ABSTRACT
Given the harm caused to clients and the psychology profession by therapist sexual misconduct, sexual ethics training should be given high priority in graduate training programs. The present study surveyed sexual ethics training and student understanding of sexual ethics in clinical psychology doctoral programs from the perspectives of training directors (n=84) and students (n=451). Ninety-four percent of the students had received sexual ethics training; programs provided an average of 6 hr of training. Still, students showed significant deficits in knowledge of sexual ethics principles. Students who had discussed a client attraction with a supervisor showed the best understanding of sexual ethics. Suggestions for ensuring adequate sexual ethics training are discussed.
Subject(s)
Ethics, Professional/education , Professional-Patient Relations/ethics , Psychology, Clinical/education , Psychology, Clinical/ethics , Sexual Behavior , Curriculum , Data Collection , Humans , Professional Misconduct , United StatesABSTRACT
The standard form of the Myers-Briggs Type Indicator (MBTI; Myers & McCaulley, 1985) was constructed to measure introversion/extroversion, sensing/intuiting, and thinking/feeling as single, bipolar dimensions. We tested this assumption of bipolarity with a Likert form of the MBTI that allowed for the independent assessment of each attitude and function. A total of 106 female and 59 male undergraduate and graduate students completed the standard and Likert MBTI forms approximately 3 weeks apart. Evidence for the bipolarity of the introversion/extroversion dimension was weak, and findings did not support the bipolarity of the sensing/intuiting or thinking/feeling dimensions. Results provide evidence that high negative correlations within MBTI dimensions are an artifact of its forced-choice format. Implications of the findings for typology measurement are discussed.
Subject(s)
Jungian Theory , Personality Inventory/statistics & numerical data , Adolescent , Adult , Attitude , Female , Humans , Male , Middle Aged , Psychometrics , Reference Values , Repression, Psychology , Social BehaviorABSTRACT
Assertiveness training was provided for 148 girls in 10 high school business and homemaking classes in six senior high schools. Training sessions were co-led by an experienced leader and the students' own high school teacher. Significant changes in performance self-esteem scores were found between pretesting and a three-month follow-up (p<0.001) for the 103 subjects available at follow-up; low self-esteem subjects showed greater increases than high self-esteem subjects (p<0.001). Changes in self-esteem were related to the girls' perceptions of teacher reactions to their assertive behavior (p<0.01).
