Toward the science‐informed practice of clinical supervision: The Australian context

Although supervision of clinical practice is mandatory for trainee psychologists, surprisingly little is known about the key ingredients of effective supervision and the relationship between supervision and patient outcomes. The purpose of this paper was to review current regulations that shape supervision in Australia and explore the links between these regulations and the components of effective supervision. Although recent developments including supervisor training and other quality control programs are an indication of progress, there are several empirical and conceptual issues in the supervision literature that require resolution. The second part of this paper identifies the gaps in the supervision literature and suggests steps to advance the development of a mature science of clinical supervision. The main areas requiring attention include the identification of the mechanisms by which supervision produces change in supervisees and their patients, the refinement of measurement methods and instrumentation, and the need to pursue collaborative research that maximises the generalisability of research findings.     

A Decade of Clinical Psychology in Medical Settings: The Short Longer View

The progress and accomplishments of psychology in medical settings over the past decade since the publication of the Handbook of Clinical Psychology in Medical Settings (J. J. Sweet, R. H. Rozensky, & S. M. Tovian, 1991) and the subsequent founding of the Journal of Clinical Psychology in Medical Settings (JCPMS) in 1994 are highlighted. Areas of progress and accomplishments reviewed include professional developments with our field, roles and services provided by psychologists, education, training and research issues, and program administration in medical settings. The current status of, and possible changes in, medical settings is identified. Future challenges and opportunities for the profession are discussed.     

Those Were the Best of Times,and Then…

ABSTRACT

Rachel T. Hare-Mustin describes a career of feminist activism in academic life, the professions, and clinical practice in the 1970s and 1980s. She has been an advocate for changes in professional ethics and improving conditions for women. Her primary areas of influence have involved applying feminist theory to the study of gender and pointing out that the sex role model of gender differences has an inherent bias that overlooks the gender hierarchy. Women’s voices are silenced, not only in the process of therapy, but in the wider society as well.     

How beginning counselors learn: The interaction of personal and professional experiences in counselors with an experiential orientation

Research suggests that the way counselors work is influenced not only by training and practice but also by their personal experiences and qualities. In this study, we aimed to explore how beginning counselors with an experiential orientation integrate the experiences from different sources (e.g. training, supervision, individual therapy, practice, and their personal life) and how they utilize them in practice. Seven in-depth interviews with beginning Gestalt-oriented counselors were conducted and grounded theory method was used for analysis. The results show that personal experiences and qualities play an important role in shaping the way beginning Gestalt counselors work. We conceptualized two main components of counselors’ working style – Personal Core and Professional Extension, and 10 specific types of interaction between these components which were subsumed into two broad categories: (1) cultivation of personal qualities and (2) adoption of new competencies. These findings challenge earlier assumptions that beginning counselors simply imitate their trainers, supervisors, and senior colleagues. Implications for further research and use in practice are discussed.     

Personal factors and career adaptability in a call centre work environment: The mediating effects of professional efficacy

The study sought to assess the extent to which professional efficacy mediates the relationship between personal factors and career adaptability in a call centre work setting. The sample consisted of 409 early-career South African call centre workers (black females = 66%; age range 25 to 40). They completed measures of professional efficacy, career adaptability, sense of meaningfulness, and emotional intelligence. The results of the mediational analyses revealed that professional efficacy significantly mediate the personal meaningfulness (sense of coherence) and career adaptability relationship, but not the emotional intelligence-career adaptability relationship. Emotional intelligence independently predicted career adaptability. Call centre agents with professional efficacy are likely to be more work engaged as a result of their sense of meaningfulness and emotional intelligence.     

On (not) listening for theory: the trainee’s use of theory as defence against the stress of beginning psychodynamic practice

This paper offers reflections on the trainee’s relationship with, and use of, theory in the early stages of psychodynamic practice. It addresses the issues of ‘listening for theory’ in the face of the unsettling, yet inevitable, stress and insecurity of beginning psychodynamic practice and the daunting awareness of the work being assessed by the training institution. While theory makes psychodynamic work possible and applying theory is explicitly welcomed in psychodynamic training, the paper argues that the unexamined use of theory is problematic as it, albeit unconsciously, is used by the trainee as a defensive retreat into a private mental sanctuary from the intimate, relational space of the consulting room and from the felt incompetence and inexperience aroused in the immediate encounter with the client. Exemplified through accounts of working with a particular client during my training, the paper examines the trainee’s evolving relationship with theory, in the light of what impedes and promotes therapeutic progress, as a significant marker of the trainee’s development to work psychodynamically.     

糖尿病专科护士在2型糖尿病防治中的作用与地位

当前我们对糖尿病防治措施和手段可以说是无所不先进,但患者血糖、血脂、血压达标情况仍旧令人担忧。防治领域的相关人员都在竭尽全力探讨其原因,结果令人失望。但是糖尿病作为慢性终生性习惯性疾病,当前几乎所有的有意义的研究均指向良好的生活习惯（饮食控制、增加体育锻炼）有利于减少糖尿病发病。糖尿病专科医生作为疾病防治的三级层面,很...     

Sensibiliser les filles à l'orientation vers les métiers scientifiques et techniques. Évaluation d'un dispositif

Girls’s diversification of career choices seem relatively resistant to training program. One explanation of this situation is the lack or even absence of procedures for evaluating this program. The article proposes an evaluation of a training program entitled “female engineer” designed exclusively for high school girls. The objective was to encourage female students guidance in this profession. The results are mixed and are interpreted in terms of cognitive dissonance and upward social comparison. The results also show the need to develop in the same time the training program and his evaluation.     

大学生人格类型与专业认同间的关系研究

本研究对旅游管理专业大学生进行了MBTI人格测验,并采用问卷调查与内隐联想测验(IAT)两种方式了解被试的专业认同状况。研究发现样本的专业认同存在显著的外显—内隐分离,在内隐层面上缺乏足够认同。性别、人格类型与专业认同之间存在一定关联,部分人格维度可作为判断大学生专业认同状况的有效变量。     

Influence of personal therapy on learning and development of psychotherapeutic skills

The aim of the present study was to investigate psychodynamic psychotherapists’ experience of the influence of personal therapy on professional growth during training with a focus on the acquisition of knowledge and the development of psychotherapeutic skills. Thematic analysis was conducted on interviews with former students (N=10) at two training institutes for psychoanalytic psychotherapy. The resulting theme “professional subjectivity” indicated that personal therapy was experienced as having a positive effect on learning and growth of professional skill by facilitating the development of a theory- and knowledge-based professional subjectivity, a personally founded, professional attitude. Important elements of this development are “shared experience,” “personal influence,” and “knowledge integration.” The emergence of professional subjectivity proved to be an important factor in terms of professional advancement for future psychotherapists. Finding and relating to their own subjectivity was crucial in the process of developing a personally founded, professional attitude in the clinical work.