the Multicultural Counseling Competencies and Revised Career Counseling Competencies Simultaneously

The need for all counselor trainees to simultaneously acquire the Multicultural Counseling Competencies and the revised Career Counseling Competencies is discussed, and the interface between them is examined. The authors recommend the development of simulation and technology resources so that both sets of competencies can be implemented for ongoing learning in counselor education. La necesidad que todos los estudiantes de consejería adquieran simultaneamente las Competencias de Consejería Multicultural y las competencias revisadas de la Consejería sobre Carreras, es discutida. La relación entre ambas competencias es examinada. Los autores recomiendan el desarrollo de recursos para simular y el uso de la tecnología para que ambos conjuntos de competencias sean implementadas para el aprendizaje progresivo en la educación consejeros.     

Cognitive Assessment: Clinical Applications of Self-Statement Assessment

The author presents an overview of cognitive assessment, with an emphasis on self-statement assessment. The overview includes the historical underpinnings of cognitive assessment and their connection with cognitive science. The author reviews clinically useful methods of cognitive assessment and presents the States of Mind model to illustrate an interpretive framework for thought data and their relationship to psychopathology. Next, the author presents two case studies to illustrate the specific techniques of self-statement assessment and the clinical utility of that information in the counseling process. Finally, the author reviews some issues that may provoke thought concerning the future of cognitive assessment.     

Competencies Counselor Educators Value

The research described here demonstrates one method for the behavioral definition of competencies desired for graduate students in counseling. Counselor educators were asked to rate the importance of selected student behaviors in their current evaluation of their graduate students. A total of 684 or 45.6% of all full-time counselor educators in Hollis and Wantz's Counselor Education Directory 1974 completed the questionnaire. Ten dimensions emerged from the factor analysis of the data: Personal Development, Research and Professional Activities, Behavioral Strategies in Counseling, Application of Counseling Theory, Class Participation, Relationship Strategies in Counseling, Collaboration, Efficiency, Respect for Individuality, and Flexibility. Counselor educators self-identified with four theoretical orientations differed significantly at the .05 level on their valuing of 8 of the 10 factors. The orientations compared were behavioral, client-centered, eclectic, and humanistic. The analyses of variance also revealed significant differences on five factors among the respondents when the data were analyzed by academic rank.     

Defining the Assessment and Treatment Competencies to Deliver Low-Intensity Cognitive Behavior Therapy: A Multi-Center Validation Study

Despite the vastly increased dissemination of the low-intensity (LI) version of cognitive behavior therapy (CBT) for the treatment of anxiety and depression, no valid and reliable indices of the LI-CBT clinical competencies currently exist. This research therefore sought to develop and evaluate two measures: the low-intensity assessment competency scale (LIAC) and the low-intensity treatment competency scale (LITC). Inductive and deductive methods were used to construct the competency scales and detailed rating manuals were prepared. Two studies were then completed. The first study used a quantitative, fully-crossed design and the second a multi-center, quantitative longitudinal design. In study one, novice, qualified, and expert LI-CBT practitioners rated an LI-CBT assessment session (using the LIAC) and an LI-CBT treatment session (using the LITC). Study two used the LIAC and LITC across four training sites to analyze the competencies of LI-CBT practitioners over time, across raters, and in relation to the actor/patients’ feedback concerning helpfulness, the alliance, and willingness to return. Both the LIAC and LITC were found to be single factor scales with good internal, test-retest reliability and reasonable inter-rater reliability. Both measures were sensitive to measuring change in clinical competence. The LIAC had good concurrent, criterion, discriminant, and predictive validity, while the LITC had good concurrent, criterion, and predictive validity, but limited discriminant validity. A score of 18 accurately delineated a minimum level of competence in LI-CBT assessment and treatment practice, with incompetent practice associated with patient disengagement. These observational ratings scales can contribute to the clinical governance of the burgeoning use of LI-CBT interventions for anxiety and depression in routine services and also in the methods of controlled studies.     

The Establishment of Core Competencies for Canadian Genetic Counsellors: Validation of Practice Based Competencies

Numerous groups of health professionals have undertaken the task of defining core competencies for their profession. The goal of establishing core competencies is to have a defined standard for such professional needs as practice guidelines, training curricula, certification, continuing competency and re-entry to practice. In 2006, the Canadian Association of Genetic Counsellors (CAGC) recognized the need for uniform practice standards for the profession in Canada, given the rapid progress of genetic knowledge and technologies, the expanding practice of genetic counsellors and the increasing demand for services. We report here the process by which the CAGC Practice Based Competencies were developed and then validated via two survey cycles, the first within the CAGC membership, and the second with feedback from external stakeholders. These competencies were formally approved in 2012 and describe the integrated skills, attitudes and judgment that genetic counsellors in Canada require in order to perform the services and duties that fall within the practice of the profession responsibly, safely, effectively and ethically.     

Supervisor Humor and Employee Outcomes: The Role of Social Distance and Affective Trust in Supervisor

Purpose

To examine how social distance and affective trust in supervisor affect the relationships between supervisor humor and the psychological well-being and job performance of subordinates.

Design/Methodology/Approach

A survey was conducted among 322 matched supervisor–subordinate dyads in 14 South Korean organizations. Multi-level analyses were performed to test the research hypotheses, including the moderating effects.

Findings

Self-enhancing humor of supervisors was positively associated with the psychological well-being and job performance of subordinates. Affiliative humor was positively associated with psychological well-being, whereas aggressive humor was negatively associated with psychological well-being. In addition, supervisor humor was indirectly related to the psychological well-being of subordinates via social distance. Moreover, affective trust in supervisor significantly moderated the relationship between supervisor humor and social distance, such that the relationship between affiliative humor and social distance was stronger when affective trust in supervisor was high rather than low.

Implications

These findings are important in developing and refining humor theory on the responses of employees to various types of supervisor humor. Moreover, they provide practical implications for organizations. For example, organizations should note that supervisor humor may not always produce good results, and thus should encourage managers to use constructive humor. Similarly, supervisors should build a high-trust relationship with their subordinates to increase the effectiveness of their constructive humor.

Originality/Value

This study is one of the few studies that has examined the mechanism and boundary conditions of the effects of supervisor humor on employee outcomes.

     

Operationalization of the Multicultural Counseling Competencies

For the past 20 years, the Association for Multicultural Counseling and Development (AMCD) has provided leadership for the American counseling profession in major sociocultural and sociopolitical domains. Through our vision of the centrality of culture and multiculturalism to the counseling profession, we have created new directions and paradigms for change. One of our major contributions has been the development of the Multicultural Counseling Competencies (Sue, Arredondo, & McDavis, 1992).     

国外心理健康服务人员胜任特征

什么样的人具有资格担当心理健康服务人员, 这方面的研究属于心理健康服务人员胜任特征的问题。国外有关心理健康服务人员胜任特征的研究主要涉及: 核心胜任特征与特殊胜任特征、能力与胜任特征评估、胜任特征模型及其开发、心理健康服务不同具体领域的胜任特征研究, 这些研究对于改进心理健康服务人员的教育与培训、录用与管理有着重要指导作用。目前该领域研究的局限在于很少关注如何运用已确认的胜任特征去评价心理健康服务领域的学生以及从业人员。     

Identifying Competencies with Behavioral-Event Interviews

Coding competencies from behavioral-event interviews according to the principles of a new approach to assessment (McClelland, 1973) produces assessments that are reliable and validly associated with success as an executive. These assessments are not influenced by length of protocol or by performance in the preceding year. Bias is not a problem if both the interviewer and the coder are blind to executive success. In contrast to a traditional psychometric approach based on regression analysis, an algorithm based on competency scores predicted managerial success and improved performance across a number of samples. This algorithm identified potential outstanding performers as individuals whose scores reached designated tipping points within clusters of substitutable competencies. Experts' judgments of competencies needed or shown by executives in various positions agreed only moderately with competencies shown to be important by the data from behavioral-event interviews.     

学校心理健康教育教师胜任特征结构及测量

摘要 本研究旨在分析我国学校心理健康教育教师胜任特征结构并编制适合我国学校心理健康教育教师胜任特征测量问卷。在文献分析基础上,通过开放式问卷,行为事件访谈,确立了学校心理健康教育教师胜任特征理论结构。采用项目分析、探索性和验证性因素分析对860名学校心理健康教育教师进行施测,形成了《学校心理健康教育教师胜任特征问卷》。该问卷共57个题项,包含专业知识、普通文化知识、宜人性、尽责性、职业价值观、学生观、评估反思能力、协作沟通能力、专业发展能力9个维度,编制的我国学校心理健康教育教师胜任特征问卷信效度良好,适合用来分析我国学校心理健康教育教师胜任特征状况。