A rose by any other name: Maintaining the name and highlighting the uniqueness of psychology as a health care profession

In this article, we reply to the comments made by Holden and Levant (preceding articles). While we agree with their goals of expanding the scope of practice of psychology, standardizing training, and educating the public and other health care professionals about the field of clinical psychology, we do not agree that changing the discipline's name to psychological physician is a necessary or sufficient means to these ends. We outline the bases for our disagreement with the name change proposal and provide other proposals for reaching the goals set forth by Holden and Levant.     

Only qualifications count: exploring perceptions of continuing professional development within the career guidance sector

This paper explores the views of a group of career development practitioners undertaking a postgraduate qualification as a form of continuing professional development (CPD). It offers insights into how these practitioners perceive and view different forms of CPD. A case study methodology was adopted to gather examples of the CPD activities practitioners engaged in and the value placed on these in supporting the development of professional practice. Their views were synthesised to create a typology representing a differentiated model of CPD. The model proposes three types of CPD: operational, experiential and formal. Formal CPD is perceived as having the highest value in developing professional practice. The study supports a deeper understanding of how careers practitioners engage with and understand CPD.     

Writing SMARTER goals for professional learning and improving classroom practices

Writing SMART Goals has recently become an integral part of the landscape of teacher professional learning in Australian schools, including both teacher professional development and performance management in classroom practices. This paper discusses the origins of SMART Goals and the diverse terms and definitions associated with such goal setting. Anecdotal evidence suggests that for some teachers, writing personal, professional or teaching and learning goals may be a daunting task. For school leadership teams, these goals often are the basis for operationalising school improvement over time. We make a case for clarity with SMART Goals within the context of each school, as interpreted and supported by school principals and leadership teams working with their staff. This paper concludes with some tentative suggestions for school leaders intended to improve SMART Goals, and teacher professional learning, over time. We hope this clarification and our suggestions support writing more effective learning goals for both teachers and students over time.     

Were the “Pioneer” Clinical Ethics Consultants “Outsiders”? For Them,Was “Critical Distance” That Critical?

“Clinical ethics consultants” have been practicing in the United States for about 50 years. Most of the earliest consultants—the “pioneers”—were “outsiders” when they first appeared at patients' bedsides and in the clinic. However, if they were outsiders initially, they acclimated to the clinical setting and became “insiders” very quickly. Moreover, there was some tension between traditional academics and those doing applied ethics about whether there was sufficient “critical distance” for appropriate reflection about the complex medical ethics dilemmas of the day if one were involved in the decision making. Again, the pioneers deflected concerns by identifying and instituting safeguards to assure professional objectivity in clinical ethics consultation services. One might suggest that in moving inside and establishing normative practices, the pioneer clinical ethics consultants anticipated adoption of their routines and professionalization of the field.     

Deliverance,demonic possession,and mental illness: some considerations for mental health professionals

This paper outlines an unconventional treatment for mental illness, the exorcism or deliverance ritual used by Pentecostals and some other charismatic Christians. Deliverance beliefs and practices are based on the assumption that both mental and physical ills result from possession of the sufferer by demons, and are to be treated by the expulsion of those demons. Deliverance practitioners claim to treat schizophrenia, ADHD, and Reactive Attachment Disorder, and believe that these problems are related to sins either of the person in treatment or of an ancestor. Clinicians and counsellors dealing with clients who partially or completely espouse deliverance beliefs may need to understand their worldviews and to discuss their belief system before managing to engage them in conventional mental health treatments. Unusual ethical problems may also be met in the course of such work.     

The “Big Tent” of Community Psychology: Reactions to Paul Toro’s 2004 Presidential Address

This article summarizes discussions that took place following Paul Toros presidential address for the Society for Community Research and Action (SCRA). Toro argued that community psychology and SCRA are big tents. He suggested growth through increasing the involvement of ethnic minorities, community practitioners, international colleagues, students and early career professionals and individuals from allied disciplines. Themes in the discussions included: the founding values of community psychology, diversity, and social action. Those present felt that the field was facing a mid-life crisis and needed to re-establish its identity. Newer professionals looked to their seasoned colleagues to help define and establish that identity, and involve them in the process. Respondents were supportive of increased involvement of individuals from oppressed groups and practitioners in SCRA. Less attention was paid to increasing the role of international colleagues, professionals from allied disciplines, and members of the community.     

Health Care Reform: What History Doesn’t Teach

The paper begins by tracing the historical development of American medicine as practice, profession, and industry from the eighteenth century to the present. This historical outline emphasizes shifting conceptions of physicians and physician ethics. It lays the basis for showing, in the second section, how contemporary controversies about the physician’s role in managed care take root in medicine’s past. In the final two sections, I revisit both the historical analysis and its application to contemporary debates. I argue that historical narratives can function as “master narratives” that suppress or leave out historical facts. I bring to the surface what is covered up by the master narrative approach, and show its relevance to contemporary ethical debates. I conclude by proposing that preserving the integrity of medicine will require modifying the master narratives we tell about physicians. The integrity of medicine also offers new perspectives for thinking about managed care and the broader topic of health care reform.     

A pragmatic trial evaluating the effectiveness of web versus live training in functional behavior assessment and interventions among special educators

This study adopted a pragmatic trial with randomization to investigate the relative effectiveness of web versus live training on special educators' competence and perceived skills in functional behavior assessments (FBA) and behavior interventions. Pragmatic trials seek to determine the effectiveness of an intervention in a real-world setting to ensure better application and generalizability in routine practice conditions. The live training group received an in-person workshop delivered in a lecture format via powerpoint slides. The web training group received asynchronous online instruction via a secure website. The same training content was delivered to both groups. Participants were randomly assigned across both instructional modalities and completed two pre- and post-test measures. Results indicated that participants (N = 104) in both groups showed a significant increase in theoretical competence of FBA and behavior interventions post training. Only participants in the live workshop group reported a significant increase in perceived skill scores. When comparing outcomes across groups, the live training group gained significantly more theoretical competence in FBA and behavior interventions than that in the web training group. These results shed light on the practical implications of online platforms for professional development among in-service teachers in behavior management for schools with children having disabilities and challenging behavior.     

Psychologists' representations of gender identity between Spain and Greece: A qualitative cross-cultural study

Trans people's relationship with mental health providers carries historical tensions. Counseling services have been tied to standardized procedures or diagnostic certification of dysphoria and gender evaluations, while other psychosocial demands have been largely disregarded. Moreover, protocols and approaches focus disproportionately on Anglo-American frameworks, in terms of epistemic resources established to describe gender-diverse experiences. These issues affect both representations of gender identity and attitudes toward counseling. The present study aimed to address psychologists' accounts cross-culturally, by using qualitative data acquired through interviews with active practitioners from Spain and Greece. Eighteen qualitative semi-structured interviews were conducted in both countries in order to delve into the narratives related to trans mental health care provision. Thematic analysis using Atlas.ti was used to systematize the data. The accounts centered on gender identity representations and attributions, attitudes toward counseling, relationship with diagnoses, psychological approaches, and competent training. Findings point to the need for all-encompassing, obligatory training of psychologists on trans mental health, followed by situated considerations of the contextual factors that may contribute to experiencing gender diversity differently. More cross-cultural qualitative accounts are thus encouraged, to enrich and update the upcoming trans literature on the matter.     

The deep student: A thematic analysis of counsellor educators' perceptions and experiences

What does it mean when we say a person is “deep” or has a lot of “depth?” We asked counsellor educators to describe the concept of personal depth, how it manifests in counsellors' work, and whether or not it could be trained. Twenty counsellor educators responded, and we analysed their responses using thematic analysis. We unearthed seven major themes of the construct: nondual consciousness, emotions, cognitions, interpersonal attributes, self-awareness, attitude and life experiences. Participants also provided suggestions for training students to cultivate personal depth. Finally, we introduce a depth wheel to conceptualise our results and provide implications for counselling and training.