Consistency of supervisor and peer ratings of assessment interviews conducted by psychology trainees

Observation of counsellor skills through a one-way mirror, video or audio recording followed by supervisors and peers feedback is common in counsellor training. The nature and extent of agreement between supervisor–peer dyads are unclear. Using a standard scale, supervisors and peers rated 32 interviews by psychology trainees observed through a one-way mirror. Results indicated that peers and supervisors used similar dimensions to cluster the various competencies. Peers rated counsellor performance more positively for general counselling skills, but not for specialised techniques. Analyses revealed good supervisor–peer agreement for some items and poor agreement on others, with some differences being unacceptably large. The study has important implications for how feedback involving supervisors and peers might be managed and for peer supervision models.     

The professionalisation of non-denominational religious education in England: politics,organisation and knowledge

In response to contemporary concerns, and using neglected primary sources, this article explores the professionalisation of teachers of Religious Education (RI/RE) in non-denominational, state-maintained schools in England. It does so from the launch of Religion in Education (1934) and the Institute for Christian Education at Home and Abroad (ICE) (1935) to the founding of the Religious Education Council of England and Wales (1973) and the British Journal of Religious Education (1978). Professionalisation is defined as a collective historical process in terms of three inter-related concepts: (1) professional self-organisation and professional politics; (2) professional knowledge; and (3) initial and continuing professional development. The article sketches the history of non-denominational religious education prior to the focus period, to contextualise the emergence of the professionalising processes under scrutiny. Professional self-organisation and professional politics are explored by reconstructing the origins and history of ICE, which became the principal body offering professional development provision for RI/RE teachers for some 50 years. Professional knowledge is discussed in relation to the content of Religion in Education which was oriented around Christian Idealism and interdenominational networking. Changes in journal name in the 1960s and 1970s reflected uncertainties about the orientation of the subject and shifts in understanding over the nature and character of professional knowledge. The article also explores a particular case of resistance, in the late 1960s, to the prevailing consensus surrounding the nature and purpose of RI/RE, and the representativeness and authority of the pre-eminent professional body of the time. In conclusion, the article examines some implications which may be drawn from this history for the prospects and problems of the professionalisation of RE today.     

Shared Traumatic Reality and Boundary Theory: How Mental Health Professionals Cope With the Home/Work Conflict During Continuous Security Threats

ABSTRACT

In a shared traumatic reality, mental health professionals and their clients are exposed to the same communal disaster. Both living and working in the same high-stress community can create a conflict between the professional's work and his or her private life. The author analyzed three focus groups consisting of 30 mental health professionals who worked with traumatized populations in a missile-stricken area in southern Israel. The professionals’ experience was explored through the lens of boundary theory by examining the ways in which they created and maintained boundaries between the different domains of their lives. Findings demonstrated that these professionals presented a continuum of segmentation and integration of the domains as suggested by boundary theory, when both living and working in a highly stressed environment. The discussion deals with possible costs and benefits of the boundary theory continuum.     

A review and analysis of research on the test–retest reliability of professional judgment

This paper analyzes existing research on the test–retest reliability of human judgment, i.e. the extent to which a judge makes identical judgments when presented with identical stimuli on two occasions. Only research involving professional judges who make experimental judgments in a reasonable analog of their everyday experience is included. Studies of both internal consistency reliability and temporal stability reliability are analyzed (where the former refers to the inclusion of repeat stimuli in the same experimental session, and the latter refers to the repeating of the experimental task from a few days to several months later). It is found that (1) the test–retest reliability literature is concentrated in four substantive judgment areas (medicine/psychology, meteorology, human resources management, and business), (2) the literature is extremely variable in terms of research approach/design, the determinants or correlates of test–retest reliability that have been studied, and the quality of the execution and analysis, and (3) mean test–retest reliability differs across both substantive judgment areas and the internal consistency versus temporal stability distinction. An inescapable conclusion from the analysis is that our knowledge of this fundamental property of human judgment is quite meager. Therefore, the paper concludes with suggestions about future research that would address test–retest reliability more systematically. Copyright © 2000 John Wiley & Sons, Ltd.     

Meeting the advocacy needs of people who have been abused by health and social care practitioners

The Prevention of Professional Abuse Network (POPAN) is the first national organization within the UK to address the problem of the abuse of clients and patients by health and social care providers. POPAN has a small staff group of eight people and a larger network of advisers, supporters and allies; its activities include campaigning, training, consultancy, and the provision of information, advice and advocacy. Jennie Williams is a clinical psychologist and trustee of POPAN, she has supported the development of the organization since the early 1990s; Jo Nash was the main person involved in the development and provision of the advocacy service between September 1997 to January 2000. This is the edited version of a taped and transcribed interview that took place in 1999. Jo Nash is uniquely placed to provide information of significance to anyone using or providing health and social care services. Her work as an advocate has given her a very particular insight into the challenges faced by those seeking redress for professional abuse, and she has first hand experience of providing advocacy to people who are vulnerable and reluctant to trust anyone offering help. In this interview Jo Nash directs attention to the considerable limitations in current complaints systems, practices and procedures, and offers comment on the implications for change. Her work with POPAN provides continual reminders of the importance of prevention, and she identifies a number of ways in which action can be taken to prevent health and social care practitioners abusing their patients and clients. Copyright © 2001 John Wiley & Sons, Ltd.     

Ethical and Professional Challenges Posed by Patients with Genetic Concerns: A Report of Focus Group Discussions with Genetic Counselors, Physicians, and Nurses

Ninety-seven physicians, nurses, and genetic counselors from four regions within the United States participated in focus groups to identify the types of ethical and professional challenges that arise when their patients have genetic concerns. Responses were taped and transcribed and then analyzed using the Hill et al. (1997, Counsel Psychol 25:517–522) Consensual Qualitative Research method of analysis. Sixteen major ethical and professional domains and 63 subcategories were identified. Major domains are informed consent; withholding information; facing uncertainty; resource allocation; value conflicts; directiveness/nondirectiveness; determining the primary patient; professional identity issues; emotional responses; diversity issues; confidentiality; attaining/maintaining proficiency; professional misconduct; discrimination; colleague error; and documentation. Implications for practitioners who deal with genetic issues and recommendations for additional research are given.     

医学职业潜规则的颠覆与“伦理生态”的营造——论医学职业精神重构的第一要务

我国的医学职业精神重构是一项庞大的系统工程,目前的第一要务是营造良好的医学伦理生态,而要达到上述近远期目标,则必须从颠覆医学职业潜规则起步。颠覆是破,营造是立,二者相辅相成,而且都需要从认识的困惑与误区中走出来,都需要政府、卫生行政管理部门及其官员、医院院长和一线医务人员的同心协力。其中,政府、卫生行政管理部门及其官员合乎医学职业精神的积极作为是最为关键的首要环节。     

Characterization of the Practice and Attitudes of Genetic Counselors with Doctoral Degrees

Potential advantages and disadvantages of doctoral training in genetic counseling have been debated. In this study, individual interviews were conducted to characterize the practice and attitudes of genetic counselors who have achieved doctoral degrees in any field. Participants (N=31) were more likely to spend time in research and less likely to spend time in clinic than genetic counselors in general. Advantages identified by participants were consistent with theorized advantages, and included increased knowledge, wider research roles, additional opportunities and greater respect. Disadvantages identified by participants focused more on individual perspectives than previously theorized profession-wide disadvantages. These included increased time commitment and decreased patient contact. The attitudes of participants towards the development of doctoral training in genetic counseling were generally positive. The results suggest that doctoral training in genetic counseling would have more benefits than drawbacks for individuals pursuing this degree.