Évolution permanente des outils et procédures de travail au bloc opératoire : la nécessaire formation au travail en équipe en simulation médicale comme réponse organisationnelle

Currently medical and paramedical studies in France are organised separately. Nurses, doctors and specialists are trained separately with specific programs. Organization and public health policy are in permanent evolution. These changes confront caregivers to insecurity during their daily jobs. In this context, interprofessional cooperation is needed. Medical simulation mannequin are used to train caregivers to technical and non-technical activities in safe environment for students as well as for the patients. It allows teachers to analyse the way the students planned, attempted or carried out their actions, and to study the emotional aspects of stressful work in operating room. We will expose the co-construction, use, evaluation and enhancement of such practices in terms of professional team training.     

Who am I? Differential effects of three contemplative mental trainings on emotional word use in self-descriptions

In a large-scale longitudinal mental training study, we examined whether learning different contemplative practices can change the emotional content of people’s self-concept as assessed through emotional word use in the Twenty Statement Test. During three 3-month training modules, participants learned distinct practices targeting attentional, socio-affective, or socio-cognitive capacities, or were re-tested. Emotional word use specifically increased after socio-cognitive training including perspective-taking on self and others, compared to attentional and socio-affective compassion-based trainings, and retest-controls. Overall, our findings demonstrate training-induced behavioral plasticity of the emotional self-concept content in healthy adults and could indicate greater emotional granularity. These findings can inform future interventions in mental health, given that alterations in self-referential processing are a common contributing factor in psychopathology.     

From Resistance to Buy-In: Experiences of Clinicians in Training Using Feedback-Informed Treatment

In this qualitative research study, the authors use grounded theory analysis to examine the experiences of clinicians in training and use client feedback to inform treatment. Twenty-six marriage and family therapy graduate students in their first or second semester of clinical practicum participated in this study. Participants were trained in eliciting and responding to client feedback at the end of every therapy session. At the end of the semester, participants reflected on their learning experience. Participant experiences reflected a developmental learning process beginning with significant challenges followed by positive clinical changes and positive clinician changes, culminating in overall buy-in regarding the importance of client feedback for nearly all clinicians. The results support the literature that client feedback directly informs the therapeutic process while suggesting important recommendations for training new clinicians in learning to use client feedback.     

音乐训练对执行功能的影响

尽管音乐训练影响许多认知加工,但这种广泛性影响背后的机制迄今仍不清楚。近年来,研究者认为音乐训练的迁移效应可能是通过执行功能起作用。本文将执行功能细分为抑制控制、工作记忆、认知灵活性三个核心成分,考察音乐训练对这三个成分的影响以及执行功能在音乐训练迁移效应中的中介作用。研究结果表明,音乐训练对执行功能不同成分的影响有不同特点。同时,前额叶结构与功能的变化在音乐训练影响执行功能的过程中发挥着重要作用。此外,关于执行功能在音乐训练迁移效应中的中介作用,目前研究还存在不一致的结果,未来研究应采用多种技术手段深入探讨这一问题。     

面孔识别过程中多重社会亚范畴的交互作用

认知者往往依据陌生个体面孔所携带的性别、年龄、种族等多重社会范畴信息对其进行加工,以期快速识别和了解他人。在基于面孔识别的多重社会范畴加工过程中,亚范畴间存在着复杂的交互作用。研究者分别采用"Who Said What"范式、重复启动范式、加纳选择注意范式、鼠标追踪范式等方法,发现亚范畴间的内隐加工具有彼此削弱的特性,外显加工存在交互影响的不对称性和偏差性。动态交互理论对此进行了进一步的理论分析与阐释。今后需更加科学地区分社会范畴加工的各个阶段,凸显内隐和外显加工的区别与联系;同时进一步整合各研究范式,克服方法异质导致的结果偏差甚至矛盾。     

高边缘性人格障碍特质者负性沉浸的自我反思倾向

采用自我参照范式考察边缘性人格障碍(BPD)的自我反思特点。实验1对比高、低BPD特质被试在自我和姓名参照条件下正负性词汇的再认成绩,发现高BPD特质者在自我参照条件下的负性词汇记忆成绩显著高于低BPD特质组。实验2对高BPD特质被试进行正念自我反思训练,结果发现相对于对照组,训练组在自我参照条件下负性词汇的记忆成绩显著降低。高BPD特质者的自我反思存在负性沉浸倾向,且正念自我反思训练可以改善该倾向。     

Depth of discussion of multicultural identities in supervision and supervisory outcomes

The present study empirically examined the relationship between perceived depth of discussion of multicultural identities in clinical supervision and supervision outcomes in 132 practicum trainees and interns from American Psychological Association-accredited doctoral programs in counseling, clinical, and combined psychology. Results indicated that ethnic minority trainees and gay, lesbian, and bisexual trainees perceived increased depth of discussion of their corresponding identities compared to White trainees and heterosexual trainees, respectively. However, women and men reported no difference in perceptions of depth of discussion regarding gender. Perceived depth of discussions of three multicultural identities (gender, race/ethnicity, and sexual orientation) was significantly and positively correlated with supervisory working alliance, multicultural intervention self-efficacy, and general counseling self-efficacy, and significantly and negatively correlated with role ambiguity and role conflict. These relationships between perceived depth of discussion and role ambiguity and working alliance-rapport remained significant for the three identities while controlling for past training experiences. The relationships between perceived depth of discussion of gender and role conflict, of race/ethnicity and working alliance client focus, and of sexual orientation and role conflict, multicultural intervention, and working alliance client focus also remained significant while controlling for past training experiences. Implications for supervisory practice, training, and research are discussed.     

Therapists’ perspectives about working with meaning in life in psychotherapy: A survey

Of 212 practicing therapists who completed a survey about working with meaning in life (MIL) in psychotherapy, 129 (61%) had recently worked with MIL with at least one client and reported on their work with a client in this survey. Those therapists who had worked with a client on MIL as compared with those who had not were older, more experienced, more humanistic/existential/experiential in orientation; reported more MIL training; and felt more competent working with MIL. Clients reported on primarily had internalizing, interpersonal, and career issues. Only 12% of clients explicitly labeled MIL as an issue coming into therapy. The three most frequently used interventions involved offering support; helping clients examine thoughts, feelings, and behaviors to discover hopes and goals; and facilitating exploration of MIL cognitions and experiences. Therapists reported many positive consequences from working with MIL. Therapists reported minimal training in MIL and moderate competence in working with MIL. Implications for practice, training, and research are presented.     

Predicting Dropout in Counseling Using Affect Coding of the Therapeutic Relationship: An Empirical Analysis

This study used an observational research method to examine affective counselor–client exchanges during the initial session of counseling for clients who dropped out of counseling and clients who remained in counseling. Results confirmed significant differences in the affect codes of clients and counselors between the 2 groups. Discriminant function analyses classified 77% of counselors and clients in the correct groups and correctly classified over 94% of clients who returned for 4 or more sessions.