Psychologists, psychiatrists, and physician-assisted suicide: The relationship between underlying beliefs and professional behavior.

Would you, as a practicing professional, conduct evaluations of patients desiring physician-assisted suicide (PAS)? Would you assist directly? The authors surveyed psychologists and psychiatrists licensed in New Mexico in order to understand the ethical reasoning mental health practitioners use making judgements about PAS and to discern what criteria they use in responding to patients desiring aid in dying. Fundamental agreement on the validity of various justifications for or against PAS suggests open-mindedness and empathy. Yet, practitioners report a tendency to act in accordance with their own belief systems rather than the patient's, raising questions about objectivity. How do you compare to these professionals? (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuing education in psychology: Patterns of participation and perceived outcomes among mandated and nonmandated psychologists.

How much continuing education (CE) do professional psychologists complete each year, and how do they perceive it as affecting their competencies and practices? In a national survey, 1,146 licensed psychologists reported on their patterns of CE participation and their perceived outcomes in relation to those experiences. Overall, psychologists reported highly favorable perceptions of their CE experiences and outcomes, both in relation to the amount that they learned and the translation of that learning into more effective practice. Significant differences were found between psychologists from CE-mandating and nonmandating states, however, in relation to the format of the CE they participated in (e.g., on-site, online) and, especially, in relation to their levels of CE participation. Overall, nonmandated psychologists reported completing one-third fewer CE credits per year and were less supportive of CE mandates, as well. These and other results are discussed in relation to the developing empirical literatures on CE and professional competencies in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How to use psychotherapy on, for, and by oneself.

Discusses how psychotherapists can use psychotherapy on, for, and by oneself. The author suggests that in order to feel better, and want to accomplish some of the wonderful things that psychotherapy can help bring about, one needs to have regular psychotherapy sessions, preferably experiential sessions, on, for, and by oneself. There are several questions that the author addresses: What personal life circumstances invited me to search for some way of undergoing self-care? What can a practitioner do to have deep-seated sessions by oneself? How can a psychotherapy be created for one's own self-sessions? What does one do in an experiential session on, for, and by oneself? If you trust what you do with clients, why not do it with yourself? If you trust what you do with yourself, why not do it with clients? (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuing education in psychology: Outcomes, evaluations, and mandates.

How effective is continuing education (CE) for maintaining professional competencies, how should its effects be measured, and should it be mandated for licensure renewal? These and other questions were addressed in a review of the existing literature and a survey of 6,095 professional psychologists regarding their CE experiences, perceptions, and preferences. The substantial majority of respondents reported their CE experiences to be good to excellent. Overall, they reported learning a great deal that frequently translated into their practices and contributed to their more effective and ethical practice. Most also supported the idea of mandated CE, although they preferred the use of participant satisfaction ratings to knowledge or skills assessments as mechanisms for evaluating their learning. Significant differences were found between psychologists who were operating with CE mandates and those operating without mandates; mandated psychologists completed significantly more CE credits than nonmandated psychologists and were stronger supporters of CE mandates. Findings are discussed in relation to critical issues that confront the field of professional psychology and its continuing commitment to the development and documentation of professional competencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do we practice what we preach? An exploratory survey of multicultural psychotherapy competencies.

Practitioners are repeatedly encouraged to become multiculturally competent clinicians. But how frequently do professional psychologists intervene in multiculturally responsive ways, and how important do they think it is to do so? From the existing literature, the authors identified 52 recommended multicultural psychotherapy competencies and surveyed 149 professional psychologists regarding these practices and beliefs. Universal, infrequent, and not applicable practices were identified. Overall and for 86% of the individual items, participants did not practice what they preached. In addition, respondents reported that personal and professional experiences were most influential, and guidelines and codes least influential, in their development of multicultural competence. Five practice implications are offered, and suggestions for educators are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuing education in psychology: Patterns of participation and aspects of selection.

Why do psychologists choose particular continuing education (CE) programs? Is the selection of CE programs a rational or a random process? Is it based on thoughtful deliberation regarding interests and workplace needs, or simple accessibility, cost, or convenience? Findings from a survey of 6,095 licensed psychologists across North America provided a glimpse into the most common topics that respondents completed for CE, as well as some of the elements driving their selection of particular CE programs. Programs on ethics, anxiety disorders, and assessment were among the most frequently completed CE programs. But the pattern of CE participation differed substantially across different workplace settings, suggesting that psychologists varied their CE selections to fit their professional needs and interests. Topical interest, cost, and convenience were identified as important considerations in the selection of CE programs. Findings are reviewed in relation to the evolving movement toward evidence-based CE and underscore the importance of better understanding the variables that underlie the selection of CE programs in the ongoing development of professional competencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Public education outreach and the use of the media: A springboard to making psychology a household word.

Have you considered participating in a public education campaign? What are the personal, professional, organizational, and overall benefits of participating? Have you thought of using the media, but feel unsure of what to do or even if it is worthwhile? This article tells the story of how a local group of psychologists used the American Psychological Association's public education campaign as a springboard to the completion of a variety of successful projects. Particular attention to the use of the media is given. Strategies and resources for developing a public education campaign that utilizes the media are presented from a perspective of benefit to the individual psychologist. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Spirituality and practice. Stories, barriers and opportunities. Interview by Laurence A. Savett

What are "spiritual matters?" Are "spiritual matters" the same as "religious matters?" What is spiritual inquiry? Are such questions appropriate for those of us in the caring professions, other than clergy, to consider? If we accept that role, how far should we go? When should we call for help? Whom should we call? We convened a gathering of a hospital chaplain, a social worker, a hospice nurse and a physician to discuss many of the dimensions of spirituality and then to apply their personal and professional paradigms of care to a discussion of an actual case. This article is a record of that conversation. It is actually several articles in one, for it deals with their own views of the meaning of spirituality, the degree to which their spirituality has impact on their practice, what they see as the merit of spiritual matters in the caring professions, barriers to collaboration among their professions and to addressing these issues with patients, and boundaries beyond which one should not go. One way to read this conversation is to include yourself; that is, to reflect on the points the participants make and the ways in which you might integrate their insights into your personal practice. We hope that you find this task worthwhile and that it provokes further thought and discussion. The discussion began with participant introductions.     

MSO case study provides insights for Michigan MDs

How do you build a successful physicians' management services organization? MSMS, the AMA and several other medical societies set out a few months ago to learn the answers to this question. What we learned will have important ramifications for the MSO the MSMS House of Delegates has directed your state society to create. The House of Delegates believes your own MSO will provide you with the best possible services and support as you, our members, move toward success in the managed care arena.     

Third party presence during criminal forensic evaluations: Psychologists' opinions, attitudes, and practices.

If you are a psychologist who conducts forensic evaluations, how would you respond to an attorney's or family member's request to be present or to videotape the evaluation? Your answer may be impacted by legal, professional, ethical, and practical issues as addressed in legal and mental health publications. However, there is a dearth of empirical attention, and even the opinions and practices of psychologists in this arena are unclear. The present article addresses the need for empirical data on third party presence by surveying forensic clinicians' perspectives on the topic. A total of 160 forensic practitioners (41% response rate) provided information on their attitudes and practices pertaining to third parties in an evaluation. Overall, most clinicians believe third party presence can negatively impact an evaluation, yet most have conducted examinations under such conditions. The article concludes with speculation as to the impact of third party presence, a call for research and professional standards, and specific guidelines for psychologists who may struggle with these complex issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond law and ethics: A proposal for collaboration in psychological practice.

Few below-standard activities result from deliberate choice. Psychologists in practice should have regular contact with some of their colleagues; the level of performance will be higher if psychologists do not operate in isolation from professional colleagues. Institutionalizing small collaborating groups of psychologists is desirable on the assumption that the groups would take up at the point where training procedure left off. Other advantages are increased opportunities for discussing problems, clarifying issues, getting help, checking judgments with others, and a continuous re-examination of one's own professional technique. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Key competencies of the psychodynamic psychotherapist and how to teach them in supervision.

Four of Rodolfa et al.’s (2005) competencies in professional psychology—relationship, self-reflection, assessment-case conceptualization, and intervention—are key for the psychodynamic psychotherapist. Relationship lies at the heart of what is understood to be curative about psychodynamic psychotherapy. Self-reflection implies a complex and highly developed process that includes but goes beyond Rodolfa et al.’s and Kaslow, Dunn, and Smith’s (2008) definitions. Competent assessment, diagnosis, and case conceptualization entails making inferences about unconscious processes by observing the client and also one’s own experience, and integrating these inferences with theory. Effective psychodynamic intervention is derived from what the psychotherapist has experienced, processed, and conceptualized about the relationship with the client and about the client’s internal object world. An extended vignette shows these competencies emerging in a psychotherapist-in-training, facilitated by an intense interaction with a supervisor. Although the supervisory and clinical tasks are different, the supervisor provides a relationship experience that models these same competencies for the supervisee and catalyzes their development in the supervisee. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

CEO summit, Part 3. Loading the ark

There's a flood of change coming, and health care executives are quickly building and loading big boats to sail to the future. But what do you take--and what do you leave behind? What will be needed in the new world--and what won't? In the third of an exclusive four-part series planned by McManis Associates and co-sponsored by Hospitals & Health Networks, some top CEOs talk about their travel plans.     

Images of your future

Would you buy something without seeing it first, and without any real idea of what it was you were buying, or whether you really wanted it? In the past, that is what dental patients have been expected to do when their dentist has offered them restorative dentistry, but now, using a dental imager, you can show your patients quickly and simply just what you can do to improve their appearance; and they can show you exactly what it is they want.     

Key Elements in Couples Therapy With Veterans With Combat-Related Posttraumatic Stress Disorder.

If a client dealing with combat-related posttraumatic stress disorder (PTSD) presents for psychotherapy, should you consider including his or her partner in treatment? How could couples therapy be beneficial? What framework do you have to conceptualize the relational issues and potential treatment? Although clinicians have long been encouraged to include families in the treatment of combat-related PTSD, few specific couple-family therapies exist, and outcome research is scarce. Because of the adverse effects of PTSD on relationships, couples therapy can be a powerful adjunct treatment; however, few receive this service. A new framework for conceptualizing couples therapy organizes treatment around the 3 PTSD symptom clusters (reexperiencing, avoidance, and arousal). Relationship consequences of each symptom cluster are summarized, followed by useful treatment interventions and a case study. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond ‘Six Sigma’

If your firm has reached its optimum production cycle but you need work done better and faster. What do you do? You might try a fresh perspective. Most approaches to increasing productivity, including six sigma, aim at improving current processes, concentrating on reducing an operation's average cycle time and eliminating any defects, errors, or scrap in the process. Eventually, however, a process reaches a point where it can no longer be improved. This article shows how to look beyond your traditional processes to find better, more productive ones by using experts from a variety of fields outside your own and developing these ideas into something that give you even better performance.     

Competency-based education

The essential elements of a P/CBDE program include the delineation of role-derived dietetic competencies, which are publicly stated in behavioral terms. The criteria used to measure the accomplishment of these competencies are criterion-referenced, and the student acquires the competencies at his own rate. Much confusion exists in differentiating between the essential characteristics and implementation modes. The use of modern technology and modular packaging of learning experiences does not automatically lead to a P/CBDE program. These are merely tools. The clear identification of competencies, objectives, and performance criteria are the essence of P/CBDE. Currently, dietetic educators are formulating competencies for their own programs. A national group of "experts" will need to be convened to develop competencies for the profession as a whole.     

Assessing risk for completed suicide in patients with major depression: Psychologists' views of critical factors.

The assessment of risk for suicide in patients with major depression is a difficult task for professional psychologists. Not only is prediction itself a nearly impossible feat, but the literature is full of risk factors to which one should attend. Which of these factors are specific to the patient sitting before you? By combining clinical and empirical literature of major depression-specific risk factors with the reported behaviors of practicing psychologists, the authors present critical factors for assessing suicidal risk. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Technical report: CT-guided aspiration of anterior cruciate ligament ganglion cysts

Have you ever wondered if children coming into your dental operatory these days really are fatter, or is it just your imagination? And if they are fatter, how does it relate to what they are eating and what is the approach to treatment? This review article is written for dental health professionals, their own children, and their young patients and families, and will briefly address these issues.