Professional Practice Guidelines for Personality Assessment: Response to Comments by Ben-Porath (2022), Lui (2022), and Jenkins (2022)

2021 ◽  
Vol 104 (1) ◽  
pp. 27-29 ◽  
Author(s):  
Radhika Krishnamurthy ◽  
Adam P. Natoli ◽  
Paul A. Arbisi ◽  
Giselle A. Hass ◽  
Emily D. Gottfried
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Personality Assessment

Professional Practice Guidelines for Personality Assessment

2021 ◽  
pp. 1-16
Author(s):  
Radhika Krishnamurthy ◽  
Giselle A. Hass ◽  
Adam P. Natoli ◽  
Bruce L. Smith ◽  
Paul A. Arbisi ◽  
...  
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Personality Assessment

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Royal Australian and New Zealand College of Psychiatrists professional practice guidelines for the administration of electroconvulsive therapy

2019 ◽  
Vol 53 (7) ◽  
pp. 609-623 ◽  
Author(s):  
Alan Weiss ◽  
Salam Hussain ◽  
Bradley Ng ◽  
Shanthi Sarma ◽  
John Tiller ◽  
...  
Keyword(s):  
Clinical Practice ◽  
New Zealand ◽  
Professional Practice ◽  
Electroconvulsive Therapy ◽  
Practice Guidelines ◽  
Best Practice ◽  
Scientific Evidence ◽  
Literature Information ◽  
Zealand College ◽  
Cognitive Side Effects

Objectives:To provide guidance for the optimal administration of electroconvulsive therapy, in particular maintaining the high efficacy of electroconvulsive therapy while minimising cognitive side-effects, based on scientific evidence and supplemented by expert clinical consensus.Methods:Articles and information were sourced from existing guidelines and the published literature. Information was revised and discussed by members of the working group of the Royal Australian and New Zealand College of Psychiatrists’ Section for Electroconvulsive Therapy and Neurostimulation, and findings were then formulated into consensus-based recommendations and guidance. The guidelines were subjected to rigorous successive consultation and external review within the Royal Australian and New Zealand College of Psychiatrists, involving the full Section for Electroconvulsive Therapy and Neurostimulation membership, and expert and clinical advisors and professional bodies with an interest in electroconvulsive therapy administration.Results:The Royal Australian and New Zealand College of Psychiatrists’ professional practice guidelines for the administration of electroconvulsive therapy provide up-to-date advice regarding the use of electroconvulsive therapy in clinical practice and are informed by evidence and clinical experience. The guidelines are intended for use by psychiatrists and also others with an interest in the administration of electroconvulsive therapy. The guidelines are not intended as a directive about clinical practice or instructions as to what must be done for a given patient, but provide guidance to facilitate best practice to help optimise outcomes for patients. The outcome is guidelines that strive to find the appropriate balance between promoting best evidence-based practice and acknowledging that electroconvulsive therapy is a continually evolving practice.Conclusion:The guidelines provide up-to-date advice for psychiatrists to promote optimal standards of electroconvulsive therapy practice.

scholarly journals Does God make a difference for student affairs? Emerging student affairs in the Christian story

2019 ◽  
Vol 24 (1) ◽  
pp. 34-54
Author(s):  
Perry L Glanzer ◽  
Theodore F Cockle ◽  
Britney Graber ◽  
Elijah Jeong
Keyword(s):  
Student Affairs ◽  
Professional Practice ◽  
Practice Guidelines ◽  
Building Blocks ◽  
Christian Theology ◽  
Growing Body ◽  
Theological Foundations

Despite a focus on the holistic formation of students, nonreligious narratives shape student affairs theories and professional practice guidelines. Recognizing this problem, Christian scholar-practitioners have authored a growing body of literature about what might be distinct about Christian student affairs. This article provides an analysis of the theological foundations used in this literature. Our aim was to locate the unique theological building blocks for a more comprehensive Christian theology of student affairs. Our analysis found that placing and practicing the profession of student affairs within the Christian narrative produced noteworthy distinctives in every aspect of student affairs.

Identified Employee Surveys: Potential Promise, Perils, and Professional Practice Guidelines

2011 ◽  
Vol 4 (4) ◽  
pp. 435-448 ◽  
Author(s):  
Lise M. Saari ◽  
Charles A. Scherbaum
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Organizational Outcomes ◽  
Employee Attitudes ◽  
Point Of View ◽  
Survey Respondent ◽  
Individual Level ◽  
Linkage Analyses ◽  
The Individual ◽  
Over Time

Over the years, employee opinion surveys have evolved in their use and how they are conducted. A major advancement has been the use of linkage analyses, whereby employee attitudes at a unit level are statistically related to other important organizational outcomes. A more recent development has been linkage analyses at the individual level and over time. In order to carry out these types of analyses, “identified surveys” must be used—surveys that retain identifying information on each survey respondent in order to link with other individual-level variables over time. The purpose of this article is to open up a discussion on identified surveys, describe under what circumstances they may be uniquely beneficial, and highlight potential concerns with them. We close with proposed guidelines for professional practice and recommend that our profession have a point of view on identified surveys for ourselves and to advise others.

scholarly journals Strengthening the practice and profession of statistics and data science using ethical guidelines

2019 ◽  
Author(s):  
Rochelle E. Tractenberg
Keyword(s):  
Professional Identity ◽  
Professional Practice ◽  
Practice Guidelines ◽  
Data Science ◽  
Professional Associations ◽  
American Statistical Association ◽  
Ethical Practice ◽  
Ethical Guidelines ◽  
Professional Career ◽  
Data Scientist

This article builds on the concept of disciplinary and professional stewardship, to discuss the ethical practice guidelines from two professional associations and a method that you can learn to use in order to implement those guidelines throughout a professional career. The steward is an individual who practices in a field in a manner that invites and warrants the trust of the public, other practitioners, and employers to uphold and maintain the integrity of that field. It is important to your sense of professional identity - and also your profession - to cultivate a sense of stewardship; and one of the foundational aspects of stewardly behavior is to understand professional practice guidelines and the types of behaviors that are expected by practitioners in a given field. Therefore, this article presents two sets of guidelines that can support professionalism, ethical practice, and the development of a coherent professional identity for the statistician and data scientist. The American Statistical Association (ASA) and the Association of Computing Machinery (ACM) are large professional organizations with international membership. An overall objective of each of these organizations is to promote excellence in and by their members and all those who practice in their respective – sometimes shared/joint – domains. It can be helpful to consider the field of ‘statistics and data science’ to be a hybrid of, or co-dependent on, these two fields, which is one reason why the two organizations are presented together. Another reason is that both organizations take ethical practice very seriously, and both engaged in lengthy projects to carefully revise their respective ethical guidelines for professional practice in 2018. Not only does engagement with the guidelines support you initiating, and beginning to demonstrate, your commitment to this particular professional identity, but also exploring the ethical guidelines for professional practice (through ASA or ACM) is a first step towards documenting your commitment to stewardly work as a data scientist. Ethical reasoning, the third focus of this article, helps deepen the understanding of the guidelines and can be useful to generate evidence of stewardly development.

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