Supervision Model for Psychological Assessments

Supervision Model for Psychological Assessments Smith and Harty (1987) were pioneers in providing a model of supervision for conducting psychological assessments. Their model put forth that the supervisor’s responsibility is to ensures that the beginning supervisee accurately score their protocols and help him/her respectively create and order hypotheses by clinical relevance and amount of certainty. Additionally, this model features the supervisor having expectations that the supervisee will individually generate hypotheses while the supervisor judges and double-checks his/her work. The final portion of Smith and Harty’s model entails the supervisor serving as a consultant to the supervisee once the supervisee is competent. Finkelstein and Tuckman (1997) build upon Smith and Harty’s model by adding onto what is typically already done by supervisors (i.e., modeling the behavior of their own mentors when they received supervision in the past). Specifically, Finkelstein and Tuckman outline a model of supervisee development from beginner to expert. The first step for supervisors to teach supervisees is entitled â€Å"Learning the Basics of Test Administration and Scoring.† In this step, the supervisor serves as a â€Å"tour guide† for information found in test manuals (e.g., testing conditions and general scoring rules), teaches â€Å"macro-level scoring† of each test (e.g., calculating IQs, percentiles, and age levels), and emphasizes the pros and cons for each tests and how it can best answer corresponding referral questions. The next step, entitled â€Å"Generating Primary Inferences†, involves extrapolating inferences from all aspects of the assessment process includin g tests, behavioral observations, and relevant history. During this step, the supervisor’s role is to explain the rationale for the generated hypotheses, address how experience aids competence in hypothesis development, and curtail idealization of the supervisor and devaluation of the supervisee’s own abilities. The third step in this model involves clustering related hypotheses. This step involves the supervisor helping the supervisee integrate multiple sources of data into digestible patterns and clusters that will ultimately be documented in an outline that serves to guide the formal report. The fourth step, entitled â€Å"From Outline to the Written Word,† involves the supervisor’s role in helping the supervisee convert the outline into a useful report (e.g., proofreading, suggesting revisions, and preparing supervisee to provide feedback). The fifth stage in this model, entitled â€Å"Internalizing Diagnostic Norms,† is designed for more advanced students who have mastered basic assessment skills and are in need of more â€Å"content knowledge.† Specifically, the supervisor’s role in this stage involves ensuring exposure to a wide variety of assessment questions and helping the supervisee recognize patterns and deviations in test results and specific patient populations. The sixth stage encourages autonomy and promotes consultation when there is less need for direct guidance. The authors state that supervisors need to be aware that this stage often involves a â€Å"dynamic tension† between autonomy and dependence for the supervisee. The sixth stage involves the supervisor encouraging complete autonomy for the supervisee, which typically occurs after one has obtained his/her license and will be generating reports independently. The final stage in this model involves the former supervisor help ing the former supervisee transition into becoming a supervisor for the next generation and serving as a consultant throughout this life-long process. Regarding the take home message for their model, Finkelsten and Tuckman proclaim that this interpersonal and intrapersonal process should produces supervisee that are able to master assessment by integrating â€Å"all the various and diverse introjects from past supervisors into a unique self (p. 95).† Yalof and Abraham (2009) summarize core supervisory considerations and promote an integrative approach to supervision that is aimed to strengthen psychological report writing and improve preinternship preparation for psychology graduate students. The first area these authors address is regarding assessment competency and citing the foundational skills in assessment education and training (e.g., psychometrics, theory) outlined in the 2002 Psychological Assessment Work Group (PAWG: Krishnamurthy et al., 2004). Next, the authors describe the various developmental stages that supervisees evolve from and outline several markers that are used to define â€Å"assessment† competency. From this point, Yalof and Abraham go into greater detail regarding multicultural supervision. Specifically, they encourage supervisors to help supervisees address differences in cultural background and determine if assessment measures are culturally sensitive (Allen, 2007) as well as discuss the importan ce of attending to personal and community histories (Hernà ¡ndez, 2008). Next, Yalof and Abraham advise supervisors to help supervisees consider ethical applications and acculturation in assessment. Furthermore, the authors cite the APA Ethical principles and standards (2002) as a good starting point for supervisees to develop their own ethical identity. Furthermore, the supervisor needs to address how the supervisee should best adapt different learning strategies that will promote greater integration within the practice of psychological assessment (Handelsman, Gottlieb, Knapp, 2008). Next, Yalof and Abraham spell out seven supervisory techniques that draw upon extant literature to promote growth in assessment supervisees. The first technique involves providing information related to ethical practice in assessment including risk management strategies (e.g., documentation, informed consent, consultation). The next technique involves emphasizing the skills that correspond with rapport building and diagnostic interviewing. The third technique suggests that supervisees be provided with extra practice activities (e.g., scoring protocols, reading sample reports, critiquing reports) that will further their respective competency. The fourth technique advises supervisees to conduct a literature review regarding the referral question to become more familiarized. The fifth technique promotes supplemental peer supervision as it promotes collegiality, socialization, and a collaborative learning environment for learners. The sixth technique suggests that the unconscious influen ces between the client, supervisee, and supervisor that occur throughout an assessment explicitly be explored. Finally, the supervisor needs to encourage and promote critical thinking skills corresponding to which ever developmental stage the supervisee is currently in. Yalof and Abraham recommend Johnson-Laird’s typology of thought (e.g., inductive thinking, associative thinking, creative thinking, and self-reflective thinking) to help guide supervision. The final portion of this article features a case illustration to demonstrate how supervisory probes encourage growth and development for the supervisee. The take home message for this article revolves around the supervisor’s ability to most effectively intervene in the supervisee’s cases. Specifically, Yalof and Abraham propose that the supervisor needs to thoughtfully and instructively probe the supervisee throughout the assessment process to maximize conceptual, critical, and creative thinking regarding the client. References Allen, J. (2007). A multicultural assessment supervision model to guide research and practice. Professional Psychology: Research and Practice, 38(3), 248-258. doi: 10.1037/0735-7028.38.3.248 American Psychological Association. (2002). Ethical standards and code of conduct. American Psychologist, 57, 1060-1073. Finkelstein, H., Tuckman, A. (1997). Supervision of psychological assessment: A developmental model. Professional Psychology: Research and Practice, 28(1), 92-95. doi: 10.1037/0735-7028.28.1.92 Handelsman, M. M., Gottlieb, M. C., Knapp, S. (2008). Training ethical psychologists: An acculturation model. In D. N. Bersoff D. N. Bersoff (Eds.), Ethical conflicts in psychology (4th ed.). (pp. 122-127). Washington, DC, US: American Psychological Association. Hernà ¡ndez, P. (2008). The cultural context model in clinical supervision. Training and Education in Professional Psychology, 2(1), 10-17. doi: 10.1037/1931-3918.2.1.10 Smith, W. H., Harty, M. K. (1987). Issues in the supervision of diagnostic testing. In R. H. Dana, W. T. May, R. H. Dana W. T. May (Eds.), Internship training in professional psychology. (pp. 410-418). Washington, DC, US: Hemisphere Publishing Corp. Yalof, J., Abraham, P. (2009). An integrative approach to assessment supervision. Bulletin of the Menninger Clinic, 73(3), 188-202. doi: 10.1521/bumc.2009.73.3.188

Fones School of Dental Hygiene Essay

I would like to submit my personal statement with regard to my interest in applying for a degree course in dentistry in Fones School of Dental Hygiene. First of all i have had a passion for sciences subjects since my child hood. I got interested when i saw most patients going to hospitals including myself. I was fascinated by the way dentists attended to their clients. It was the my dream that when i grow up i will pursue the profession. When i was in my elementary and high schools i managed to perform well in my sciences and mathematics subjects as well as liberal arts. With having achieved the required qualification i embarked on looking for dental school the would prepare me for the profession in the levels that are accredited and respected at national and local level as well accredited by the American Dentistry Association. My interest in dental hygiene course is because i want to get skill and knowledge in dental hygiene and practice more from the one i have got in high school level. I have also worked with dental clinics, nursing homes and hospitals and obtained considerable experience. Thus the knowledge and skill that is offered by Fones School of Dental hygiene will be of importance to my future career. My expectation that when i graduate from the college i will be able to fulfill my career goals as a practicing dental hygienist as well as dentist with advancement in education and work experience. During my high school level i was involved in first aid and participated in scouts club. This exposed me the responsibility of caring for patients. My choic3e of dental course is that i would like to be part of the profession that offers more than just what is learned. These include personal satisfaction by working with diverse group of people, prestige as one of the highly skilled and respected profession. Dentistry provides variety in utilizing interpersonal and clinical skills, it offers opportunity for creativity, flexibility, job security and opportunity for career advancement. Several of the options include working in private dental clinics, public health programs, institutions, dental corporations, nursing homes, teaching and research. Since the profession is in high demand it also offers the opportunity for me to own my own clinic and serve the community in a more professional manner. Fones school of Dental is the only such college that can give me the necessary skills needed in the profession. The college is known all over and respected due to its wide experience in teaching and research. It has the best lectures who are accredited and up to date with the current development in dentistry. The school has optional training programs and credits transfer . It has the best facilities and admission criteria that allows any student to pursues any of the following degree programs. Associate Degree, Bachelor of Science and Master of Science. The school has other supportive services for student such as student organizations and community collaboration that offer opportunity to exercise what is learnt in class. Courses offered by the college like radiology, pharmacology, periodontology, community health, marketing,, chemistry, dental material and hygiene are examples of what i am yearning for during the training. Am confident that by going through Fones school i will be able to fulfill my passion and dream for future and better life.

Customer Service at Nordstrom Free Essay Example, 1000 words

The development of this feeling by the customer will drive this customer back repeatedly thereby helping this customer to become loyal to the company’s goods and services. The whole scenario analyzes respect of other people’s choices and preferences. If people can learn to respect each other’s life aspects, peace and harmony will be realized. Organization-customers conflict can cause the loss of customers from the organization. This will lead to loss of market for this organization. It is, therefore, imperative for the organization to ensure that it resolves conflicts with its customers amicably. Every conflict resolution strategy must prioritize the good will establishment and maintenance of harmony between the enterprise and its customers in contemporary business world that has become highly competitive. In the cooperativeness and assertiveness dimension of conflict resolution, Nordstrom makes use of the accommodating approach. This approach depicts low assertiveness levels and high cooperativeness levels by the organization. People, who make use of this approach in handling conflict, tend to put the other party’s interest before theirs. They reveal great levels of concern for other party’s aspiration and needs. We will write a custom essay sample on Customer Service at Nordstrom or any topic specifically for you Only $17.96 $11.86/pageorder now This feature is revealed in Nordstrom readiness in refunding money to customers who forfeit the products they intended to purchase (Spector & McCarthy, 2012). This means that the company has made their cooperation with its customers and accommodating their needs a priority rather than asserting their position in conflict time. The accommodative approach of handling conflicts does well whenever goodwill establishment is of great importance to the accommodating party. The greatest benefit of conflict management approach adopted by Nordstrom is that it enhances the establishment of goodwill and cordial relationships between the firms and their customers. The accommodating approach enhances the enterprises to win their customers’ trust hence building cordial relationship with the customers. In this case, relationship building with customers is of greater importance than winning the pending issues. The company tends to benefit when it gives the customers a chance to win rather than when it decides to compete with them in times of conflict. The approach also gives Nordstrom an opportunity to evade the undesirable results like losing their customers to its competitors. The accommodating approach has some disadvantages. One disadvantage is that the organization employing it may fail to achieve a fair outcome to them when dealing with a conflict.

The Decline of the Worlds IQ - 1093 Words

What will end the world as we know it? It could be climate change, disease, famine, or global war. If none of those come to pass there is always the truth that we are breeding our IQ into the basement. It’s called dysgeneic fertilization, and it has been happening for as long as we’ve been recording intelligence. Although this decline can be seen across the board, not everyone is affected the same way or to the same extent. With each generation that passes a gap widens between those retaining intelligence and those hemorrhaging intelligence. Action must be taken to prevent the gap from widening in order to stem a social divide and dystopia from forming. Declining intellect is a problem that has been of interest for over a century.†¦show more content†¦Moving away from the socioeconomic segregation, we find that the social divide isnt limited to just level of intelligence. The Bell Curve discusses the disparity between white and blacks, and how race plays a part in levels of intelligence. Opponents to this segregation dismiss the findings of Herrnstein and Murray as a racist ploy (Fraser et al.), but Herrnstein and Murray do not take a racist stance. They show that after controlling for IQ, race holds little sway and even gives blacks an edge in obtaining high-IQ jobs (Herrnstein and Murray 317-340). This isnt to say a clear disparity doesnt exist currently. However, race isnt the only factor when determining dysgenics. They go as far as to show that on even footing, race wont matter. Bringing us back to the lines drawn between the classes, you can easily see where the other factors suggested by Flynn will come into p lay. If these trends continue, what is the future that we face? Embracing prognostication presented in the media, the outcomes do not look bright. Andrew Niccol tackles the dystopic future in two of his works, In Time and Gattaca. Niccol’s In Time tackles the socioeconomic divide based on a class or caste system. With a focusShow MoreRelatedThe Pros And Cons Of Legalization Of Marijuana715 Words   |  3 Pagesis estimated that for each 10 [percent] drop in price, there will be an approximately 3 [percent] increase in the total number of users and a 3–5 [percent} increase in youth initiation,† (Issues in Society: Is Marijuana Harmful?, Introduction: The World’s Illicit Drug of Choice). Studies have shown that you can ingest too much marijuana to be healthy. Furthermore, in 2013, 38 percent of Americans claimed to smoke marijuana, but after it was legalized in Colorado, it increased to 44 percent of AmericansRead MoreThe Expectations Of Intellectuals : Why We Hate The Smart Kids1526 Words   |  7 Pagesmore powerful than emotion. Emotion is a primary filter; it is a signal of survival. We do not ‘think’ with one part of our brain and ‘feel’ with another. 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