How parents view professional behaviors: A cross-professional analysis

This study examined the responses of more than 900 parents of children with serious emotional disorders to survey questions about the importance and frequency of professional behaviors and compared these responses across professions. The findings indicated that parents with lower income and less education tended to work more with social workers, counselors, and teachers, less with psychologists and psychiatrists. Professional behaviors concerned with the parent-professional relationship, honesty, non-blaming attitude, supportiveness, and inclusion in decision-making were considered important by most parents regardless of the professional with whom they worked. Parents rated professions differently on the importance of evaluation, home visits, and providing child-raising information, probably reflecting expectations that parents have about the roles and training of professionals. The behaviors that parents considered important also tended to occur frequently. Significant differences across professions were found with respect to the frequency of providing information on child rearing, advocacy, home visits, providing information on resources, and help with coping, although these behaviors were considered relatively less important by parents. An examination of discrepancies between what parents considered important and what they experienced suggested that parents' expectations were only partially met. Implications for practice, professional education, and research are discussed.Editor's Note: We acknowledge the sampling issue raised by the low survey return rate in this study and the resulting threat to generalizability of findings. Nevertheless, the study is judged to merit publication as one of the first efforts to examine empirically parents' views of their relationships with mental health professionals. Our hope is that this report will serve to stimulate further scientific investigation on the topic—Donald Oswald (AE).     

The computer revolution and the problem of global ethics

The author agrees with James Moor that computer technology, because it is ‘logically malleable’, is bringing about a genuine social revolution. Moor compares the computer revolution to the ‘industrial revolution’ of the late 18th and the 19th centuries; but it is argued here that a better comparison is with the ‘printing press revolution’ that occurred two centuries before that. Just as the major ethical theories of Bentham and Kant were developed in response to the printing press revolution, so a new ethical theory is likely to emerge from computer ethics in response to the computer revolution. The newly emerging field of information ethics, therefore, is much more important than even its founders and advocates believe.     

Physiological,affective, and behavioral responses to interpersonal conflict among males from families with different levels of cohesion and adaptability

To examine the relation between characteristics of a person's family of origin and cardiovascular, behavioral, cognitive, and affective response to interpersonal conflict, responses of 15 young males from families rated as extreme (EXT) on scales of cohesion (enmeshed or disengaged) or adaptability (chaotic or rigid) were compared to those of 25 young males from families rated as balanced (BAL) on measures of cohesion and adaptability. Subjects participated in two interpersonal role-play conflict situations, one with a male confederate and the other with a female confederate. Measures of heart rate (HR), blood pressure, and indices of both positive and negative verbal and nonverbal behaviors were obtained during each scenario and self-reported measures of positive and negative cognitive self-statements and affective response were obtained following each conflict scene. Results showed that, in contrast to BAL males, EXT males exhibited more negative verbal and nonverbal behavior, less positive nonverbal behavior, higher ratings of state anxiousness during conflict, and higher HR responses during the interaction with the male confederate than the female confederate. These findings suggest that exposure to a family environment with extreme levels of cohesion and adaptability impacts how an individual responds to interpersonal conflict in young adulthood.     

Professional responsibility: The role of the engineer in society

We argue that the practice of engineering does not exist outside the domain of societal interests. That is, the practice of engineering has an inherent (and unavoidable) impact on society. Engineering is based upon that relationship with society (inter alia). An engineer’s conduct (as captured in professional codes of conduct) toward other engineers, toward employers, toward clients, and toward the public is an essential part of the life of a professional engineer, yet the education process and professional societies pay inadequate attention to the area. If one adopts Skooglund’s definition of professional ethics^I (how we agree to relate to one another), then the codes of professional conduct lay out a road map for professional relationships. As professionals, engineers need to internalize their codes and to realize that they have a personal stake in the application of codes as well as the process of developing the codes. Yet, most engineers view professional codes as static statements developed by “others” with little (or no) input from the individual engineer. Complicating the problem, questions of professionalism (such as ethics) are frequently viewed as topics outside the normal realm of engineering analysis and design. In reality, professional responsibility is an integral part of the engineering process.     

Computers,information and ethics: A review of issues and literature

Editorial note:The following bibliographic survey of computer ethics is intended as a general introduction useful to guide both preliminary research and course development. It is the first of a series that Carl Mitcham will be doing on a number of specific discussions of ethics in science and technology. Future installments are projected on nuclear ethics, engineering ethics, ethics in scientific research, and biomedical ethics. With this [book] I issue “a call to arms.” The world needs much more discussion and writing on the social and ethical issues surrounding computing. I hope readers .... will take up the challenge.     

Professional preparation of individuals who provide genetic counseling services

An unprecedented increase has occurred in demand for genetic counseling services during the current decade. This study examined the complex issue of who currently provides genetic counseling services and the professional preparation of these personnel. A self-administered questionnaire was mailed to 325 genetic counseling professionals in the southeastern United States who were members of the Southeast Regional Genetics Group (SERGG), National Society of Genetic Counselors, or American Society of Human Genetics States; 204 completed the questionnaire (63%). Seventy percent of respondents were female and 30% were male. Thirty percent of respondents held MD degrees; nine physicians held PhD degrees. Most physicians were male. Thirty-two percent of respondents held master's degrees in genetic counseling; five counselors held PhD degrees. Twenty-three percent of respondents were nurses; eight nurses held master's degrees. Three percent of respondents were social workers. Individuals with other degrees, such as an associate of science in medical technology and a doctoral degree in education, also provided genetic counseling. Genetic counseling typically involved a team effort, consisting mainly of physicians and genetic counselors. Most respondents reported college coursework in human genetics, supervised training, and seminar/workshop training. Thirty percent reported college coursework in counseling techniques, supervised training, and seminar/workshop training. Policy recommendations are offered concerning professional preparation of genetic counselors.     

Dyslexia and the school counsellor: A Maltese case study

Aim: This paper seeks to understand whether Maltese school counsellors are equipped to deal with dyslexic clients, considers whether specific strategies need to be used, and what positive effects, if any, counselling has on these clients. Previous studies: A literature review on self-concept and techniques on how to improve the self-concept of children with Learning Disabilities (LD)/Specific Learning Difficulties (SpLD) will place the current study in context. Method: Questionnaires (available from the authors on request) were distributed to all school counsellors on the island and analysed using content analysis. Findings: Findings from respondents indicate a need for more training, evidence-based knowledge of specific techniques when dealing effectively and successfully with dyslexic clients, specific specialised training to understand dyslexic clients and that counselling has a positive effect on dyslexic clients.     

The Effect of Internal Locus of Control on Career Adaptability: The Mediating Role of Career Decision‐Making Self‐Efficacy and Occupational Engagement

This study examined the mediating roles of career decision‐making self‐efficacy (a domain‐specific motivational variable) and occupational engagement (a behavioral variable) on the relationship between internal locus of control (a general motivational variable) and career adaptability among college students in South Korea (N = 310). The findings extend past research on career adaptability by identifying a relationship among the variables.     

MEASURING REFLECTIVE SUPERVISION WITHIN HOME VISITING: CHANGES IN SUPERVISORS’ SELF‐PERCEPTION OVER TIME

Despite widespread belief in the early childhood field of the benefits of reflective supervision, there has been limited empirical evidence to support the effectiveness of reflective supervision for home visitors and the children and families they serve. The present study examined the psychometric properties of four adapted self‐report measures assessing supervisors’ reflective supervision capacities; the study also investigated whether these measures captured change in reflective capacity over time as supervisors participated in professional development activities focused on reflective supervision. Results from 33 participants (home visiting supervisors and program managers) suggested that three of the four measures demonstrated acceptable internal consistency, and these three measures were correlated with each other. Two of these measures also captured significant change over time. Finally, there was some evidence that those with less education demonstrated more substantial improvement in their reflective supervision capacities than did those with an advanced degree. Findings provide initial evidence for reliable, efficient, and cost‐effective supervisor self‐report measures that could be used in research and program evaluation to assess change in supervisor reflective capacity over time.     

So many lifetimes locked inside: reflecting on the use of music and songs to enhance learning through emotional and social connection in Trainee Clinical Psychologists

Music is universal; it can provide a common language that speaks from the heart enabling others to connect with the private felt experiences of others regardless of differences within or between people. This ability to empathise with, and understand, the position of others from differing backgrounds is an important competency within the therapeutic work of Clinical Psychologists. There are many facets to diversity just as there are many facets to music. Diversity in music genres can reflect diversity in people. Indeed, there is music to cater for all tastes, cultural/ethnic backgrounds, gender, age and generations with listening often being guided by individual preferences. In the United Kingdom training to become a Clinical Psychologist consists of a university-based 3-year full time professional research doctorate funded through the National Health Service. Trainees work on placements 3 days a week and attend university for academic and research teaching 2 days a week. As part of the academic programme, Trainees undertake experiential learning through workshops and methods such as Problem-Based Learning (PBL). One of the PBL exercises is based on a typical referral within an Adult Mental Health (AMH) service. For the AMH PBL exercise music is used to enhance trainees’ ability to connect emotionally with the personhood of referrals, consider associated complexities, and to reflect on personal and professional boundaries and reflective practice during training and beyond. This paper reflects on the utility of music and songs to enhance the learning experience.