Social Work,Psychoanalysis, and Smoke-Filled Rooms

Abstract

This paper describes one social worker's journey from the first days of his social work education to his current experience as a psychoanalyst, and the subsequent transformation of his professional self. The complementary nature of the relationship between social work and psychoanalysis is considered. Through a personal vignette, the author hopes to remind current social work educators about the usefulness of psychoanalytic theory and practice within the context of casework values and principles.     

Children with Attention Deficit Hyperactivity Disorder

ABSTRACT

It is estimated that there have been over 4,000 articles in the literature on the subject of attentional problems, addressing its etiology, epidemiology, assessment, diagnosis, and treatment. This article reviews recent and relevant literature with an eye toward functional conclusions and linkages between assessment and intervention. The article concludes by providing a problem-solving model that integrates parent or teachers' referral concerns, reasons for these concerns, assessment methods, and intervention strategies. In the end, four definitive conclusions are drawn, and the importance of multimodal strategies that collaboratively involve home, school, and community settings is emphasized.     

Using Psychodrama Techniques to Promote Counselor Identity Development in Group Supervision

Abstract

The authors briefly introduce the concepts, techniques, and theory of identity development associated with J. L. Moreno's (1946, 1969, 1993) Psychodrama. Based upon Loganbill, Hardy, and Delworth's (1982) model, counselor identity development is conceptualized as consisting of seven developmental themes or vectors (e.g., issues of awareness and effective use of emotions in counseling, issues of professional ethics in counseling practice, etc.). Development along these seven psychosocial vectors may be regarded as resembling the process of role repertoire expansion described in Moreno's (1993) identity development theory. The authors present four representative psychodrama activities that have been used with supervisees in group supervision.     

An approach to supervision in health care settings

This article describes a flexible approach to supervision which allows for the fact that integration may mean different things to different people under different circumstances. In the health contexts described the clinical mix which was found most helpful in the supervisory work combined psychodynamic, Jungian and humanistic perspectives. The application of this particular mix of clinical techniques is demonstrated with reference to the work with two supervisees. It is felt that the methods employed are consistent with the current notions of difference in counselling and psychotherapy.     

Integrating different types of knowledge in supervision

The present article examines ways to integrate two, often contradictory, types of knowledge in supervision, which are sometimes represented either by supervisors or supervisees, and sometimes by different parts in the supervisee. These types of knowledge are in a dialectic relationship: they may define each other and at the same time influence and shape each other, yet remain two separate sources for understanding the therapeutic experience. One type is the primary, vague, and intuitive knowledge about patients and therapist–patient interactions, derived from actual participation in the therapeutic relationship. The other type is knowledge derived from theory, experience acquired mainly outside of the specific therapy, and dialog with colleagues.     

大鱼小池效应研究回顾及展望

大鱼小池效应(Big Fish Little Pond Effect)是解释不同教育情境中学生自我概念水平的一个特定概念,Marsh将其定义为：能力同等的学生,在平均成绩较高的学校或班级里的学业自我概念较低,而在平均成绩较低的学校或班级则学业自我概念会较高。大鱼小池效应包括学生采用概括他人和特定他人的比较标准所分别产生的同化效应和对比效应,社会比较对学业自我概念形成具有特定影响。大鱼小池效应的未来研究可以从研究方法的改进、调节变量的控制和跨文化比较等方面拓展。     

Review of The Supervisor's Guidebook: Evidence-Based Strategies for Promoting Work Quality and Enjoyment Among Human Service Staff (2nd edition) by Dennis Reid,Marsha Parsons,and Carolyn Green

This article summarizes a review of the book The Supervisor's Guidebook: Evidence-Based Strategies for Promoting Work Quality and Enjoyment Among Human Service Staff (2nd edition) by Reid, Parsons, and Green. We describe the book's organization and content. In addition, strengths and areas for improvement are noted. The book provides rich, relevant content to guide supervisory practices within a participative, evidence-based approach that could be applied in various human service settings.     

大学生压力量表的编制

本文旨在介绍大学生压力量表的编制及其标准化过程。本量表的编制过程分五个步骤 ,其中包括两个分研究。被试为北京市两所高校的一至三年级大学生 ,共 50 7人。结果显示 :本大学生压力量表的内部一致性为非常满意 (Cronbachα=0 .91 ) ,6个月后的重测信度为满意 (Cronbachα =0 .78) ,结构效度可靠。     

Stress and Student Job Design: Satisfaction, Well-Being, and Performance in University Students

It is imperative that the university environment be supportive and capable of nurturing optimal learning and performance in students. Using job design and work stress theories, the study assessed relationships between psychosocial work characteristics, well-being and satisfaction, and performance in a random sample survey of Australian university students (N = 176). Methodological improvements were a time lag between survey and performance measures, an objective measure of performance, and LISREL structural equation modeling. Results showed high levels of psychological distress and low levels of satisfaction, both linked to high demands combined with low control. In accord with the happy-productive student hypothesis, satisfaction mediated the impact of the work environment on performance. Reengineering the design of the student work environment may therefore improve performance outcomes (student grades) through enhancing satisfaction.     

How do counsellors make client assessments?

This paper reports on a consultation exercise undertaken with 18 experienced counsellors on how they make client assessments. These practitioners expressed a high degree of consensus on the purposes of assessment making (to reach a shared understanding with the client about their willingness and ability to undertake a shared therapeutic journey) but the way in which they approached the task varied according to the theoretical orientation they acquired during training. Although most had developed their counselling skills and techniques considerably since initial training, not all had integrated the assessment implications of later experience into their formulation making. The implications of combining single model assessment with eclectic practice are discussed, particularly in relation to making a decision to continue working with a client or to refer a client to a colleague. The authors call for further debate on how counsellors find meaning in what their clients say, why they ask the questions they do at the assessment stage, and how they achieve coherence in relation to ideas and skills accrued through ongoing training and practice. The implications of such a debate for training and supervision are discussed.