A Qualitative Study Exploring Barriers and Facilitators to Establishing Nurse-led, Multidisciplinary Psychological Care for Trauma Patients: Experiences From Doctors and Nurses

BackgroundTrauma patients are often in a state of psychological stress, experiencing helplessness, sadness, frustration, irritation, avoidance, irritability and other adverse emotions. Doctors and nurses are at the forefront of caring trauma patients and they play a crucial role in psychological supports and mental health care. However, few qualitative studies had based on the framework of the Theory of Planned Behavior (TPB) to explore the experiences in providing psychological care for trauma patients. We examined attitudinal, normative, and control beliefs underpinning medical staffs’ decisions to perform psychological care.MethodA qualitative study of in-depth semi-structured interviews was conducted among 14 doctors and nurses engaging in trauma care. The participants came from six tertiary hospitals in Chongqing, China. Data analysis was performed using the approach of Colaizzi. According to the framework of TPB, the researchers identified and summarized the themes.ResultsImportant advantages (mutual trust, patients' adherence and recovery), disadvantages (workload, short-term ineffective, practice unconfidently), referents (supportive: managers, patients, kinsfolk, nursing culture; unsupportive: some colleagues and patients), barriers (insufficient time or energy, resources situations), and facilitators (access to psychologist, training/education, reminders) were identified. Some demands, such as training diversity, multidisciplinary cooperation and families' support, reflected by doctors and nurses were important for them to carry out psychological care.ConclusionAccording to the TPB, this article explored the internal and external promotion and hindrance factors that affecting the intentions and behaviors of doctors and nurses in implementing psychological care for trauma patients. We also focused on the experience and demands of health professionals in conducting psychological care, which could provide references for managers to formulate corresponding psychological care procedures and norms.

The future teacher-psychologist training for the prevention of suicidal behavior in adolescents

Today it is obvious that the prevention of suicides among minors requires the use of an integrated, systematic and holistic approach in the process of future specialist training from the perspective of organizing preventive work with schoolchildren. The relevance and social significance of the issue allowed the authors to investigate it in the aspect of future specialist training in the psychological and pedagogical direction, to model ways of improving their readiness to solve the task. According to the authors, in the system of future teacher-psychologist training to work on the prevention and precaution of suicidal behavior of schoolchildren, an important role should be given to highlighting the issues of psychological profiling and the content of metaprograms, as well as practical instrumentation in the context of organizing preventive work with adolescent schoolchildren. Based on the results and conclusions obtained in the course of previous research, the author proposes the author's program of the elective course "Prevention of psychological health and prevention of suicide", reveals the goal, objectives of the discipline, content of modules and topics of the course, forms and methods used during the course. The effectiveness of the proposed elective course is ensured by the introduction of a phased system of interrelated and complementary psychological and pedagogical influences, implemented in the process of preventive and corrective work. The practical conclusions and the results obtained can be used in the system of secondary and higher professional education in the process of future teacher-psychologists.

EL PSICÓLOGO COMO DOCENTE EN EL SIGLO XXI.

Este ensayo científico tiene como objetivo la profundización, análisis y síntesis de los cambios necesarios para el ejercicio de la docencia por parte del profesional psicólogo del siglo XXI. Este análisis utiliza fuentes bibliográficas actualizadas además de la experiencia docente. Comienza caracterizando los actuales escenarios de la educación superior y particularmente se destaca los nuevos retos para el psicólogo formador de nuevos profesionales. En base a esto se describen algunas propuestas emergentes de la sociedad del siglo XXI, resaltando aquellos que tendrían mayor incidencia en el campo educativo general y de la enseñanza de la psicología en particular. Lo biocéntrico como eje de construcción de conocimiento, que desarrolla, influye y dinamiza este proceso. Lo sistémico-ecológico como parte de la metodología en el aula, en donde los estudiantes se convierten en sistemas abiertos que producen, intercambian y generan nuevas realidades, un proceso meta cognitivo que creará nuevos niveles de aprendizaje, así como la conformación de competencias sociales. La integración de la información en escenarios innovadores. Los enfoques de enseñanza que llevarán al docente a plantearse una postura ejecutiva, terapéutica o liberadora. Finalmente, se concluye señalando algunos de los principales retos en la formación profesional del futuro psicólogo. Abstract This scientific essay aims to deepen, analyze and synthesize the changes necessary for the exercise of teaching by the professional psychologist of the 21st century. This analysis uses updated bibliographic sources in addition to the teaching experience. Begins to characterize the current scenarios of higher education and particularly highlights the new challenges for the psychologist training new professionals. Based on this, some emerging proposals of 21st century society are described, highlighting those that would have greater incidence in the general educational field and the teaching of psychology in particular. The biocentric as the building block of knowledge, which develops, influences and dynamizes this process. The systemic-ecological as part of the methodology in the classroom, where students become open systems that produce, exchange and generate new realities, a meta-cognitive process that will create new levels of learning, as well as the conformation of social competences. The integration of information in innovative scenarios. The teaching approaches that will lead the teacher to consider an executive, therapeutic or liberating position. Finally, it is concluded by pointing out some of the main challenges in the professional training of the future psychologist.

Perceptions of Intercultural Social Challenges: Towards Culturally Competent Counselling Practice

Increasing ethnic and cultural diversity worldwide and especially in Australia requires that psychologists and counsellors cultivate the knowhow to interact and work effectively with clients and stakeholders in cross-cultural contexts. This study aimed to identify and compare themes regarding challenging intercultural social scenarios experienced by supervising, practising and intern psychologists. Transcripts from five focus groups were open-coded on four occasions and the final themes compared with the EXCELL (Excellence in Cultural Experiential Learning and Leadership) program's six key sociocultural competencies (Mak, Westwood, Barker, & Ishiyama, 1998). We found that many challenges reported by psychologists (regardless of their qualifications) were related to difficulties — for psychologists and clients — in executing one or more of key sociocultural competencies: seeking help or information, participating in a group, making social contact, giving feedback, refusing a request, and expressing disagreement. We also identified barriers to cultural competence in therapeutic relationships, including cultural identity issues, needing to address difficulties in intimate relationships, cultural variation in values/beliefs/social norms, mismatched expectations, psychologists’ perceived deficit in intercultural training, and challenges in self-reflection. Based on our findings, we propose a model of culturally competent counselling practice and discuss implications for counsellor and psychologist training, and for future research.

Educational Psychologist Training for Special and Developmental Teaching as Professional Activity

The article presents the experience of designing the educational module "Special and Developmental Teaching" of School Psychology Master’s program. The modular-sized program includes practical training and research activity in each module in a networking, it complies with Federal State Educational Standard and professional teaching and educational psychology standarts. Practice-oriented education Master’s training model based on the activity and competence approaches is productive. We have shown the advantages of networking and the need to divert more resources towards practical training and to include research activity in particular module. It is necessary to teach educational psychologists not only to "know", but also to "knows how", to have professional thinking and metasubject competencies, to have the capacity for reflection, i. e. to operate in an uncertain environment for new schemes on the basis of the scientific method. It is important that the modular principle design allows adding training subjects from one of educational program to other and so developing new programs.