Composting reflections for development

From an anecdotal rumination, the authors make the case for consideration of past reflections, in what they call 'composting', to inspire and enrich new, different and currently ongoing reflective activity and initiatives.     

Origin and destiny of subjectivity: from professional roles to treatment processes,through an interpretation of the remains of the day by kazuo ishiguro

This reflection addresses a very important topic for care professions, with a special look at psychotherapy. To clarify the role of subjectivity and the birth and maturation of a professional role, I will present an analysis of a literary text through which it will be easier to find out how the identity of a professional role is formed and starts to mature and get codified. In particular, what are the risks associated with its rigid codification to its technical normative? I intend to draw a comparison with some subjectivity building forms that have founded the Western human’s model in its professional articulations over the centuries.     

Development of a Career Stress Scale for Hospital Nurses: Implications for Workplace Counseling

The author performed 3 studies to investigate the construct validation and applicability of a Career Stress Scale for hospital nurses. After conducting an exploratory factor analysis on a sample of 141 nurses in the 1st study, the author examined divergent and convergent validity in the 2nd study, and performed a confirmatory factor analysis to test the hypothesized model on a sample of 284 teaching hospital nurses. The final study aimed to expand the findings, and the author used multigroup structural equation modeling to examine the measurement invariance of the Career Stress Scale for a district hospital, in a sample of 166 nurses. Recommendations for future studies and workplace counseling are discussed.     

No Blame No Gain? From a No Blame Culture to a Responsibility Culture in Medicine

Healthcare systems need to consider not only how to prevent error, but how to respond to errors when they occur. In the United Kingdom’s National Health Service, one strand of this latter response is the ‘No Blame Culture’, which draws attention from individuals and towards systems in the process of understanding an error. Defences of the No Blame Culture typically fail to distinguish between blaming someone and holding them responsible. This article argues for a ‘responsibility culture’, where healthcare professionals are held responsible in cases of foreseeable and avoidable errors. We demonstrate how healthcare professionals can justifiably be held responsible for their errors even though they work in challenging circumstances. We then review the idea of ‘responsibility without blame’, applying this to cases of error in healthcare. Sensitive to the undesirable effects of blaming healthcare professionals and to the moral significance of holding individuals accountable, we argue that a responsibility culture has significant advantages over a No Blame Culture due to its capacity to enhance patient safety and support medical professionals in learning from their mistakes, while also recognising and validating the legitimate sense of responsibility that many medical professionals feel following avoidable error, and motivating medical professionals to report errors.     

Integrating emotion and other nonrational factors into ethics education and training in professional psychology

ABSTRACT

Any professional or scientific discipline has a responsibility to do what it can to ensure ethical behavior on the part of its members. In this context, this paper outlines and explores the criticism that to date the emphasis in ethics training in professional psychology, as with other disciplines, has been on the rational elements of ethical decision making, with insufficient attention to the role of emotions and other nonrational elements. After a brief outline of some of the historical background to the development and understanding of ethical decision making, relevant theoretical and empirical literature on the influence of emotional and other nonrational factors on our ethical decisions is reviewed. The implications of this literature for ethics education and training are outlined, particularly with respect to the use of case studies. An integrative approach is proposed, and conclusions and recommendations are offered with respect to such an approach.