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ABSTRACT The emergence of the coronavirus disease 2019 (COVID-19) pandemic has wide-ranging implications for the field of professional psychology. As clinical practice has rapidly adapted to ensure continuity of care, doctoral students have encountered unique opportunities for ethics-related competency development across practicum training settings. This article discusses the relevant American Psychological Association (APA) Ethics Code standards and additional ethical considerations facing trainees as they navigate their foundational clinical experiences and develop as professional psychologists in light of a pandemic. 相似文献
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《Counseling and values》2017,62(1):72-89
Using narrative inquiry, the author explored the multicultural aspects of religious and spiritual experiences, assumptions, and patterns of 9 counselor educators to understand the impact that experiences and beliefs have when supervising and teaching counseling students. A gap exists between counselor standards, ethics, competencies, and practice, because counseling students receive mixed messages about addressing spiritual and religious concerns. Through hermeneutic analysis, 6 themes emerged: (a) religious and spiritual journeys, (b) religious and spiritual practices, (c) relationships, (d) marginalization, (e) modeling, and (f) risk and taboo. Trustworthiness strategies, implications for counselor education, limitations, and directions for future research are described. 相似文献
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《Women & Therapy》2013,36(1-2):119-130
No abstract available for this article. 相似文献
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AbstractMulticultural education, training, and practice have traditionally focused primarily on race/ethnicity with gradual inclusion of gender, sexual orientation, social class, and age. Issues of size, which intersects with racism, sexism, and classism, have been notably absent from diversity discussions. Psychologists have typically framed size issues around obesity and adopted a medicalized, individualized perspective that belies data that show traditional approaches to weight management, such as dieting and exercise, are largely ineffective and non-maintainable. Here, we offer a rationale for including body size as an issue relevant to a multicultural curriculum. Strategies for training psychologists and therapists are delineated. 相似文献
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Kurt Michalczyk Kristin Krajewski Anna‐Lena Preβler Marcus Hasselhorn 《The British journal of developmental psychology》2013,31(4):408-424
In this study, the interdependencies among phonological awareness, verbal working memory components, and early numerical skills in children 1 year before school entry are addressed. Early numerical skills were conceptualized as quantity‐number competencies (QNC) at both basic (QNC Level 1) and advanced (QNC Level 2) levels. In a sample of 1,343 children aged 5 and 6, structural equation modelling provided support for the isolated number words hypothesis (Krajewski & Schneider, 2009, J. Exp. Child Psychol., 103, 516–531). This hypothesis claims that phonological awareness contributes to the acquisition of QNC Level 1, such as learning the number word sequence, but not of QNC Level 2, which requires the linkage of number words to quantities. In addition, phonological awareness relied on verbal working memory, especially with regard to the phonological loop, central executive, and episodic buffer. The results were congruent with the idea that phonological awareness mediates the impact of verbal working memory on QNCs. The relationships between verbal working memory, phonological awareness, and QNCs were comparable in monolingual and bilingual children. 相似文献