Professionalism: A Competency Cluster Whose Time Has Come

Despite the burgeoning literature on professionalism in other health professions, psychology lags behind in the level of attention given to this core competency. In this article, we review definitions from other health professions and how they address professionalism. Next, we review how this competency evolved within health service psychology (HSP), and we propose a definition. We offer an approach for assessing professionalism within HSP. Consideration is given to strategies and methods for providing effective education and training in this multifaceted competency. Finally, recommendations are made for creating a culture of professionalism within HSP and honoring psychology’s social contract with multiple publics.     

Ships in the Rising Sea? Changes Over Time in Psychologists’ Ethical Beliefs and Behaviors

Beliefs about the importance of ethical behavior to competent practice have prompted major shifts in psychology ethics over time. Yet few studies examine ethical beliefs and behavior after training, and most comprehensive research is now 30 years old. As such, it is unclear whether shifts in the field have resulted in general improvements in ethical practice: Are we psychologists “ships in the rising sea,” lifted by changes in ethical codes and training over time? Participants (N = 325) completed a survey of ethical beliefs and behaviors (Pope, Tabachnick, &; Keith-Spiegel, 1987). Analyses examined group differences, consistency of frequency and ethicality ratings, and comparisons with past data. More than half of behaviors were rated as less ethical and occurring less frequently than in 1987, with early career psychologists generally reporting less ethically questionable behavior. Recommendations for enhancing ethics education are discussed.     

Trainees with Competence Problems in the Professionalism Domain

Increasingly, professionalism has been recognized as a core competency for health service professionals and is the domain in which vexing competence problems are observed in trainees. We begin by describing manifestations of problems of professionalism in accord with the values that fall within the rubric of this multifaceted construct. We provide an approach for evaluating problems of professionalism and discuss intervention for trainees with mild, moderate, or severe problems in this domain. We propose implications for training focused on enhancing the culture of programs; bolstering the education, guidance, and mentoring provided related to professionalism; and encouraging best practices for addressing trainees with problems of professionalism. We conclude by sharing ideas about defining professionalism, identifying problems of professionalism, strengthening our approach to assessing professionalism and intervening when problems are evident, developing strategies for preventing professionalism problems, and ensuring that psychologists take seriously their responsibility to address professionalism concerns with colleagues.     

Patterns of Thinking in Militant Extremism

ABSTRACT— Recurrent features of the thinking pattern (or mind-set) of violent militant extremists are delineated, discussed, and related to previous research and theory. We examined extremist groups from a diverse range of continents, cultures, and political and religious orientations. We compared statements by (and, to some degree, statements about) these groups and formulated 16 themes common to the militant-extremist mind-set. Among these themes are perceptions of a crisis involving violations of posited sacred values, along with justifications for the use of violence to remediate such problems. There are indications that such themes are not infrequent in the general population. For example, research participants failed to strongly disassociate themselves from the sentiments and framings found in the fanatical items, which undercuts the notion that militant-extremist thinking represents bizarre ideation. Militant-extremist thinking appears to represent a major, aggressive form of fanaticism affected by both dispositional and situational factors. Key themes in this thinking pattern might fit together to construct a potentially compelling narrative, which may be a key part of the ideological appeal of salient militant-extremist groups.     

Adaptive family functioning and emotion regulation capacities as predictors of college students' appraisals and emotion valence following conflict with their parents

This study examined whether the relationship between college students' adaptive family functioning and the valence of emotions following recent conflict with their parents is mediated by both distal constructs (psychological coping resources and mood regulation expectancies) and the more proximal construct of cognitive appraisals about the desirability or undesirability of the conflict experience. Participants were 609 undergraduate students enrolled in a large, US southwestern university. The results of applying proposed mediational models to these data, developed for both paternal and maternal conflict, suggested theoretically meaningful associations between the antecedent construct of adaptive family functioning, mediating variables of coping resources, mood regulation expectancies, and cognitive appraisals, and the outcome variable of emotional valence. The results of this study may be useful in identifying psychological resources and patterns of thinking about stressful events that affect emotional reactions.