From Theory to Practice: Facing Ethical Challenges as a Clinical Intern

Autor/inn/en	Hambrick, James P.; Pimentel, Sandra; Albano, Anne Marie
Titel	From Theory to Practice: Facing Ethical Challenges as a Clinical Intern
Quelle	In: Cognitive and Behavioral Practice, 16 (2009) 2, S.191-204 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-7229
DOI	10.1016/j.cbpra.2008.09.009
Schlagwörter	Health Services; Cooperation; Ethics; Theory Practice Relationship; Internship Programs; Mental Health; Patients + Suchen Sie Ihr Suchwort? Health service; Gesundheitsdienst; Gesundheitswesen; Co-operation; Kooperation; Ethik; Theorie-Praxis-Beziehung; Berufspraktische Ausbildung; Psychohygiene; Patient
Abstract	Although formal ethics classes provide a basic foundation in managing ethical dilemmas, professionals often point to their experiences on internship as an important training ground for consolidation of their ethical development. Clinical interns face many personal and professional transitions that can lead to a number of ethical dilemmas. Effective collaboration between administrative staff, supervisors, and interns can create a pragmatic model for negotiating these dilemmas. In this paper, issues related to balancing intern competency with training and patient/client needs, managing dual relationships with supervisory staff, and dealing with differences in orientation are addressed from the perspective of both the site and the intern. We also discuss ways in which problems can arise and how both sides can work together systematically to negotiate those problems. To illustrate this process, we discuss cases involving effective collaboration between interns and sites. Finally, the authors assert the need for formal, empirically supported training in classic ethical issues, but also in contemporary ethical issues arising from the ever-evolving field of mental health service delivery and unique challenges accompanying these advances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10