South African clinical psychologists’ multicultural clinical and supervisory experience

2018 ◽  
Vol 49 (2) ◽  
pp. 253-269
Author(s):  
Emma R Johnston

The study documents some of the multicultural challenges experienced by South African clinical psychologists and how these are addressed within the context of clinical practice, supervision, and training. This mail survey of 241 clinical psychologists registered with the Health Professions Council of South Africa during the year 2015, explored everyday clinical and supervisory practices. Multicultural training experiences were also studied. Findings indicated that multicultural challenges were experienced by 74.3% of respondents in clinical practice and by 34.3% of participants involved in supervision of clinicians and/or interns. Difficulties were related to cultural belief systems, language, specific therapeutic and supervisory obstacles, as well as socio-political and economic issues. Approaches employed to address these challenges primarily involved the use of therapeutic processes, positioning, and paradigms. An emphasis on lifelong learning processes was also present. Although evidence for multicultural competency and orientation was apparent in addressing these difficulties, findings suggest a need for more awareness and in-depth training in these areas.

Curationis ◽  
1979 ◽  
Vol 2 (2) ◽  
Author(s):  
J. V. Larsen

The comprehensive Health Programme of the South African Department of Health is based upon the concept of a base hospital linked with peripheral clinics staffed by nursing sisters. Supervision and training of such nurses is normally carried out by medical staff visiting from the base hospital. In the case of midwifery, the methods of medical supervision of the staff must be different from those employed in a hospital situation.


Author(s):  
Janet Judy McIntyre-Mills

This article is a thinking exercise to re-imagine some of the principles of a transformational vocational education and training (VET) approach underpinned by participatory democracy and governance, and is drawn from a longer work on an ABC of the principles that could be considered when discussing ways to transform VET for South African learners and teachers. The purpose of this article is to scope out the social, cultural, political, economic and environmental context of VET and to suggest some of the possible ingredients to inspire co-created design. Thus the article is just a set of ideas for possible consideration and as such it makes policy suggestions based on many ways of knowing rooted in a respect for self, others (including sentient beings) and the environment on which we depend. The notion of African Renaissance characterises the mission of a VET approach in South Africa that is accountable to this generation of living systems and the next.


Author(s):  
Lisa N. Britton ◽  
Amy A. Crye ◽  
Linda K. Haymes

AbstractViolations of the Professional and Ethical Compliance Code for Behavior Analysts occur despite coursework, supervision, and training. In this discussion, we highlight the most common violation categories identified: (a) improper or inadequate supervision/delegation, (b) failure to report/respond to the Behavior Analyst Certification Board (BACB) as required, and (c) professionalism/integrity. The specific areas addressed under supervision/delegation involve behavior analysts’ standards and performance as supervisors, as well as compliance with coursework. For failure to report, the focus is on responding, reporting, and providing updated information to the BACB in a timely manner. Finally, the section on professionalism and integrity addresses multiple code elements, including integrity, professionalism, and scientific relationships, as well as methods for promoting an ethical culture and decisions involving ethical violations by others. Importantly, we provide guidance on the structure and organization of supervision, methods and guidelines regarding reporting, and rubrics to shape and evaluate professionalism and integrity. We provide recommendations for the supervision process and for practitioners from the organizational perspective so that the organization supports and promotes an ethical culture.


1978 ◽  
Vol 8 (4) ◽  
pp. 705-710 ◽  
Author(s):  
David Pitcher ◽  
Howard Sergeant

SynopsisPatients admitted to Friern Hospital in 1972 stayed on average for about 5 weeks and spent a total of less than 2 hours individually with senior and junior doctors. Long-stay patients (1 year or more) saw their doctors for an average of less than 1 hour a year. These findings, which in the case of junior doctors were corroborated in 1974, refer only to the time doctors spent with patients alone. The admission, and long-stay discharge rates were greater in the Islington than in the Camden division, and probably reflect differences in clinical practice. It is argued that more psychiatrists are needed – precisely how many will depend on studies of the relative efficiency of different services and training programmes, and on agreement among psychiatrists about minimum professional standards.


2005 ◽  
Vol 36 (4) ◽  
pp. 446-450 ◽  
Author(s):  
Jeana L. Magyar-Moe ◽  
Jennifer Teramoto Pedrotti ◽  
Lisa M. Edwards ◽  
Alicia Ito Ford ◽  
Stephanie E. Petersen ◽  
...  

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