BECOMING RELATED: THE EDUCATION OF A PSYCHOANALYST

The author uses a “professional memoir,” a story about his first experiences in clinical work, to illustrate what he believes to be certain fundamental aspects of an analytic attitude. Taking place in a psychiatric hospital, it is meant to highlight the central place of intuition, emotional receptivity, empathy, relatedness—and their inherent dangers—in engaging therapeutically with patients' emotional disturbances. The author postulates that these and related aspects of clinical psychoanalysis are not sufficiently emphasized in psychoanalytic training and are often eclipsed by idealizations of psychoanalytic theories and their derivative techniques, third‐party demands for evidence‐based data, preoccupations with neurobiological correlates of experience, etc. Despite the clinical fact that psychoanalysis can be extraordinarily helpful to patients, he questions whether clinical psychoanalysis is rightly regarded as a “treatment.”     

Professionalism,Ethics, and Value‐Based Conflicts in Counseling: An Introduction to the Special Section

This introduction to this special section of the Journal of Counseling & Development explores the importance of a code of ethics to the establishment and maintenance of a profession. Recognizing a code of ethics as a communication of a profession's collective values and expectations, the editors of this special section acknowledge the dilemmas that arise when a counselor's personal values do not align with the profession's collective values. The authors of each article address value‐based conflicts in counseling.     

Salespeople as knowledge brokers: a review and critique of the challenger sales model

Over the last several years, there has been increasing interest in a new sales training approach – referred to as the Challenger Sales model – to engage customers. This approach, focusing on purposefully generating tension with customers to spark new ways of thinking, has gained traction among leading sales organizations. Although generating tension with customers has received a great deal of interest, researchers have yet to complete a systematic, in-depth examination of the Challenger model. The purpose of this article is to provide a much needed comprehensive review and critique of the approach. By conducting both an empirical and conceptual review of the framework, we offer insight into its novelty, merits and weaknesses.     

Can boundary crossings in clinical supervision be beneficial?

Published studies have addressed boundary violations by clinical supervisors, but boundary crossings, particularly those deemed positive by supervisees, have not received much attention. Eleven trainees in APA-accredited doctoral programs in clinical and counseling psychology were interviewed regarding positive boundary crossings (PBCs) they experienced with clinical supervisors. Interview data were analyzed using Consensual Qualitative Research. Examples of PBCs included socializing with supervisors outside the office, sharing car rides, and supervisor self-disclosure. Typically, supervisees did not discuss the PBC with their supervisors because they were uncomfortable doing so, felt that the PBC was normal, or felt that processing such issues was not part of the supervisor’s style. Most supervisees viewed the PBCs as enhancing the supervisory relationship and their clinical training; however, some participants reported that the PBCs created role confusion. The results suggest that there are legitimate reasons for supervisors to be scrupulous about their boundaries with supervisees; however, supervisors who hold rigid boundaries can deprive supervisees of deeper mentoring relationships or a more authentic emotional relationship that can be valuable to supervisees learning how to provide psychotherapy.     

Technical Controversy and Ballistic Missile Defence: Disputing Epistemic Authority in the Development of Hit-to-Kill Technology

Public debate about Ballistic Missile Defence (BMD) has long centred on the question of feasibility, particularly as regards the realism of testing. Thus BMD opponents have argued that flight-tests are insufficiently similar to operational use to provide a reliable guide to real-world performance. However, an in-depth account of the development of US hit-to-kill technology—an approach to BMD that relies on the direct impact of an interceptor on the enemy missile warhead—reveals a far less-recognised issue: some BMD supporters have specific technical doubts which centre on the design of the current system rather than on its testing. These concerns hinge on contrasting claims to epistemic authority between two camps of BMD supporters. On the one hand, advocates of space-based BMD oppose the current system on in-principle conceptual grounds. On the other hand, some BMD supporters close to the development of ground-based hit-to-kill technology claim that the empirical evidence from testing shows that the current design is suboptimal because it is the outcome of a bureaucratic politics compromise between the two camps. Although the battle for epistemic authority has swung in favour of the latter hit-to-kill supporters recently, the lack of operational experience with a defence against nuclear-armed ballistic missiles means that further disputes are likely. So long as empirical knowledge claims rest solely on testing, they are unlikely to prove sufficiently politically compelling to silence advocates of space-based defence.     

探讨专业研究生培养模式,提高研究生培养质量

内科专业型研究生主要来源是应届本科毕业生和住院医师,他们思维敏捷、思考活跃、独立思考能力强,但存在对专业知识储备相对较弱、临床基本技能差、科研能力薄弱等问题.按照专业研究生培养目标,我们要求研究生不但具有内科的基本技能和本专业的技能,而且具有团队合作、协同创新、医患沟通能力,同时还能结合临床实际,掌握临床科学研究的基本方法.因此,本文从专业研究生培养模式,探讨研究生培养的新途径,进一步提高研究生培养质量.     

Barriers to Learning Motivational Interviewing: A Survey of Motivational Interviewing Trainers' Perceptions

Trainers reported that motivational interviewing (MI)–inconsistent behaviors were frequently perceived during training and believed to create barriers to learning. More barriers were perceived in corrections than in mental health training audiences. Strategies to facilitate unlearning MI‐inconsistent behaviors may accelerate acquisition of MI.     

An approach to novice driver training

IntroductionBased upon neuroscience findings relevant to emerging adults, this paper considers 12 cognitive and behavioural features of young drivers’ performance and possible ameliorative strategies to address them.Literature findingsEvidence is explored on the extent to which each has been identified and evaluated in respect of young driver training and education in driving performance. The paper considers the extent to which each of these contributions to young driver safety is feasible and has been adopted, identifying those for which further development and implementation is required.DiscussionBased upon neuroscience findings as well as the evidence summarised in this paper, it concludes with an outline of an –“ideal”– training program for young novice drivers.