Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Nicky 4405 > Module 3 > Flashcards

Module 3 Flashcards

1
Q

What is the longitudinal aspect of competency related to?

A

Ongoing maintenance of professional skills and knowledge needed to continue practice.

This includes:

  • Skills (e.g. counselling micro skills),
  • Tools (e.g. maintaining equipment and providing/receiving adequate training),
  • Knowledge (of theories, research and intervention techniques),
  • Reasoning (to make sound professional judgements) and
  • Reflexivity (of self, emotional reactions, values and beliefs, etc.).
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

The APS ethical standards that relate to competency are:

A

General Principle B: Propriety, specifically standard B.1.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What are the 6 psychology graduate attributes?

A

Graduate attributes are the qualities, skills and understandings that students should develop during their undergrad study.

  1. Knowledge and understanding
  2. Research methods
  3. Critical thinking
  4. Values
  5. Communication skills
  6. Learning and application
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What’s one issue that can arise when working with multiple clients?

A

Each client may have different expectations about the nature, extent, duration, and outcome of the psychological service

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What are the 4 guidelines under B.1 Competence in the Code?

A

B.1.1 Psychologists bring and maintain appropriate skills and learning to their areas of professional practice
B.1.2 Only provide services within boundaries of competence
B.1.3 Seek professional supervision and consultation
B.1.4 Continuously monitor professional functioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What are the 4 guidelines under B.2 Record keeping in the Code?

A

B.2.1 Psychologists make and keep adequate records B.2.2 Keep records for minimum 7 years since last contact
B.2.3 For under 18s, keep records until at least 25yo
B.2.4 Don’t refuse requests from clients to amend incorrect information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Define competency

A

Possessing the knowledge, skills and attitudes (KSA) to be able to do something successfully or efficiently (and with confidence)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are some of the core capabilities and attributes that must be achieved by a provisional psychologist during an internship program?

A
  • Assessment and measurement
  • Communication and interpersonal relationships
  • Cross-cultural understanding
  • Ethical, legal and professional matters
  • Intervention
  • Knowledge of the discipline
  • Lifespan
  • Research and evaluation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What are the core topics of psych?

A 
Abnormal
Biological bases of behaviour
Cognition, information processing and language
Health and wellbeing
History and philosophy of psych
Individual diff in capacity and behaviour, testing and assessment, personality
Intercultural diversity and indigenous psych
Learning
Lifespan developmental psych
Motivation and emotion
Perception
Social psych
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What are the main objectives of the 4th year psych course?

A
  • Provide integrated and comprehensive education in psychology,
  • permit advanced level study in a range of areas,
  • Develop competence in conducting research.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Who is responsible for the assessment and accreditation of programs of study eligible for approval by the Psychology Board of Australia as suitable training for registration as a psychologist in Australia?

A

APAC

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What must an APAC accredited fourth year course must provide students with?

A

Advanced theoretical and empirical knowledge in:

  • core research areas
  • cognitive and personality assessments,
  • evidence-based approaches to intervention,
  • how the science and practice of psychology is influenced by social, historical, professional, and cultural contexts
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What is ‘tacit’ knowledge?

A

Knowledge that is difficult to transfer to another person by means of writing it down or verbalizing it

“the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and community being served”

Competencies capture ‘tacit’ knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What are some of the micro-skills of counselling?

A
  • Attending to the client
  • Confrontation
  • Effective listening
  • Encouraging
  • Informed consent
  • Knowledge of electronic and communication technologies
  • Paraphrasing
  • Questioning
  • Summarising
  • Time management of a session
  • Termination of a session
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What are some of the specific competencies required by an educational psychologist?

A
  • Working with children, parents, and schools
  • Working with indigenous communities
  • Assessment of education level
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What are some of the specific competencies required by a forensic psychologist?

A
  • Knowledge of law
  • Working with criminals
  • Maintaining confidentiality
  • Assessment of psychiatric state
  • Preparing accurate reports
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Some core competencies will be shared, regardless of the area of psychology we work in. Some will vary, and this may be caused by…

A
  • Assorted work settings / activities (research vs practice; clin psych vs org psych)
  • Type of service provision (indiv / couple / group)
  • Diverse range of clients (Adults, children, CALD)
  • Range of different tools used (psychometric tests; assessment questionnaires)
  • Various techniques used (types of therapy/ data collection)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What does CALD stand for?

A

Culturally and linguistically diverse

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What are the 2 models for the assessment of professional competence in psychology?

A
  • Snyder & Elliot (2005) Matrix model

- Rodolfa’s (2005) Cube model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What is Snyder & Elliot’s (2005) matrix model informed by?

A

Positive psychology, with a core focus on the strengths and weaknesses of people in their personalities and within the individual’s environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What does the core of the Snyder & Elliot matrix comprise of?

A

2 dimensions, 4 quadrants

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is the horizontal dimension of the matrix model?

A

Source - person/environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What is the vertical dimension of the matrix model?

A

Valence - strengths / weaknesses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What are the 4 factors yielded by the matrix model?

A
  1. Strengths within a person
  2. Strengths within the environment
  3. Weakness within a person
  4. Weaknesses within the environment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What are the 4 conceptual levels that the core of the matrix model operates on?

A
  • Individual (micro)
  • Interpersonal (meso)
  • Institutional (exo)
  • Societal (macro)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What quadrant of the matrix model has the traditional deficit model, in training, generally focused on?

A

3 - weaknesses of a person (pathologising individuals)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

When using the matrix model, what should psychologists in training now consider?

A

The other aspects (instead of just #3 weaknesses of person) ie
- the exploration of the strengths of the individual (#1), and environment (#2), as well as the weaknesses of the environment (#4).The proximal environmental aspects are considered wider as the core is embedded and operates at four conceptual levels (individual, interpersonal, institutional, and societal) (Figure 3.2). These concentric ‘onion’ rings are similar to the micro-, meso-, exo-, and macrosystems, from the bioecological system model of human development, proposed by Bronfenbrenner and Ceci (1994).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What are the 3 orthogonal dimensions relevant to training that make up the cube model?

A
  • Foundational competencies
  • Functional competencies
  • Stages of professional development
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What items would fall into the functional competency domains for the Rodolfa Cube Model?

A
  • Assessment / Diagnosis / Conceptualisation
  • Intervention
  • Consultation
  • Research / Evaluation
  • Supervision / Teaching
  • Management / Administration
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

What items would fall into the foundational competency domains for the Rodolfa Cube Model?

A
  • Reflective practice / self-assessment
  • Scientific knowledge & methods
  • Relationships
  • Ethical & legal standards / policy issues
  • Individual & cultural diversity
  • Interdisciplinary systems
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

What items would fall into the stages of professional development for the Rodolfa Cube Model?

A
  • Doctoral education
  • Doctoral internship / residency
  • Post-doctoral supervision
  • Residency / fellowship
  • Continuing competency
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Are the domains of the Rodolfa cube model mutually exclusive?

A

No, they are interrelated, developmental in nature and occur at every stage of professional development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Where are the matrix and cube models derived from?

A

The US

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Where does Australia psych practice align more closely with?

A

Europe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

What are the 6 domains that comprise the 20 primary competencies from the European Diploma in Psychology (EuroPsy)?

A
  • Assessment
  • Communication
  • Development
  • Evaluation
  • Goal specification
  • Intervention
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Voudouris, 2010: What are the two factors that are driving more explicit and transparent competency-based assessment in the education and training of Australian psychologists?

A
  1. Increased emphasis by government

2. International trends

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Voudouris, 2010: What does the EuroPsy involve?

A

3 yr bachelor
2 yr Masters
1 yr supervised prac

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

How many ‘primary competencies’ are there?

How many ‘enabling competencies’ are there?

A

20

9

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Voudouris: What has the rapid commitment to the

EuroPsy across so many European jurisdictions is most likely to be attributed to?

A

The adaptability to each specialised area of psychology

Competencies are designed such that the specific
skills, knowledge and attitudes required for any broad work context (and each specialisation in psychology) can be derived for each of the listed competencies, along both the Primary and Enabling Competency dimensions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Voudouris: What are the two challenges facing regulators and educators as they make the shift to a greater emphasis on testing the outcomes of education and training?

A

Specification and assessment of competencies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Why is the assessment of competence difficult?

A

Because it’s developmental, impermanent and context specific in nature

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

What are the two competencies that fall under ‘Goal Specification’?

A

Needs Analysis

Goal Setting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

What are the 4 competencies that fall under ‘Assessment’?

A

Indiv Assessment
Group Assessment
Organisational Assessment
Situational Assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

What are the 4 competencies that fall under ‘Development’?

A

Service or product definition and requirements analysis
Service or product design
Service or product testing
Service or product evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

What are the 5 competencies that fall under ‘Intervention’?

A 
Intervention planning
Direct person-oriented intervention
Direct situation-oriented intervention
Indirect intervention
Service or product implementation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

What are the 3 competencies that fall under ‘Evaluation’?

A

Evaluation planning
Evaluation measurement
Evaluation analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

What are the 2 competencies that fall under ‘Communication’?

A

Giving feedback

Report writing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

What are the 9 EuroPsy enabling competencies?

A 
Account management
Continuing professional development
Marketing and sales
Practice management
Professional strategy
Professional relations
Quality assurance
Research and development
Self reflection
49
Q

What 4 tests must high quality assessment of competency meet?

A

Reliability
Validity
Feasibility/practicality
Fidelity

50
Q

What is fidelity in assessment of professional competence?

A

A measure of the extent to which a method accurately requires the actual behaviours expected of competent practitioners in the course of their work.

51
Q

What are the two guiding principles mentioned as keys to achieving maximum validity and fidelity?

A
  1. Validity and fidelity: Assessment approaches should measure multiple competency domains, using multiple methods and employing multiple sources. eg. a proficiency review that includes submission of a piece of written work (say a case workup) in addition to a viva conducted by a board of expert examiners.
    Reliability: Well constructed paper and pencil examinations.
  2. Assessment methods should integrate summative and formative evaluations, since they are mutually informative processes. Formative assessment is a developmentally informed process which enables higher levels
    of competence to be achieved since there is greater shaping and tailoring of learning by direct and careful feedback.
52
Q

“Interacting with the client for the purpose of defining goals of the service that will be provided” describes what EuroPsy competency domain?

A

Goal Specification

53
Q

“Establishing relevant characteristics of individuals, groups, organisations, and situations by means of appropriate methods” describes what competency domain?

A

Assessment

54
Q

“Developing services or products on the basis of psychological theory and methods for the use by clients or psychologists” describes what competency domain?

A

Development

55
Q

“Identifying, preparing, carrying out interventions that are appropriate for reaching the set goals, using the results of assessment and development activities” describes what competency domain?

A

Intervention

56
Q

“Establishing the adequacy of interventions in terms of adherence to the intervention plan and the achievement of set goals” describes what competency domain?

A

Evaluation

57
Q

“Providing information to clients in a way that is adequate to fulfill the clients’ needs and expectations” describes what competency domain?

A

Communication

58
Q

What does OSCE stand for?

A

Objective structured clinical examination

59
Q

What does OSCE involve?

A

A student’s performance is observed by examiner at different stations and evaluated against a pre-constructed checklist, the assessment tool. Each OSCE station involves the use of simulated patients (trained to present the signs and symptoms of a given mental health issue and respond to potential questions raised by the student). OSCEs are reliable and valid assessment method in medical training.

60
Q

What is a criticism of OSCE?

A

Place undue stress on students and the performance of competence is only captured at one point in time. Perhaps competencies might be better assessed in placements

61
Q

What is the difference between competence and performance?

A

Competence = they can show how something is done Performance = they can do it as a regular part of their repertoire and in different situations

62
Q

What 4 steps make up the demonstration of competence?

A
  1. Knows
  2. Knows how
  3. Shows how
  4. Does

Measure of professional authenticity

63
Q

What are the registration pathways?

A

4+2
5+1 (5th yr Grad dip + supervised prac)
Masters / Doctoral Degree
*Doctorate applies to professional doctorate or D.Psych; different requirements for PhD

64
Q

What are the competencies required in the 4 + 2 and the 5 + 1 models?

A

Assessment, communication, ethics and intervention.

Form the core of the National Psychology exam, which needs to be completed by a psychologist applying for general registration.

65
Q

What do you need to pass the National Psych exam?

A

70% or over in the four areas of competency.

66
Q

What are the competencies within the provisional registration standard?

A 
Assessment and measurement 
Communication and interpersonal relationships,	Cross-cultural context,	
Ethical legal and professional matters,
Intervention strategies,	
Knowledge of the discipline,
Lifespan 
Research and	evaluation,
Knowledge of electronic communication is becoming	even more relevant.
67
Q

What does a 4+2 internship require?

A 
3080 hours (35 hour week for 96 weeks)
Minimum of 17.5 hrs / week of internship
One hour of 1 to 1 supervision for every 17.5 hours
60 hours of professional development
40% client contact
Must be completed within 5 years
Log book of supervision
6 monthly reports, final report and case studies need to be submitted
68
Q

How is registration different from endorsement?

A

Once registered -> general psychologist

Endorsed psych can call themselves clinical psych, counselling psych, health psych etc

69
Q

What is required for endorsement?

A
  • Accredited doctorate in approved area of practice + min 1 yr approved, supervised, full-time equivalent practice with board approved supervisor
  • Accredited masters in approved area of practice + min 2 yrs approved, supervised, full-time equivalent practice with board approved supervisor
  • Qualification that in the board’s opinin is equivalent to the above
70
Q

In Australia, what are the approved areas of practice for endorsement of registration?

A 
Clinical psychology
Clinical neuropsychology
Community psychology
Counselling psychology
Educational and developmental psychology
Forensic psychology
Health psychology
Organisational psychology
Sport and exercise psychology
71
Q

How has the concept of competence gained prominence in recent years?

A
  • competency-based training
  • obtaining credentials
  • professional registration
72
Q

What is an issue that is rarely covered in the training of psychologists?

A

Business acumen

73
Q

What are the ‘enabling’ competencies listed in EuroPsy

A
  • Professional Strategy
  • Continuing Professional Development
  • Professional Relations
  • Research and developmenbt
  • Marketing and sales
  • Account management
  • Practice management
  • Quality assurance
74
Q

What did Lave and Wenger (1991) propose?

A

‘Community of practice’ concept for groups who share a culture of knowledge in practice (praxis)

75
Q

How do you move from beginner to expert in the community of practice?

A

Move through collaboration, interactions and engaging.

76
Q

What are the 3 main mechanisms for maintaining your competencies?

A
  1. Supervision and peer consultation
  2. Continuing professional development
  3. Networking
77
Q

According to the APS, what does ‘supervision’ represent?

A

A relationship between a senior member and junior member which is ‘evaluative and hierarchical, extends over time, and has the simultaneous purposes of:

  • enhancing the professional functioning of the more junior members,
  • monitoring the quality of professional services offered, and
  • serving as a gatekeeper for those who enter the profession.
78
Q

What are the two primary functions (broad and sometimes competing) that act of supervision serves as noted in the APS Ethical Guidelines on Supervision?

A

Development of the supervisee, including mentoring, guiding, supporting and teaching; and

Assessment of the supervisee, including appraisal, providing feedback and evaluation, and gate-keeping.

79
Q

What is one of the challenges of psychologist providing supervision?

A

Often find themselves in dual or competing roles

80
Q

Are psychologists allowed to provide a counselling or a psychometric test to a supervisee?

A

No

81
Q

When providing psychological service as a provisionally registered psych, what must you do?

A

Tell client you are provisional psych, conceal identity of clients and associated parties when discussing with supervisor, obtain prior consent and explain privacy

82
Q

If a supervisee thinks the supervisor is acting unethically, what should they do?

A

Approach supervisor if appropriate, otherwise consult senior colleagues, peers etc work to resolve issue in professional and respectful manner

83
Q

If a psych has an article published that is primarily based around the student’s thesis or dissertation, who should be the primary author?

A

The student

84
Q

What is the equivalent of student supervision for experienced psychs?

A

Peer consultation, required for annual registration

85
Q

What are 4 important advantages of peer consultation?

A
  • Protecting against burnout,
  • Ensuring emotional regulation and guidance for dealing with difficult cases,
  • Development of new skills or areas of expertise,
  • Discussion of ethical issues as they arise
86
Q

Borders (2012) How many hours of peer consultation is the minimum / year?

A

10 h of peer consultation / year as part of psychologists’ mandatory CPD to maintain their registration.

87
Q

Borders (2012) What is peer consultation?

A

Supervision and consultation in individual or group
format, for the purposes of professional development and support in the practice of psychology and includes a critically reflective focus on the practitioner’s own practice

88
Q

Borders 2012: What is a dyadic peer model?

What were the reported pros and cons?

A

‘True consultation model’,
Peers take turns being supervisor and supervisee without any oversight by others

Highly satisfied with the amount of support they
received, but less satisfied with the peer’s ability to challenge them.

Almost all participants said review of counselling tapes was important part of the model.

They requested training to help focus more on the
counsellor’s performance rather than the client.

89
Q

What is triadic supervision?

A

1 supervisor working simultaneously with 2 supervisees, although one published model has three members and no supervisor

Involves supervisees taking turns presenting and giving feedback, often assuming roles (e.g., commentator, giving feedback from a particular perspective).

90
Q

Borders 2012: Regarding triadic groups, what are the five transcendent themes from semi-structured interviews with students?

A
  • Initial apprehensions: concerns about the power differential btw supervisor & students + whether adequate time for both students during the session.
  • Shared developmental process .
  • Vicarious learning
  • Multiple perspectives were valued,
  • trust and safety in relationships that developed over time allowed for discussion of parallel processes.
91
Q

Borders 2012: in peer group model, was directive or facilitative supervisor role more beneficial?

A

Students learned more from facilitative approach

92
Q

What are the three group phases in peer group model?

A

Passive involvement
Learning responsibility and independence
Personal involvment

93
Q

Borders 2012: is there evidence of the effectiveness of the peer supervision / consultation models?

A

Barely / not quite yet

94
Q

Borders 2012: what are some key points to consider in choosing a peer supervision/consultation model?

A
  • Some structure, particularly during the early stages
  • A mechanism for staying on task
  • Methods of direct observation
95
Q

Is CPD structured?

A

No, CPD is self-directed and practice-based and requires each psychologist to develop and submit their individualised learning plan

96
Q

What are the 3 main mechanisms for maintaining your competencies?

A
  1. Supervision and peer consultation
  2. Continuing professional development
  3. Networking
97
Q

How many hours of CPD must a psychologist do each year?

A

30

98
Q

How should CPD hours be divided?

A
  • At least 10 hours of peer consultation

- Recommended 10 hours of active CPD activities (eg: role playing, trialing new technique)

99
Q

What are some examples of CPD exercises that are recognised by the board?

A
  • Attending workshops, seminars or lectures,
  • Courses of study,
  • Reading,
  • Producing, reviewing, viewing or analysing professional videos,
  • Internet resources,
100
Q

What does the active CPD involve?

A
  • Attending seminars where there is a written test
  • reading a structured set of psychology articles followed by an online assessment
  • providing peer consultation to other colleagues
101
Q

What does CPD aim to do?

A

-Maintain, improve, and broaden your expertise,
knowledge, and competence.
-Develop the personal qualities required in your professional lives
-Meet the changing needs of clients and industries
- Keep on top of scientific developments and fulfil evolving requirements of registration, professional bodies and society

102
Q

What was the main finding of Bradley et al. with regards to psychologists’ sense of professional competence? ie, what were feelings of competence related to?

A

Feelings of competence were related to:

  • professional reading
  • taking courses/workshops
  • years licensed
  • attending psychology conferences

*Years licensed in this sample was only, at best, a moderate predictor of the respondents’ sense of professional competence, and professional reading and continued course work were in fact stronger predictors of perceived competence

103
Q

Bradley: What isn’t related to feelings of professional competence?

A

Participating in supervision groups, as a supervisee receiving feedback on his or her clinical practice

104
Q

Bradley: Continuing education was not strongly related to what feelings?

A

Personal feelings of professional value

105
Q

Bradley: What predicted feelings of professional support?

A

Participation in:

  • case discussion groups
  • supervision groups
  • psychology networking groups
106
Q

Bradley: Feelings of professional value were related to what?

A

Age

Participating in psychology networking groups

107
Q

Bradley: Which behavior has been reported as the most cost-effective, and in general the most rewarding?

A

Case discussion with other professionals

108
Q

Bradley: The literature on professional burnout indicates that the risk factors associated with professional burnout for health care providers include what?

A

Two general categories:

  • Lack of support from other professionals
  • Being professionally undervalued
  • A lack of coworker or administrative support, office politics,
  • coworker stress,
  • excessive hours,
  • unrealistic expectations,
  • lack of appreciation or recognition,
  • inadequate financial rewards.
109
Q

Bradley: what were the 3 main things measured in this study?

A
  • Feelings of perceived competence,
  • Professional value, and
  • Professional support.
110
Q

Bradley: What was the strongest predictor of the participants’ sense of professional competence?

A

Professional reading - accounting for over 60% of the variance explained by all predictors

111
Q

Bradley: What seems to have the greatest impact on one’s perception of personal competence?

A

Activities in which one has more control, such as professional reading

112
Q

Anthony Love: What % of CPD should be didicated to ethical updates?

A

At least 10%

113
Q

What are the 4 main contexts that lend themselves to networking opportunities?

A
  1. Conferences and workshops
  2. Universities and other professional organisations
  3. Community and social events
  4. Online
114
Q

When should a psychologist view themselves as competent when developing a new expertise?

A

When they’ve had another psychologist with experience in that area supervise or monitor them

115
Q

Koocher and Keith-Spiegel (2016) suggest that when faced with a case outside of one’s competence, psychologists should do what?

A

Consider referring client

When can’t refer, may consider treating client, provided they engage in ongoing supportive collaboration with an experienced colleague as a guide or mentor;

If the discrepancy between the psychologists existing clinical skills and the presenting case is too great, the risk of harm may be greater than not intervening, so the psychologist should decline to provide services.

116
Q

What things should a psychologist do before commencing aversion therapy with a client?

A
  • Conduct thorough assessment
  • Get informed consent
  • Determine all non-aversive therapies have been tried without success
  • Assess their own level of competence to deliver it
  • Continually assess their effectiveness, make a clear plan for review, keep meticulous records.
117
Q

What are aversive procedures?

A
  • Behavioural therapy techniques
  • Present the client with an unpleasant consequence when they engage in a targeted behaviour, or exposing them to unpleasant stimuli
118
Q

What are the most common forms of aversive treatments?

A

Aversion therapy,
flooding or exposure therapy
systematic desensitisation.

119
Q

What are aversive therapeutic techniques often used in the treatment of?

A 
Addiction,
Post-traumatic stress disorder, 
Obsessive-compulsive disorder, 
Eating disorders, 
Sexual deviation,
Phobias

Nicky 4405 (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions