Psychotherapy-based supervision models in an emerging competency-based era: A commentary.

As psychology engages in a cultural shift to competency-based education and training supervision practice is being transformed to the use of competency frames and the application of benchmark competencies. In this issue, psychotherapy-based models of supervision are conceptualized in a competency framework. This paper reflects on the translation of key components of each psychotherapy-based supervision approach in terms of foundational and functional competencies articulated in the Competencies Benchmarks (Fouad et al., 2009). The commentary concludes with a discussion of implications for supervision practice and identifies directions for future articulation and development, including evidence-based psychotherapy supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preschool Competency in Context: An Investigation of the Unique Contribution of Child Competencies to Early Academic Success.

The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Specific Approaches to Learning, and Interpersonal Classroom Behavioral Problems). The first 2 of these dimensions were found to be uniquely associated with early academic success. Findings from typological (person-centered) analyses supported the dimensional findings. Typological analyses revealed 7 profiles of classroom competency distinguished by high scores on the dimensions of General Competencies and Approaches to Learning, and these profiles were found to relate differentially to the indicator of early academic success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fostering a Culture Shift: Assessment of Competence in the Education and Careers of Professional Psychologists.

What is professional competence and how should it be assessed? Professionalism in psychology requires the habitual and judicious use of knowledge and skills as well as ongoing assessment. The authors synthesize discussions of the Assessment of Competence Workgroup that met during the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology. The workgroup discussed how to establish a culture of competence and elaborated principles and considerations necessary for the development of methods to assess competence. Principles identified include maintaining a developmental perspective, practicing multicultural sensitivity, and conducting formative and summative, career-long assessment. Recommendations are offered that support a "culture shift" from the current levels of competence assessment to an embracing of continual assessment of professional knowledge and skills over the life span. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Repression predicts outcome following multidisciplinary treatment of chronic pain.

This study examined whether repression predicts outcome following multidisciplinary treatment for chronic pain and whether links between anxiety and outcome are obscured by repressors. Ninety-three chronic pain patients completed a 4-week pain program. Lifting capacity, walking endurance, depression, pain severity, and activity were measured at pre- and posttreatment. Low-anxious, repressor, high-anxious, and defensive/high-anxious groups were formed from median splits of Anxiety Content (ACS) and Lie scales of the Minnesota Multiphasic Personality Inventory–2 (MMPI-2; Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989). Significant ACS?×?Lie interactions were found for lifting capacity, depression, and pain severity changes. Planned comparisons showed that both repressors and high-anxious patients performed poorly on lifting capacity; repressors alone recovered poorly on depression and pain severity. Results imply that repression may interfere with the process and outcome of pain programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

碳钢炼钢过程计算机控制及应用

简单介绍了碳钢炼钢区域内工艺流程，叙述了计算机过程控制（L2）所涉及的内容以及功能，主要包括：系统配置、数据流向、模型控制、与其他各子系统的接口通信、各事件的触发时间和启动程序等。重点阐述了碳钢转炉区域子系统的应用功能。     

Performance and Repair Design of Stay Cables with Rain/Wind-Induced Vibrations

The results of a multifaceted investigation into large-amplitude vibrations of bridge stay cables are presented. The vibration of the stay cables occurred under light rain and wind conditions, and resulted in low-frequency, large-amplitude oscillations having recorded displacements of over 24?in. (0.6?m). Due to concerns about the implications of the vibrations on the integrity and durability of the stay cables and observed damage to stay-cable anchorage components, an investigation and repair program was developed. The final repair program arose from an investigation that combined the talents of practicing engineers, the Texas Department of Transportation, and representatives from four universities. Ultimately, a combination of supplemental hydraulic dampers and cable restrainers were used to mitigate the vibrations. This paper describes the results of the investigation and presents the practice-based methodology used to develop the implemented repair program.     

Issues in undergraduate education in psychology.

A number of specific questions are raised and discussed with regard to the role of psychology in the undergraduate college "contributing to the development of the well-rounded individual." Among those discussed are: Who is responsible for planning the over-all undergraduate program in psychology? Who is responsible for the objectives of a single course in the psychology program? Should courses be student centered or content-centered? Questions relating to the role of psychological theory, the stress on special psychological vocabulary, the desirability of placing psychological concepts in an historical perspective in an undergraduate curriculum are considered, as are several other issues regarding recruitment for graduate training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implementation of empirically validated interventions in managed-care settings: The prevention and relationship enhancement program.

In an age of managed care, how does the clinician best help couples in marital distress? Do the short-term protocols developed and tested in the laboratory really work in the average clinical setting? This project examined the feasibility and effectiveness of implementing a laboratory-based program designed to prevent the development of relationship distress within an HMO. Both men and women reported high satisfaction with the program and a subjective sense that it was helpful for their relationships. Specific suggestions are made for assisting therapists in using effective treatments for couples in managed-care settings (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology training at the University of North Carolina-Chapel Hill.

Summarizes the development of a school psychology program at the University of North Carolina, Chapel Hill and presents principles that have influenced the model and components of training doctoral and specialist level school psychologists. The program was begun with a commitment to the scientist practitioner training model and has evolved to the conceptualization of the school psychologist as scientific problem solver. The current and future emphases of the program to prepare school psychologists for diverse professional roles also are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development and testing of the Clinical Post-Conference Learning Environment Survey

Clinical postconference is an integral component of the required laboratory hours in undergraduate baccalaureate nursing education. Empirical evidence supporting the educational benefits of this activity are nearly nonexistent. This article describes the development and psychometric testing of a self-report instrument designed to measure clinical postconference learning environments as perceived by undergraduate nursing students and faculty. The Clinical Post-Conference Learning Environment Survey (CPCLES) consists of 54 items and has been tested with more than 500 participants in three schools of nursing in the Midwest. Based on theoretical support and comprehensive review of the literature, six components of the learning environment are measured in two forms of the instrument; an actual scale and an importance scale. Content validity, internal consistency, and test-retest reliability are discussed. Using the CPCLES, perceptions of undergraduate nursing students and faculty were measured. Significant differences between the actual components of the learning environment and the correlated ratings of the importance of these components were found. Faculty perceived a significantly greater amount of teacher support, task orientation, and innovation in the postconference learning environment than did undergraduate students. No differences were noted between faculty and students regarding the importance of the learning environment components. This study presents findings with the use of the first instrument developed to measure clinical postconference learning environments. The congruence and discrepancy among and between learning groups' perceptions carry implications for educational practices in this setting. Subseqent investigations using this tool may be able to link the perceived learning environment to valued cognitive, affective, and behavioral learning outcomes.     

Behavior modification for obesity: The evaluation of exercise, contingency management, and program adherence.

Investigated crucial aspects of behavioral programs for obesity including (a) the assumption that Ss actually engage in requested behaviors and that these behaviors mediate weight loss, (b) the effect of exercise on weight loss, and (c) the problem of long-term maintenance and generalization to the clinically obese. Exercise and self-managed contingency components were compared in a 2?×?2 factorial design on 44 obese Ss and were evaluated after 10 wks of treatment and 3-mo and 1-yr follow-ups. Significant weight loss was observed for all groups at program termination and the 3-mo follow-up, with only those exposed to exercise and/or contingency management maintaining weight loss after 1 yr. There were no main effects or interactions at program termination or at the 3-mo follow-up. However, the influence of exercise at the 1-yr follow-up was noticeable. Assessment of program adherence indicated that Ss engaged in program behaviors, yet only 1 of 10 such behaviors was related to weight loss. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Management development: preparing nurse managers for the future. Part 1, Program model

Nurse executives need to develop programs to help nurse managers meet rapidly changing role expectations and prepare for new healthcare challenges. This two-part series reports on one such program for nurse managers at The Johns Hopkins Hospital. Part 1 describes the program model, its conceptual framework, and its various components. Part 2 will present an in-depth evaluation of the program and recommendations for future development.     

Professional Development: Training for Professionalism as a Foundation for Competent Practice in Psychology.

Professional development (PD) is a broad, albeit vaguely defined, construct that underlies psychologists' education and training and is intrinsic to professional functioning, or professionalism, throughout psychologists' careers. This article resulted from the deliberations of a working group at the November 2002 Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology. The authors propose a definition of PD and consider professionalism to be its outcome. They then focus on 2 elements of professionalism--interpersonal functioning and thinking like a psychologist--and address related development and assessment implications for training and practice. Recommendations and implications for professional psychology organizations and for training and lifelong practices of psychologists emerged for further consideration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bringing science to bear: An empirical assessment of the Comprehensive Soldier Fitness program.

This article outlines the U.S. Army's effort to empirically validate and assess the Comprehensive Soldier Fitness (CSF) program. The empirical assessment includes four major components. First, the CSF scientific staff is currently conducting a longitudinal study to determine if the Master Resilience Training program and the Comprehensive Resilience Modules lead to lasting resilience development in soldiers. Second, the CSF program has partnered with other researchers to conduct a series of longitudinal studies examining the link between physiological, neurobiological, and psychological resilience factors. Third, the CSF program is also incorporating institutional-level data to determine if its material influences health, behavioral, and career outcomes. Fourth, group randomized trials are being conducted to ensure that resilience training incorporated under the CSF program is effective with soldiers. A specific rationale and methodologies are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Computer Graphics for Nonlinear Strut-Tie Model Approach

This paper presents an interactive computer graphics program for implementing the nonlinear strut-tie model approach for the practical design and analysis of disturbed regions in structural concrete. The graphics program consists of three parts. The first and second parts are considered as the pre- and post-processors for a nonlinear finite-element analysis of 2D plain concrete and plane truss structures. The results of the first part provide guidance in the development of strut-tie models and in the evaluation of effective strength levels for concrete struts. The third part is a design routine for dimensioning and detailing the components of the developed strut-tie model. This graphics program implementing the nonlinear strut-tie model approach has been shown to be efficient in the development, analysis, and detailing of strut-tie models for the analysis and design of structural concrete including disturbed regions.     

Gaining Retention and Achievement for Students Program: A Faculty Development Program

This paper presents a unique faculty development program called Gaining Retention and Achievement for Students Program (GRASP) developed at New Mexico State University. A fundamental assumption of GRASP is faculty are crucial to student retention and achievement, hence the primary focus on faculty. GRASP focuses on incorporating faculty’s teaching behaviors which increase student retention and achievement. The program is composed of four interlaced components: assessment of student learning styles; faculty development to cultivate and implement appropriate teaching strategies; in-class observations and feedback of faculty and students’ classroom behavior; and assessment of the impact on student retention and achievement. Student enrollment data is presented to demonstrate the success of GRASP in improving student retention and achievement. Faculty surveys indicate faculty changed teaching practices and intend to use program strategies in future semesters.     

Components of laboratory accreditation

Accreditation or certification is a recognition given to an operation or product that has been evaluated against a standard; be it regulatory or voluntary. The purpose of accreditation is to provide the consumer with a level of confidence in the quality of operation (process) and the product of an organization. Environmental Protection Agency/OCM has proposed the development of an accreditation program under National Environmental Laboratory Accreditation Program for Good Laboratory Practice (GLP) laboratories as a supplement to the current program. This proposal was the result of the Inspector General Office reports that identified weaknesses in the current operation. Several accreditation programs can be evaluated and common components identified when proposing a structure for accrediting a GLP system. An understanding of these components is useful in building that structure. Internationally accepted accreditation programs provide a template for building a U.S. GLP accreditation program. This presentation will discuss the traditional structure of accreditation as presented in the Organization of Economic Cooperative Development/GLP program, ISO-9000 Accreditation and ISO/IEC Guide 25 Standard, and the Canadian Association for Environmental Analytical Laboratories, which has a biological component. Most accreditation programs are managed by a recognized third party, either privately or with government oversight. Common components often include a formal review of required credentials to evaluate organizational structure, a site visit to evaluate the facility, and a performance evaluation to assess technical competence. Laboratory performance is measured against written standards and scored. A formal report is then sent to the laboratory indicating accreditation status. Usually, there is a scheduled reevaluation built into the program. Fee structures vary considerably and will need to be examined closely when building a GLP program.