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psyc4405 ethical and professional issues > Module 3 > Flashcards

Module 3 Flashcards

1
Q

What is competency & what is the longitudinal aspect to competency?

A

Person’s ability to do something successfully, efficiently and with confidence
Longitudinal = ongoing maintenance of professional skills and knowledge needed to continue practice

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2
Q

Which general principle of the APS and ethical code does competency relate to?

A

B - Propriety
B.1.1 - ‘Psychologists bring and maintain appropriate skills and learning to their areas of professional practice’ ‘Psychologists only provide psychology services within the boundaries of their professional competence’

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3
Q

What are some groups that may require specific competencies?

A

Aboriginal and Torres Strait Islander people, gender diverse clients, individuals posing high risk of harms to others, people at risk of suicide, sexual minorities, forensic settings, young people, women, older people, working in rural and remote areas

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4
Q

What is the competency model?

A

Increasing accountability in student training and develops students competency and enhances their employability

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5
Q

What are graduate attributes?

A

Qualities, skills and understandings that students should develop during their undergrad study which shapes the contribution they are able to make to their profession and society

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6
Q

What are the 6 graduate attributes in psychology?

A
  1. Knowledge and understanding (major concepts, theories, empirical findings etc)
  2. Research methods
  3. Critical thinking
  4. Values (value empirical evidence, tolerate ambiguity during the search for greater understanding of behaviour and knowledge structures, act ethically and professionally etc)
  5. Communication
  6. Application (understand and apply psychology principles to personal, social and organisational issues)
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7
Q

What is the medical definition of competence?

A

The habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values and reflection in daily practice for the benefit of the individual and community being served.

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8
Q

What does provisional registration enable you to complete?

A

The period of supervised practice that is required to be eligible for general registration

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9
Q

What are the core capabilities and attributes that must be achieved by a provisional psychologist during an internship program? (8)

A
  • Knowledge of the discipline
  • Ethical, legal and professional matters
  • Psych assessment and measurement
  • Intervention strategies
  • Research and evaluation
  • Communication and interpersonal relationships
  • Working within a cross cultural context
  • Practice across the lifespan
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10
Q

What are the microskills of counselling that are developed during provisional registration? (10)

A
  • Informed consent
  • Effective listening
  • Attending to the client
  • Questioning
  • Encouraging
  • Paraphrasing
  • Summarising
  • Confrontation
  • Time management of a session
  • Termination of a session
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11
Q

What do specific competencies vary due to?

A

Assorted work settings/activities (e.g research vs practice)
Type of service provision (e.g individuals vs couples)
Diverse range of clients
Range of different tools utilised
Various techniques used

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12
Q

What are the two models adopted in Australia for assessment of competencies?

A

Synder and Elliot’s Matrix Model (2005)

Rodolfa et al., (2015) cube model

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13
Q

What was Synder and Elliots Matrix Model informed by and what is it’s core focus?

A

Informed by positive psychology

Core focus on strengths and weaknesses of people in their personalities and their environments

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14
Q

What 4 factors does synder and elliot’s matrix model yield?

A
  1. strengths within a person
  2. strengths within an environment
  3. weaknesses within a person
  4. weaknesses within an environment
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15
Q

What are the dimensions relevant to training referred to in Rodolfa’s cube model?

A

Foundational competencies, functional competencies, stages of professional development

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16
Q

What are objective structured clinical examinations (OSCEs) for and what does it involved?

A

Where students performance is observed by an examiner at different stations and evaluated against a pre constructed checklist
Involves the use of stimulated patients

17
Q

What are stimulated patients and where are they used?

A

People trained to present the signs and symptoms of a given mental health issue and respond to potential questions raised by a student in OSCEs

18
Q

What is a criticism of OSCEs?

A

They place undue stress on students and the performance of competence is only captured at one point in time

19
Q

How does Miller (1990) explain the distinction between performance and competence? (i.e the triangle model)

A
  • Demonstration of competence begins with underpinning knowledge (knows - this is at the bottom of triangle as the base)
  • Then explaining (knows how) how that knowledge might be applied (competence)
  • Then in role play showing how a professional capability is enacted (shows how)
  • Until there is integration of that capability as a regular part of their repertoire, in different situations (does)
20
Q

What are 3 initiatives that increase competence?

A
  1. Competency based training
  2. Obtaining credentials
  3. Professional registration
21
Q

What are 3 main mechanisms for maintaining competencies?

A
  1. Supervision and Peer Consultation
22
Q

What is supervision?

A

A relationship between a senior member of the profession and a junior member which is ‘evaluative and hierarchical, extends over time, and has the simultaneous purposes of enhancing the professional services offered to the clients they see, and serving as a gatekeeper for those who enter the profession

23
Q

What are the two functions of supervision?

A
  1. Development of the supervisee, including mentoring, guiding, supporting and teaching
  2. Assessment of the supervisee, including appraisal, providing feedback and evaluation and gate keeping.
24
Q

What is continuing Professional Development (CPD) & what are the minimum requirements?

A

Reflects ongoing learning to ensure professional competencies are maintained - requires each psychologist to develop and submit their individualised learning plan.
It is compulsory for annual renewal of registration
Must be undertaken in accordance with the board’s CPD standard using a learning plan
A minimum of 30 hours of CPD activities are required each year; at least 10 must involve peer consultation, at least 10 are recommended for active CPD activities

25
Q

What does CPD aim to do?

A

Maintain, improve and broaden psychologists’ knowledge, expertise and competence
Develop the personal qualities required in their professional lives
Assists psychologists to meet the changing needs of clients and the industries in which psychologists are employed
Keep psychologists abreast of scientific developments and to fulfil the evolving requirements of registration and other professional bodies and of society

26
Q

What is networking and what 2 networks does it involve?

A

Proactive attempts by individuals to develop and maintain personal and professional relationships with others for the purpose of mutual benefit in their work or career

  1. Formal networks - structured, built around institutional programs
  2. Informal networks - based upon personal characteristics, common interests/areas of expertise and voluntary interactions
27
Q

What are 4 contexts described by Ashdown and Brown (2013) that lend themselves to networking opportunities?

A
  1. Conferences and Workshops - bring together people who share common interests and skills
  2. Universities and other professional organisations - find out interests of staff, join sub groups and committees within professional organisations and consider what you may be able to contribute to the organisation
  3. Community and social events - opportunities to cultivate contacts that may become opportunities for mentoring, peer consultation, service learning, business or research
  4. Online - through blogs, message boards, social media sites
28
Q

What does Knapp and VandeCreek (2006) suggest about psychs becoming competent in a new area?

A

They should not view themselves as competent until they have had another psychologist with experience in that area supervise or monitor their knowledge and skills

29
Q

What does Koocher and Keith-Spiegel (2016) suggest that psychologists should do when faced with a case outside their competence?

A
  • Consider referral resources available to facilitate the transfer of care to the most suitable professional
  • Consider treating the client if referral isn’t possible, provided they engage in ongoing supportive collaboration with an experienced colleague as a guide or mentor
30
Q

What are aversive procedures?

A

A group of behavioural therapy techniques that involve presenting the client with an unpleasant consequence when they engage in a targeted behaviour or exposing them to unpleasant stimuli

psyc4405 ethical and professional issues (2 decks)

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