A Novel Approach to Supervision of Transference-Focused Psychotherapy (TFP): Examining the First Three Minutes of the TFP Session

2021 ◽  
Vol 49 (1) ◽  
pp. 110-130
Author(s):  
Luis Valenciano Martinez ◽  
Richard G. Hersh
Keyword(s):  
Patient Outcomes ◽  
Assessment Method ◽  
Borderline Personality ◽  
Self Assessment ◽  
Individual Group ◽  
Peer Supervision ◽  
Novel Approach ◽  
Evidence Based Treatments ◽  
Transference Focused Psychotherapy ◽  
Theoretical Foundations

Transference focused psychotherapy (TFP), an empirically validated, manualized treatment for patients with borderline personality disorder (BPD), is arguably the most challenging to learn of the evidence-based treatments for BPD. Following an introduction to the TFP manual and the treatment's central tenets, ongoing individual, group, or peer supervision of case material, ideally with recorded video sessions, would be expected when the clinician's goal is fidelity to the prescribed approach. Our proposal for a novel supervision intervention emerges directly from the basic theoretical foundations of TFP, the process of research investigation, which has evolved over the years, with its goal of assessing both measurable patient outcomes and research clinician adherence to the model, and collective clinical experience. A deliberate assessment of the initial minutes of TFP as a supervision or self-assessment method is not meant as a substitute for more comprehensive supervision, nor is it offered as an exclusive path to mastering TFP. This approach to TFP supervision aims to distill and focus in a common-sense, accessible way the process of practicing TFP, thereby facilitating therapist consistency. Our proposed, more limited and concise tactic for TFP training can be used as an instruction building block, incrementally extending the access for practicing and mastering this intervention to a broader group of motivated providers.

scholarly journals Efficacy of Self-Directed Learning in the Supracondylar Fracture Performance Improvement Module at an Academic Pediatric Orthopedic Institution

2018 ◽  
Vol 2018 ◽  
pp. 1-6 ◽  
Author(s):  
Eric W. Edmonds ◽  
John W. Kemppainen ◽  
Joanna H. Roocroft ◽  
John Munch ◽  
Tracey P. Bastrom
Keyword(s):  
Patient Outcomes ◽  
Supracondylar Fracture ◽  
The Self ◽  
Medical Society ◽  
Self Assessment ◽  
Life Long Learning ◽  
Junior Staff ◽  
Supracondylar Humerus Fractures ◽  
Significant Difference ◽  
Pediatric Orthopedic

Maintenance of certification (MOC) within a medical society requires continuing medical education that demonstrates life-long learning, cognitive expertise, and practice-based self-assessment. This prospective study sought to evaluate whether a self-directed Practice Improvement Module (PIM) would improve pediatric orthopedic patient outcomes, thus demonstrating evidence of life-long learning (Part II MOC credit) in treating supracondylar humerus fractures. Six surgeons and 113 patients were included. There was no significant difference in actual fracture outcome before or after PIM at any level of surgeon experience regarding radiographic appearance or need for reoperation (p>0.10). Junior staff demonstrated a statistically significant improvement in the percentage of time that marking the operative site was documented in the chart by the surgeon before (38%) and after (65%) PIM (p=0.02). The self-directed education portion of the supracondylar fracture PIM led to modest improvement in documentation habits among junior staff, without impact on overall patient outcomes. Therefore, the PIM appears to be less useful in providing evidence for life-long learning as it relates to surgical outcomes (Part II MOC/CME), yet, it may directly benefit practice-based self-assessment (Part IV MOC), and the self-assessment and Personal Improvement Plan may be the most important portion of the PIM to improve outcomes.

scholarly journals Single passive leg movement-induced hyperemia: a simple vascular function assessment without a chronotropic response

2017 ◽  
Vol 122 (1) ◽  
pp. 28-37 ◽  
Author(s):  
Massimo Venturelli ◽  
Gwenael Layec ◽  
Joel Trinity ◽  
Corey R. Hart ◽  
Ryan M. Broxterman ◽  
...  
Keyword(s):  
Vascular Function ◽  
Knee Flexion ◽  
Assessment Method ◽  
Peripheral Stimulus ◽  
Clinical Role ◽  
Chronotropic Response ◽  
Novel Approach ◽  
Leg Movement ◽  
Flexion And Extension ◽  
Function Assessment

Passive leg movement (PLM)-induced hyperemia is a novel approach to assess vascular function, with a potential clinical role. However, in some instances, the varying chronotropic response induced by PLM has been proposed to be a potentially confounding factor. Therefore, we simplified and modified the PLM model to require just a single PLM (sPLM), an approach that may evoke a peripheral hemodynamic response, allowing a vascular function assessment, but at the same time minimizing central responses. To both characterize and assess the utility of sPLM, in 12 healthy subjects, we measured heart rate (HR), stroke volume, cardiac output (CO), mean arterial pressure (MAP), leg blood flow (LBF), and calculated leg vascular conductance (LVC) during both standard PLM, consisting of passive knee flexion and extension performed at 1 Hz for 60 s, and sPLM, consisting of only a single passive knee flexion and extension over 1 s. During PLM, MAP transiently decreased (5 ± 1 mmHg), whereas both HR and CO increased from baseline (6.0 ± 1.1 beats/min, and 0.8 ± 0.01 l/min, respectively). Following sPLM, MAP fell similarly (5 ± 2 mmHg; P = 0.8), but neither HR nor CO responses were identifiable. The peak LBF and LVC response was similar for PLM (993 ± 189 ml/min; 11.9 ± 1.5 ml·min−1·mmHg−1, respectively) and sPLM (878 ± 119 ml/min; 10.9 ± 1.6 ml·min−1·mmHg−1, respectively). Thus sPLM represents a variant of the PLM approach to assess vascular function that is more easily performed and evokes a peripheral stimulus that induces a significant hyperemia, but does not generate a potentially confounding, chronotropic response, which may make sPLM more useful clinically. NEW & NOTEWORTHY Using the single passive leg movement (PLM) technique, a variant of the vascular function assessment PLM, we have identified a novel peripheral vascular assessment method that is more easily performed than PLM, which, by not evoking potentially confounding central hemodynamic responses, may be more useful clinically.

Evaluation of Physical and Psychosocial Well-Being of Personnel: Employees’ Self-Feeling and Presenteeism at Work

2021 ◽  
Vol 10 (4) ◽  
pp. 14-19
Author(s):  
M. Frelih ◽  
A. Fedorova
Keyword(s):  
Empirical Data ◽  
Negative Impact ◽  
Well Being ◽  
Assessment Method ◽  
The Self ◽  
Self Assessment ◽  
Metallurgical Enterprise ◽  
Digital Service ◽  
Depth Study ◽  
The Impact

The article is devoted to the study of factors that have a negative impact on the well-being of employees in the workplace. Special attention is paid to the problem of presenteeism on the example of a large metallurgical enterprise. A review of foreign and domestic publications allows concluding that until now specialists do not have reliable and valid tools for studying the presenteeism phenomenon in organizations. The purpose of the research presented in the paper is to examine influence of the factors of the intra-organizational environment on the personnel well-being and assess the level of presenteeism at the enterprise. Empirical data were obtained by conducting a sociological survey of various categories of workers, as well as assessing the impact of presenteeism on the economic indicators of the studied enterprise. For the subsequent in-depth study of health problems in the workplace, the authors have developed a research tool based on the use of a digital service, which allows monitoring the self-feeling of employees by the self-assessment method, which determines the level of physical and psychosocial well-being of staff.

Self-assessment of Сompetencies as a Tool for Assessing the Effectiveness of Corporate Educational Programs

2021 ◽  
Vol 13 (4) ◽  
pp. 189-202
Author(s):  
M.M. Dmitrieva ◽  
S.V. Umnov ◽  
D.A. Podolsky
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Corporate Training ◽  
Educational Programs ◽  
Assessment Method ◽  
The Self ◽  
Self Assessment ◽  
Assessment Of Learning ◽  
Before And After

The existing tools for assessing the effectiveness of educational programs differ in the degree of effectiveness, applicability, and costs. The self-assessment method, which involves the determination of the level of expression of various qualities by students of educational programs before and after graduation. The method of assessing students' own competencies has significant limitations associated with social desirability. Nevertheless, the article analyzes the possibilities of using this method to assess the effectiveness of corporate educational programs. The results of using the self-assessment method to assess the effectiveness of corporate educational programs conducted in large organizations are presented. The possibilities and limitations of using various kinds of criteria for evaluating themselves by listeners are substantiated. The conclusion is made about the possibility of using the self-assessment method in the case of the focus of educational programs on the development of meta-competencies of managers. The article provides data on the assessment of learning outcomes, discusses the potential reasons for the differences obtained in the framework of projects, as well as the possibilities and limitations of using the self-assessment method to assess the educational effect of corporate training programs.

Evaluation of Multi-Peer and Self-Assessment in Higher Education

2020 ◽  
Vol 1 (1) ◽  
pp. 37-53
Author(s):  
David Hassell ◽  
Kok Yueh Lee
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Public Speaking ◽  
Assessment Method ◽  
Student Feedback ◽  
Point Scale ◽  
Self Assessment ◽  
Speaking Assessment ◽  
Similarities And Differences ◽  
Fair Assessment

This article presents an evaluation of the use of peer and self-assessment as part of the learning process in a public speaking assessment coursework, with students from two departments taking part. Students were assessed by themselves, their peers and the lecturer using an online platform, Google forms, utilizing a set of rubrics. The marks were compared between markers to identify similarities and differences. After the process, student feedback on the experience was obtained using a questionnaire utilizing the Likert seven point scale to rate different questions. Analysis of the marks awarded found that whilst there might be correlations between different markers (i.e. peer – self) for marks on certain subsections of the work, there was no overall correlation between marks. Student perceptions to the exercise indicated that the use of rubrics was well received; students considered it a fair assessment method and it provided information on how to perform well in the assessment.

scholarly journals USING MICROSOFT TEAMS TO SUPPORT COLLABORATIVE KNOWLEDGE BUILDING IN THE CONTEXT OF SUSTAINABILITY ASSESSMENT

2019 ◽  
Author(s):  
Ralph Buchal ◽  
Emmanuel Songsore
Keyword(s):  
Sustainability Assessment ◽  
Knowledge Building ◽  
Assessment Method ◽  
Group Project ◽  
Self Assessment ◽  
Student Collaboration ◽  
The Past ◽  
Collaborative Knowledge Building ◽  
Collaborative Knowledge ◽  
Better Than

The current study investigates students’ use of Microsoft Teams as a collaborative knowledge building platform for a group sustainability assessment project. Ashby’s sustainability assessment method was used to provide scaffolding. Surveys (n=16) were administered to assess the nature of student collaboration, including students’ experiences using collaboration tools in the past, the activities students engaged in while working on the group project in MS Teams, self-assessment of collaborative abilities, comfort with giving, receiving and sharing comments and feedback, assessment of the effectiveness of Ashby’s sustainability assessment method in developing these abilities, and their overall assessment of MS Teams as a collaborative knowledge building tool. Students rated their collaborative abilities to be good to excellent and felt that the project was effective in developing those abilities. They are comfortable providing and receiving feedback and sharing their contributions openly. They found MS Teams to be extremely useful, and better than alternative platforms for key tasks including messaging, file sharing and collaborative authoring.

Psychotherapy for Borderline Personality Disorder

2018 ◽  
Author(s):  
David Grunwald ◽  
Erica Robinson ◽  
Sarah Fineberg
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Behavioral Therapy ◽  
Supportive Therapy ◽  
Borderline Personality ◽  
Funding Sources ◽  
Study Intervention ◽  
Transference Focused Psychotherapy ◽  
Landmark Study

This chapter provides a summary of a landmark study on borderline personality disorder. How does transference-focused psychotherapy, supportive therapy, and dialectical behavioral therapy compare in the treatment of borderline personality disorder? Starting with that question, the chapter describes the basics of this study, including funding sources, study location, who was studied, and how many patients participated in the study. The study design is described, as well as the study intervention, follow-up, endpoints, results, and finally a discussion of criticisms and limitations. The chapter briefly reviews other relevant studies and information, discusses implications, and concludes with a relevant clinical case.

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