Expert and Novice Performance: Implications for Clinical Training

Studies of advanced expertise development in a number of areas are reviewed in order to provide general suggestions about the elements of clinical training that might enhance counseling and educational psychology expertise. The emphasis of the discussion is on the connections between classroom instruction and practicum or internship experiences. Recommendations include changes in the sequencing, context, knowledge content, practice conditions, and motivational support provided to students.     

Evaluating a Training Intervention for Assessing Nonsuicidal Self‐Injury: The HIRE Model

The authors evaluated the effectiveness of a brief training intervention with graduate counseling students who used the HIRE (history, interest in change, reasons for engaging in the behavior, and exposure to risk; Buser & Buser, 2013b ) model for the informal assessment of nonsuicidal self‐injury. The intervention group demonstrated improvements in nonsuicidal assessment self‐efficacy and assessment skill. Findings suggest that HIRE is an evidence‐informed model for teaching nonsuicidal self‐injury assessment.     

Characterizing Expert Psychologist Behavior: Implications from Selected Expertise Literature

This article selectively reviews literature on the development of expertise in counseling and on assessment tasks of professional psychologists. Relevant theories of the development of expertise are reviewed, as well as selected research on medical diagnostic expertise. Whereas counselor development models have become widely used conceptual tools, similar theories from the expertise literature have been relatively neglected despite their promise. Design features and research issues from investigations of medical diagnostic expertise, including the use of forward and backward reasoning processes, might help operationalize expertise in professional psychology.     

Expertise in Counseling Psychology: A Concept in Search of Support

Despite the documented efficacy of counseling, evidence supporting a claim of expertise among counseling practitioners is found to be lacking. A review of selected literature finds that counselors frequently hold inacurate or biased cognitive schemata concerning clients and engage in faulty reasoning regarding clients' concerns—producing clinical judgments that appear no better than those of less experienced individuals (novices). The concept of expertise in counseling may be justified if clinical judgment is viewed as an ill-structured problem and the criterion for judging expertise is changed from enhanced clinical accuracy to one of enhanced clinical certainty.     

Making the Case for Standards of Conduct in Clinical Training

The authors examined a proposed set of standards for the personal and professional conduct of counseling trainees. Eighty‐two counselor educators and supervisors from programs accredited by the Council for Accreditation of Counseling and Related Educational Programs ranked 55 behaviors divided across 3 categories (i.e., professional, interpersonal, and intrapersonal). Q‐sort methodology was used to collect the data, and the results provide a starting point for identifying criteria for gatekeeping practices.     

大学生自杀的心理干预及自杀危险性评定

近年来,大学生已经成为自杀的高危人群。大学生自杀的影响因素有病理因素、人格因素、环境因素以及受到突发事件的影响。对大学生自杀的心理干预包括心理健康教育、心理咨询工作、改善大学生的社会心理环境等。及早发现和进行危险性评定,是预防大学生自杀的关键     

Suicide Intervention Training for Counselor Trainees: A Quasi‐Experimental Study on Skill Retention

The authors used a quasi‐experimental design to explore the effect of Applied Suicide Intervention Skills Training on 126 counselor trainees. Results showed that after 3 months, trainees had retained improvements in measured response skills and self‐reported attitudes. The authors discuss the developmental benefits of incorporating similar training into counselor education. Implications for skill measurement are also considered.     

Case Conceptualization Strategies: The Relationship Between Psychologists' Experience Levels, Academic Training, and Mode of Clinical Inquiry

Psychologists and psychology students (n = 138) were provided an artificial-intelligence program that simulated a date rape client's responses to typed questions. Participants were asked to conduct a clinical interview by typing in their questions. Clinical experience was unrelated to participants' levels of confidence, perceived expertise, and efficiency in generating or analyzing questions. Both experience and academic level of training, however, affected participant's mode of questioning.     

Preparing for the Inevitable: Training Social Workers to Cope with Client Suicide

Little attention has been given to educating and training social work students and professionals about working with suicidal clients. This article summarizes the literature on client suicide and the professional social worker, as well as presents results from a mixed methods study, which utilized both qualitative and quantitative data collected from a national study on client suicide among social workers. The results indicate that 55% of social workers will experience at least one client suicide attempt and 31% will experience a client suicide completion during the course of their career. Additionally, less than 50% of the social workers surveyed received previous training or education about client suicide in their MSW programs. Suggestions from social workers for the content of training classes on client suicide are included. Implications for practice and research are also discussed.     

An Exploratory Investigation of the Counseling Competencies Scale: A Measure of Counseling Skills,Dispositions, and Behaviors

The authors examined the psychometric properties of the Counseling Competencies Scale (CCS; University of Central Florida Counselor Education Faculty, 2009 ), an instrument designed to assess trainee competencies as measured in their counseling skills, dispositions, and behaviors. There was strong internal consistency for the 4‐factor model for midterm data (.927) and the 5‐factor model for final data (.933). Interrater reliability for the total CCS score was .570, and criterion‐related validity (correlation between the total score on the final CCS and semester grade) yielded a moderate correlation (r= .407, p < .01). Thus, the results provide initial support for using the CCS to assess counseling students’ professional competencies.     

Arts Practice and Research: Locating Alterity and Expertise

There is still no agreed pedagogic definition of practice‐based research. However, there is not a dearth of definitions, but rather a wide variety, predicated upon the developing programmes of individual places of study. This article will examine these definitions in terms of underlying concepts of intentionality and alterity and the ways in which instrumental use of them affects study. The article will discuss a number of existing models for the theorising and adjudication of practice as research, and the questions that underpin their development. First, are non‐text outputs, and the methods of their production, able to communicate knowledge rather than simply constituting knowledge? Second, by what criteria can this knowledge be adjudicated within an academic environment? Third, what is the status of these outputs and methods relative to the production of text? It will propose that interrogation of these models will advance little in discussions that focus on media. Text or nottext is beside the point. Rather, the relationship between research and practice can be explored as a relationship between intentionality and alterity, based in an essentially social conception of communities of expertise, including academic communities of expertise. Finally, the article will describe an attempt by the author to undertake a drawing activity in response to a research question, in order to assess the possibilities of articulating practice specifically in order to demonstrate expert knowledge of the field in which a research question occurs.     

朋辈心理咨询员训练对心理健康水平影响--以高职院校为例

朋辈心理咨询是心理咨询的一种特殊方式，通过在高职院校大学生中开展朋辈心理咨询员心理训练的研究表明，训练过的学生在自我认知、人际交往能力等方面都有提高，朋辈心理训练对校园自助助人气氛的形成，对高职院校大学生心理健康水平的提高是一种有效的辅助方式。     

评价中心介入市场营销实践教学模式研究

评价中心是一种包含多种测评方法和技术的综合测评系统,是一种重要的人才素质测评方法。传统的市场营销教学模式已经无法满足当今激烈竞争的市场对于人才多元化的需求,评价中心技术的介入,将弥补市场营销传统人才培养模式的局部缺陷,从而培养出适应力更强、能力更全面的市场人力资源。     

做好培训评估 提高培训质量

培训评估是一个重要的工作环节,具有重要作用。有效的培训评估一般包括界定评估目的、明确评估标准、制定评估方案、收集分析评估信息、实施评估、撰写评估报告、结果反馈等几个环节。评估内容通常分为反应、学习、行为和结果四层次。目前,我院在继续做好一、二级评估的同时,需加强三、四级评估工作。     

The Gap Between Influence and Efficacy: College Readiness Training,Urban School Counselors,and the Promotion of Equity

This phenomenological study presents 11 urban school counselors’ perceptions of their graduate education in school counseling in relation to their engagement in college readiness counseling with low‐income, 1st‐generation college‐bound students. Findings from 2 rounds of interviews suggest that intentional strategies to integrate postsecondary readiness and planning into counselor education curricula is necessary to efficiently prepare school counselors to promote college access and success for at‐risk youth, thereby reducing the inequities that currently exist in postsecondary degree attainment.     

临床模拟实训中心的建立与利用

临床实践教学与临床技能操作训练在医学教育中具有举足轻重的地位,但因多种因素使医学生临床技能操作训练受到限制。该文探讨了医学模拟教学在临床医学教学中的意义,介绍了临床模拟实训中心的建设和应用,以及临床实训主要内容,评价了应用医学模拟教学的效果。     

校内实践实训模式的建构与实践

高职旅游管理专业实践实训教学模式以学生就业岗位需要的综合能力和职业能力为目标，以应用能力培养为核心。以职业活动为主线，充分利用校内实习实动教学资源与条件，落实知识、能力、素质等多种形式有机结合的实习实训教学内容。其具体内容包括：不断改善校内实践实训条件；修订、完善计划，明确实训项目；进行校内实践实训模式改革；内引外联，大力加强校企合作；加强“双师型”师资队伍建设。     

实训基地建设与教育培训特征研究

运用先进的职业教育人才培养理念,通过理论与实践相结合的方法,论述校内化工实训基地的功能定位,探索"四位一体"多功能化工实训基地建设模式以及教育培训特征等,为实训基地的建设和运行提供理论依据和保证。     

培训评估对于提高企业在线培训有效性的研究

文章从保障基于网络环境的企业在线培训教学质量的六要素以及构建培训评估体系等方面进行研究,以期寻找提高企业培训有效性的途径,为推进企业在线培训的发展进行探索和研究。