Effective psychotherapists: clinical skills that improve client outcomes

Advanced Genetic Counseling: Theory and Practice addresses educational objectives for second-year genetic counseling students. Building on mastery of genetics principles and baseline clinical skills, this comprehensive textbook begins with the history of the profession as it relates to current practice definitions and goals. Characteristics of clients and counselors that may affect the counseling relationship are presented to guide strategies for achieving positive client outcomes. Throughout the text, a psychotherapeutic counseling approach is advocated. Steps to establishing a therapeutic alliance are outlined and the elements of relational counseling emphasized. The psychological counseling theories presented will help counselors identify interventions to address client needs. Students are encouraged to pursue research to address gaps in evidence needed to guide practice. Health behavior and social psychology theories offer models to assess health perceptions and behaviors. The book concludes with a look toward the future of genetic counseling in the genomics era.

Get full-text (via PubEx)

Effective Psychotherapists: Clinical Skills That Improve Client Outcomes

Child & Family Behavior Therapy ◽

10.1080/07317107.2021.1997301 ◽

2021 ◽

pp. 1-6

Author(s):

Howard A. Paul

Keyword(s):

Clinical Skills ◽

Client Outcomes

Get full-text (via PubEx)

Standardized patients for the assessment of dental students' clinical skills

Journal of Dental Education ◽

10.1002/j.0022-0337.1990.54.6.tb02434.x ◽

1990 ◽

Vol 54 (6) ◽

pp. 331-333 ◽

Cited By ~ 19

Author(s):

JA Johnson ◽

KC Kopp ◽

RG Williams

Keyword(s):

Clinical Skills ◽

Standardized Patients ◽

Dental Students

Get full-text (via PubEx)

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

Perspectives on Administration and Supervision ◽

10.1044/aas20.2.64 ◽

2010 ◽

Vol 20 (2) ◽

pp. 64-70 ◽

Cited By ~ 2

Author(s):

Mary Pat McCarthy

Keyword(s):

Clinical Education ◽

Performance Indicator ◽

Clinical Skills ◽

Self Assessment ◽

Clinical Practicum ◽

Self Reflection ◽

Healthcare Settings ◽

Language Pathology ◽

Traditional Performance ◽

The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

Get full-text (via PubEx)

Current Issues: Advanced Digital Technology for Supervising Graduate Clinicians

Perspectives on Administration and Supervision ◽

10.1044/aas20.1.9 ◽

2010 ◽

Vol 20 (1) ◽

pp. 9-13 ◽

Cited By ~ 2

Author(s):

Glenn Tellis ◽

Lori Cimino ◽

Jennifer Alberti

Keyword(s):

Real Time ◽

Digital Technology ◽

Clinical Training ◽

State Of The Art ◽

Clinical Skills ◽

Slow Motion ◽

Video Capture ◽

Microsoft Excel ◽

Clinical Supervisors ◽

Training And Supervision

Abstract The purpose of this article is to provide clinical supervisors with information pertaining to state-of-the-art clinic observation technology. We use a novel video-capture technology, the Landro Play Analyzer, to supervise clinical sessions as well as to train students to improve their clinical skills. We can observe four clinical sessions simultaneously from a central observation center. In addition, speech samples can be analyzed in real-time; saved on a CD, DVD, or flash/jump drive; viewed in slow motion; paused; and analyzed with Microsoft Excel. Procedures for applying the technology for clinical training and supervision will be discussed.

Get full-text (via PubEx)

The Clinician Directed Hierarchy: A Clinical Training Tool

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.56 ◽

2008 ◽

Vol 11 (2) ◽

pp. 56-60 ◽

Cited By ~ 1

Author(s):

Jill K. Duthie

Keyword(s):

Clinical Supervision ◽

Clinical Training ◽

Clinical Teaching ◽

Clinical Skills ◽

Clinical Settings ◽

Specific Level ◽

Problem Solving Skills ◽

Training Tool ◽

Target Behaviors ◽

Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

Get full-text (via PubEx)

The Fundamentals of the Clinical Fellowship Experience

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig11.81 ◽

2016 ◽

Vol 1 (11) ◽

pp. 81-85

Author(s):

Melanie Hudson

Keyword(s):

Growth And Development ◽

Transition Period ◽

Clinical Skills ◽

Practical Experience ◽

Professional Experience ◽

New Graduate ◽

Independent Practitioner

The Clinical Fellowship Experience is described by the American Speech-Hearing-Language Association (ASHA) as the transition period from constant supervision to independent practitioner. It is typically the first paid professional experience for the new graduate, and may be in a setting with which the new clinician has little or even no significant practical experience. The mentor of a clinical fellow (CF) plays an important role in supporting the growth and development of this new professional in areas that extend beyond application of clinical skills and knowledge. This article discusses how the mentor may provide this support within a framework that facilitates the path to clinical independence.

Get full-text (via PubEx)