监督者与实习生能力的自我评估:跨发展阶段和能力领域的差异
Craig J Gonsalvez1, Tanya Riebel1, Laura J Nolan1
1School of Psychology, Western Sydney University, Penrith, New South Wales, Australia.
Journal of clinical psychology
|September 9, 2023
概括
实习生最初低估了自己的技能,但后来高估了他们,不同于主管的观点. 这影响了对临床心理学培训中的能力发展的理解.
科学领域:
- 心理学 心理学 心理学
- 专业发展专业发展
- 能力评估能力评估能力评估能力
背景情况:
- 导师和实习生对能力的自我评估对于专业发展至关重要.
- 了解这些评估在培训阶段之间的差异对于有效的监督至关重要.
研究的目的:
- 系统地检查能力评估中的监督员和实习生的差异.
- 在临床心理学培训中分析跨不同领域和发展阶段的这些差异.
主要方法:
- 141个实习生-监督员二元组使用临床心理学能力评级表独立评价实习生的表现.
- 根据完成的安置时间,实习生被分为三个发展水平.
- 在这些水平上分析了能力轨迹和实习生-监督员的差异.
主要成果:
- 培训人员在培训早期低估了能力,在2级下降了差异,并在3级逆转为高估.
- 实习生认为关系,沟通,反思实践和专业精神是优势,评估/干预是弱点.
- 监管者衍生的增长轨迹比实习生衍生的轨迹平坦.
结论:
- 培训人员对能力的自我认知在整个培训过程中不断演变,最初低估,后来高估能力.
- 在培训结束时,对能力的高估趋势需要进一步调查.
- 调查结果与实践者发展的伪造者理论一致,强调需要准确的能力反.
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