A Model Of the Supervised Practice of Psychologists

Anja Podlesek is an Assistant Professor of Psychological Methodology at the Department of Psychology, University of Ljubljana.

There she coordinated the Bologna Process by which the study programme was harmonized with the EuroPsy framework for the education of psychologists. She is active in EuroPsy implementation in Slovenia as the Chairperson of the National Awarding Committee for EuroPsy.

Filozofska fakulteta Univerze v Ljubljani Faculty of Arts, University of Ljubljana

Filozofická fakulta Univerzita Komenského Bratislava Faculty of Philosophy, Comenius University in Bratislava

Pontes academici

Filozofická fakulta Univerzita Karlova v Praze Faculty of Arts, Charles University in Prague

Wydział Filologiczny Uniwersytetu Jagiellońskiego w Krakowie Faculty of Philology, Jagiellonian University in Kraków

Vlasta Zabukovec, Anja Podlesek

A Model of the Supervised Practice of Psychologists Pontes academici

Vlasta Zabukovec is a Professor of Educational Psychology at the University of Ljubljana. She is the President of the Slovenian Psychological Association and a member of the European Awarding Committee for EuroPsy. She has an active role in EuroPsy implementation in Slovenia as the founder of the network for the supervised practice of psychologists.

EuroPsy - the European Certificate in Psychology represents an educational framework and the minimum standards for the training of psychologists across different European countries. Within this framework, a year of supervised practice is required for entry into independent practice. This book is a scientific work which presents an educational program for mentors of supervised practice of psychologists, based on theoretical aspects of competency models and mentoring processes applied in the different work contexts of psychologists.

Pontes academici

Vlasta Zabukovec, Anja Podlesek

A Model of the Supervised Practice of Psychologists

A Model of the Supervised Practice of Psychologists The Pontes academici book series Authors: Vlasta Zabukovec, Anja Podlesek Editors-in-chief: Tine Germ, Niko Jež Pontes academici Editorial Board: Jana Benická, Anton Eliáš, Tine Germ, Niko Jež, Marek Junek, Maria Papierz, Michal Stehlík, Marcela Świątkowska, Jerica Vogel Reviewer: Cveta Razdevšek Pučko Translators: Petra Zaranšek, Dean DeVos Technical Editor: Lavoslava Benčić ©University of Ljubljana, Faculty of Arts, 2010 All rights reserved.

Published by: Znanstvena založba Filozofske fakultete Univerze v Ljubljani/Ljubljana University Press, Faculty of Arts; Filozofická fakulta Univerzita Karlova v Praze/Faculty of Arts, Charles University in Prague; Filozofická fakulta Univerzita Komenského Bratislava/Faculty of Philosophy, Comenius University in Bratislava; Wydział Filologiczny Uniwersytetu Jagiellońskiego w Krakowie/Faculty of Philology, Jagiellonian University in Kraków Issued by: The Quadrilateral Consortium of Central European Universities For the publisher: Valentin Bucik, Dean of the Faculty of Arts, University of Ljubljana Design and layout: Lavoslava Benčić Printed by: Birografika Bori, d. o. o.

Ljubljana, 2010 First edition Print run: 300 copies Price: 27,76 EUR CIP - Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana 37.015.3:159.9 ZABUKOVEC, Vlasta A model of the supervised practice of psychologists / Vlasta Zabukovec and Anja Podlesek. - 1st ed. - Ljubljana : Znanstvena založba Filozofske fakultete ; V Praze : Filozofická fakulta Univerzita Karlova ; Bratislava : Filozofická fakulta Univerzita Komenského ; W Krakowie : Wydział Filologiczny Uniwersytetu Jagiellońskiego, 2010. - (The Pontes academici book series) ISBN 978-961-237-402-0 (Znanstvena založba Filozofske fakultete) 1. Podlesek, Anja 254263040

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Table of Content Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 1

The Importance of Supervised Practice in Preparation for Independent Practice as a Psychologist . . . . . . . . . . . . . . . . . . . .11

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A Presentation of the EuroPsy Certificate . . . . . . . . . . . . . . . . . . .13 2.1 The EuroPsy Certificate in Slovenia . . . . . . . . . . . . . . . . . . . .13 2.1.1 EuroPsy documents . . . . . . . . . . . . . . . . . . . . . . . . .14 2.1.2 Competences and their development . . . . . . . . . . . . .15 2.1.3 The framework and basic standards for the education of psychologists which it is necessary to achieve in order to be awarded the EuroPsy Certificate . . . . . . . .17 2.1.4 Minimum requirements of the programme of education and training . . . . . . . . . . . . . . . . . . . . . . .26 2.1.5 The procedure for obtaining the EuroPsy Certificate . . . .27

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Competences Required for Practice as a Psychologist . . . . . . . . . .29 3.1 What are competences? . . . . . . . . . . . . . . . . . . . . . . . . . . .29 3.2 The competences required for practicing as a professional psychologist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 3.2.1 The Cube Model . . . . . . . . . . . . . . . . . . . . . . . . . . .33 3.2.2 The competence model used by EuroPsy . . . . . . . . . . .51 3.3 Assessing competences . . . . . . . . . . . . . . . . . . . . . . . . . . .61 3.3.1 Ways of assessing competences . . . . . . . . . . . . . . . . .62 3.3.2 Competence assessment models . . . . . . . . . . . . . . . .66 3.3.3 Documenting the reports on the competency of professionals . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 3.4 The implementation of the competency-based approach in the training of psychologists . . . . . . . . . . . . . . . . . . . . . .70

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The New Psychology Study Programmes in Accordance with the Bologna Guidelines in Slovenia, and the Competences that they Develop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 4.1 The reform of the study programmes in accordance with the Bologna guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 4.2 The study of psychology at the University of Ljubljana . . . . . . .74 4.2.1 A general presentation of the study programmes . . . . . .74

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4.2.2 Subject-specific competences developed in individual courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 4.3 The study of psychology at the University of Maribor . . . . . . . .93 4.3.1 A general presentation of the study programmes . . . . . .93 4.3.2 Subject-specific competences developed in individual courses . . . . . . . . . . . . . . . . . . . . . . . . . .95 5

Supervised Practice Today and Tomorrow . . . . . . . . . . . . . . . . . 108 5.1 The situation regarding internship and traineeship in Slovenia . 108 5.1.1 Envisaged solutions regarding supervised practice in the draft Psychological Practice Act . . . . . . . . . . . . 112

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The Mentoring of Supervised Practice . . . . . . . . . . . . . . . . . . . . 119 6.1 A definition of mentoring . . . . . . . . . . . . . . . . . . . . . . . . . 119 6.1.1 Relationship with coaching . . . . . . . . . . . . . . . . . . . 121 6.1.2 The characteristics of mentorship, mentors, and mentees . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 6.1.3 The development of mentorship . . . . . . . . . . . . . . . 127 6.1.4 Mentoring programmes . . . . . . . . . . . . . . . . . . . . . 130 6.1.5 Guidelines for practical training (internship) at the University of Ljubljana . . . . . . . . . . . . . . . . . . . . . . 139

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The Project of Establishing a Network of Mentors and Training for the Supervised Practice of Psychologists . . . . . . . . . . . . . . . 145 7.1 The starting points of the project . . . . . . . . . . . . . . . . . . . . 145 7.2 The project programme . . . . . . . . . . . . . . . . . . . . . . . . . . 146 7.3 The course of the project . . . . . . . . . . . . . . . . . . . . . . . . . 150 7.3.1 Expectations of participants at the beginning of the project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 7.4 Motivating mentoring institutions to cooperate in internship and supervised practice . . . . . . . . . . . . . . . . . . . . . . . . . . 152 7.5 Defining and recognizing competences in internship and supervised practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 7.5.1 The explication of competences in solving work tasks . . 156 7.5.2 The explication of competences through an analysis of the different aspects of each competence . . . . . . . . 174 7.5.3 The assessment of the competences of the student/ practitioner-in-training. . . . . . . . . . . . . . . . . . . . . . 175

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7.6 The implementation of internship and supervised practice . . . 176 7.6.1 Before internship or supervised practice . . . . . . . . . . 176 7.6.2 During the internship or supervised practice . . . . . . . 181 7.6.3 After the conclusion of internship or supervised practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 7.6.4 Reflection upon internship or supervised practice . . . . 195 7.6.5 The assessment of the mentor . . . . . . . . . . . . . . . . . 200 7.7 The analysis of completed pilot internship and supervised practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 7.7.1 The course and the organization of the pilot internship and supervised practice . . . . . . . . . . . . . . 204 7.7.2 Reflection on the pilot internship or supervised practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 7.7.3 The assessment of the student's competences and the assessment of the mentor . . . . . . . . . . . . . . . . . 211 7.7.4 The assessment of competences according to individual fields . . . . . . . . . . . . . . . . . . . . . . . . . . 212 7.8 The evaluation of the project. . . . . . . . . . . . . . . . . . . . . . . 215 7.8.1 Responses to and the evaluation of the project . . . . . . 215 7.8.2 The final evaluation of the project and the guidelines for the training of mentors of internship and supervised practice . . . . . . . . . . . . . . . . . . . . . . . . 217 7.9 A vision of the future training of mentors of internship and supervised practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 7.9.1 The formalization of the selection process of the mentor and the mentoring institution . . . . . . . . . . . . 219 7.9.2 Mentor training strategies . . . . . . . . . . . . . . . . . . . 221 7.9.3 The promotion of programmes for training mentors . . . 222 7.9.4 The difficulties regarding the competency-based approach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 7.10 Suggestions for future projects and research . . . . . . . . . . . . 226 8

References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

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Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 9.1 Appendix A: A presentation of the field of work and organizational psychology . . . . . . . . . . . . . . . . . . . . . . . . 237 9.2 Appendix B: A description of the work of a psychologist in the field of social welfare. . . . . . . . . . . . . . . . . . . . . . . . 246 9.3 Appendix C: How to motivate a mentoring institution to encourage employees to become good mentors for students? . 251 9.4 Appendix D: Example of consent to establish a learning base for carrying out internship or supervised practice . . . . . . . . . 255 9.5 Appendix E: Example of a contract between institutions with regard to the implementation of internship or supervised practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 9.6 Appendix F: The model of structured reflection on internship or supervised practice . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 9.7 Appendix G: Fields of assessment with regard to the mentor during internship or supervised practice . . . . . . . . . . . . . . . 261 9.8 Appendix H: An overview and a description of the primary competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263 9.9 Appendix I: Form for describing a situation for developing competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267 Index by Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

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The List of Figures and Tables Figure 1: Schematic presentation of mentors’ quality levels. . . . . . . . . . .25 Figure 2: The relationship between mentorship and coaching. . . . . . . . 121 Figure 3: The functions of a university teacher. . . . . . . . . . . . . . . . . . . 122 Figure 4: The course of the training programme. . . . . . . . . . . . . . . . . 150 Table 1:

The primary competences and a description thereof . . . . . . . . .54

Table 2:

The enabling competences and a description thereof . . . . . . . .57

Table 3:

A rough comparison of the cube model and the EuroPsy model .60

Table 4:

The assessment of competences and their description. . . . . . . .67

Table 5:

Final assessment (overview) of the competency of a candidate . .68

Table 6:

Study objectives in the first-phase psychology study programme of the University of Ljubljana . . . . . . . . . . . . . . . .79

Table 7:

Study objectives in the second-phase psychology study programme of the University of Ljubljana . . . . . . . . . . . . . . . .88

Table 8:

Study objectives in the first-phase psychology study programme of the University of Maribor. . . . . . . . . . . . . . . . .96

Table 9:

Study objectives in the second-phase psychology study programme of the University of Maribor. . . . . . . . . . . . . . . . 102

Table 10: The assessments of the participants in the first part of the pilot training project . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Table 11: The assessment of the realization of the objectives upon the completion of the second and the third training sessions (before the implementation of the trial internship or supervised practice). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216

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Preface The reorganization of the university curricula in accordance with the Bologna guidelines has brought about a number of changes in the field of higher education in Slovenia. The requirement of two-phase studies, the transition between programmes, and emphasis on students more actively participating during studies has led to changes in the mandatory internship. Internship now involves more time and different requirements, which in turn require a different relationship between the faculties and institutions that enable internship. Partnership is essential in this context.

For psychologists1 the reorganization of the curriculum, along with the competence approach has brought about another novelty – the supervised practice which future psychologists will carry out after the conclusion of their five-year study programme. Supervised practice originates from the guidelines of the EuroPsy Certificate, which establishes foundations and standards for the education of psychologists in Europe. The completion of supervised practice will serve as proof that a psychologist is qualified to carry out independent practice as a psychologist. The mentors of such supervised practice will be psychologists who fulfil the EuroPsy criteria and have undergone appropriate training for developing the competences for mentoring supervised practice.

The present monograph is intended for psychologists, especially mentors of supervised practice, as it offers information on the education of psychologists in Europe and analyzes domestic study programmes. It presents in more detail the competence model for training psychologists and the theoretical frameworks of the process of mentoring. Furthermore, the results of a pilot project on establishing a network of mentors for the supervised practice of psychologists are also presented. Here readers will find answers to the question of how to prepare for internship and supervised practice, how to make a mentoring plan, and how to monitor and evaluate such practice. Practicing psychologists and students of the Departments of Psychology of both the University of Ljubljana and the University of Maribor have played a key role in this project. Their contributions to the implementation of the competence model and to monitoring and evaluating internship and supervised practice have been 1 Wherever an expression in the text appears in the masculine form, such is intended to refer to both sexes, unless explicitly stated otherwise.

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extremely important. In this manner we were able to test the proposed model of supervised practice and to formulate guidelines for further work.

We hope that this monograph will benefit both current and future psychologists.

Vlasta Zabukovec Anja Podlesek

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The Importance of Supervised Practice in Preparation for Independent Practice as a Psychologist

In Slovenia the majority of psychology graduates, upon finding first employment, must go through a traineeship. The purpose of doing such traineeship is to train the trainee, under the direction of an appropriate mentor, to independently perform work. Following discussions with individuals, it can be stated that for the first days, or even months, most graduates have difficulty finding their way in the workplace and that they actually need help in their work.

Supervised practice is a planned and organized form of carrying out traineeship. In the first year of employment as a psychologist, practitionersin-training do not work independently, but under a mentor of supervised practice. The mentor guides the practitioner-in-training, helping him to solve the problems he encounters, and serves as model by his actions. A mentor without previous training for such practice can feel as uncertain as a practitioner-in-training does in his first days in a real-life work setting.

The experience of supervised practice and the mentoring relationship will be a more positive experience for both practitioner-in-training and mentor if they are certain what their roles are, what the purpose and objectives of supervised practice are, and if they know the means to achieve these objectives. Therefore, for the successful implementation of supervised practice it is important that both the practitioner-in-training and mentor are prepared for such practice.

This book presents and evaluates a training programme for mentors of supervised practice that has evolved in collaboration with practicing psychologists and students of psychology. The model represents a basis for the further development of training mentors for supervised practice.

Both the mentor of supervised practice and practitioner-in-training should be appropriately prepared to enter into supervised practice as it has been conceived in the common European platform for educating psychologists.

They should both know the concept of supervised practice and the principles which supervised practice follows.

In the first part of this book we present the role of supervised practice in the EuroPsy Certificate, the requirements of which also apply to the independent practice of psychology in Slovenia. The second part consists of a more detailed presentation of the objectives of supervised practice,

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i.e. the development of competences for practicing psychology, and in this context the competence model encompassed by the EuroPsy Certificate will be presented. Understanding this model is a key part of training mentors of supervised practice and the preparation of students to be practitionersin-training. The purpose of the third and largest part of the book is to present a programme for training mentors of supervised practice, which Slovenia was amongst the first countries to develop, and an evaluation of it as well as guidelines for the implementation of supervised practice and training for it.

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A Presentation of the EuroPsy Certificate

2.1

The EuroPsy Certificate in Slovenia

For over ten years, the EFPA (European Federation of Psychologists’ Associations) has been carrying out a series of activities to unify the study of psychology in Europe. In 1999 and 2001, the EFPA working group which was then in charge of the implementation of EuroPsy reached a consensus on the theoretical foundations of the curriculum, regarding which it followed, among other matters, the Bologna Process guidelines. In 2001, the “EuroPsyT, A Framework for Education and Training for Psychologists in Europe” document was, after a broad debate within Europe, adopted as the basic document of the EFPA, emphasizing a two-phase study system, with standards for basic independent practice in psychology and a series of specialist activities in the second phase. An important moment for the implementation of the EuroPsy Certificate occurred with the introduction of the 2005/36/EC Directive in September 2005. This directive emphasizes in particular the harmonization of professional fields within Europe, standards for the protection of users, and the mobility of professionals across Europe. Thus, the EuroPsy project gained new momentum.

After many years of preparation and with the participation of national associations of psychologists, the EFPA working group established the foundations for the functioning of EuroPsy. At first, the term used was the EuroPsy diploma, but this led to the misunderstanding that this referred to a uniform psychology study programme, valid in all countries in Europe. Since EuroPsy provides only the basis for the curriculum and quality standards for psychology programmes in European countries, today the term used is the EuroPsy Certificate (Zabukovec, 2009). Holders of this Certificate thereby have proof that they have graduated in accordance with established standards and have successfully completed supervised practice and fulfilled all other conditions required by the Certificate, regardless of which European country the educational process took place in.

The EuroPsy Certificate was confirmed and adopted at the General Assembly of EFPA in November 2009, and thus became valid throughout Europe, i.e. in the countries that pledged to follow this doctrine.

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Index academic studies in psychology curriculum, 13, 18, 26 first phase, 19 graduation exam, 76 internshipSeeinternship, 22 research, 22, 76 second phase, 20 supervised practice, 18 accredited study programmes, 19, 74, 93 competences, 79, 88, 96, 102 assessment of competences, 175, 188, 190, 263 documenting the reports, 69 EuroPsymodel, 67 formative, 62, 194 self-assessment, 63 summative, 62 Bachelor’s Degree, 18, 20 Bologna process, 14, 18 3 + 2 model, 26, 74 contact hours, 76 general competences, 73 internship, 76 semester courses, 75 study achievements, 72 subject-specific competences, 73, 77, 95 title, 75, 93, 94 certificate for mentoring supervised practice, 114 Chamber of Psychologists of Slovenia, 113 coaching, 121

competences assessment. See assessment of competences competency, 29 cube model, 33 definition, 29 enabling, 16, 52, 57 EuroPsymodel, 52 explication, 156 primary, 16, 52, 54 subcompetences, 30 cube model, 33 defining competences by means of competence explication, 175, 266 by means of work tasks, 157, 164, 166, 168 developmental dimension of competences. See cube model e-classroom, 150, 218, 223 ECTS credits, 72 educating psychologists, 14, 17, 34, 113 EFPA, 13 enabling competences, 16 EuroPsy Certificate, 13, 114 conditions for obtaining EuroPsy, 27 documents, 14 EAC, 28, 67 EuroPsy Diploma, 13 Guidelines for implementation, 15 NAC, 27, 28, 113

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procedure for obtaining EuroPsy, 27 professionalfields, 18 Regulations on EuroPsy, 15 website, 14 foundational competences. See cube model functional competences. See cube model graduates in psychology, 18, 23 guidelines for internship and supervised practice, 111, 145, 149, 217 independent practice, 11, 15, 20 conditions, 18, 112 internship, 108 comparison to supervised practice, 111 guidelines, 139 mentor at the university, 109 internship log, 141, 182 licence for psychological practice basic licence, 115 CPQ Certificate, 69 Master’s Degree, 18, 21, 23, 113 mentor assessment, 261 descriptive assessment, 203 structured assessment, 201 mentor functions career, 123 psychosocial, 123 mentor of supervised practice, 11, 24, 63, 114 mentoring institution, 152, 177 mentoring programmes, 130 mentoring supervised practice, 119

instrumental perspective, 120 relation perspective, 120 mentors’ competence levels, 24 mentorship, 23 congruence between mentor and mentee, 126 counsellor, 122 mentee characteristics, 125 mentor, 123 mentor characteristics, 122 model, 122 mobility, 13, 32, 72, 113, 139 model of education 3 + 2. See Bologna process model of supervised practice, 146 motivating mentoring institutions, 150, 152, 251 network of mentors, 221 pilot internship and supervised practice, 148, 176 planning internship or supervised practice, 148, 180 PPT model implementation, 135 observation lesson, 135 pedagogical practice, 135 principle of complementarity, 134 principle of development, 134 Practical Pedagogical Training model. See PPT model practitioner-in-training, 11 primary competences, 16 professional examination, 115 professional report on the internship or supervised practice, 181, 182

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project of establishing a network of mentors, 145 assessing mentors, 148, 201, 203, 261 assessment of competences, 149, 175, 263 clinical psychology, 146, 155, 175, 205, 208, 209, 210, 212, 214 defining competences, 156 educational psychology, 146, 154, 168, 190, 205, 207, 209, 210, 212, 214 evaluation of the project, 215 evaluation of trial internship and supervised practice, 204 field coordinators, 146 guidelines for internship and supervised practice, 152 motivating mentoring institutions, 150, 152 Occupational Health and Safety Act, 148 Personal Data Protection Act, 148 pilot internship and supervised practice, 152, 176 psychology in occupational, traffic, and sports medicine, 146, 155, 166, 182, 205, 207, 209, 210, 212, 213 psychology in social welfare, 146, 154, 157, 205, 206, 208, 209, 212, 213, 246 reflection, 149

structured reflection, 148, 195, 197, 260 students’ role, 149 work and organizational psychology, 146, 154, 164, 188, 204, 206, 208, 209, 211, 212, 237 psychological practice independent practice, 18, 51, 67, 112 Psychological Practice Act, 14, 112 psychologist practitioner-in-training, 114, 116 psychology students, 146 quality of studies, 13 reflection on internship or supervised practice, 195, 209 concurrent, 184 final, 195, 197 reform of the study programmes.

See Bologna process register of psychologist practitioners-in-training, 116 register of psychologists, 14, 27 self-assessment, 37, 64 Slovene Chamber of Psychologists, 19 Slovenian Psychological Association, 14, 19 standards for the education of psychologists, 17 structured reflection, 195, 197, 260 supervised practice, 11, 18, 23, 108, 114 comparison to internship, 23, 111

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SWOT analysis, 210 traineeship, 108, 115 training program for mentors of supervised practice, 146 transferability, 72 tuning, 71, 72 University Degree in Psychology, 113

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Index by Author Aby, 119 Allen, 119, 120, 121, 124, 125, 126 Anderson, 127 Angelo, 130 Arden, 219 Bakračevič Vukman, 93, 94, 95 Bartram, 31, 52, 57, 68 Belar, 62, 63, 224 Bickle, 131 Bieschke, 71, 225 Boss, 120 Bozionelos, 126 Brown, 125 Burroughs, 124 Chippendale, 65, 130 Cho, 219 Cornish, 130 Corsini, 29 Cotton, 124 Cugmas, 93 Daly, 66 Day, 125 Delgado-Romero, 222 DeMers, 65, 69, 224, 225 Donovan, 225 Dougherty, 123, 126 Eby, 126 EFPA, 14, 15, 16, 19, 24, 52, 54, 56, 58, 175 Eisenberger, 120 Finkelstein, 119 Foreman, 59 Fouad, 32, 33, 35, 41, 42, 50, 59 Furlong, 134 Gajić, 132 Gardner, 65, 130 Genuchi, 130

Gibson, 122 Godshalk, 126 Gonzales, 71, 73 Goodman, 120 Haggard, 123 Hall, 130 Hundert, 30, 64, 66, 71 Hunter, 222 Hussain, 221 Ireland, 221 Jaušovec, 93 Johnson, 122 Jones, 120 Juriševič, 133, 134, 135, 136, 137, 222 Kaslow, 30, 31, 32, 33, 62, 64, 65, 124, 221, 222, 226 Keller, 120 Kenkel, 70 Koberg, 120 Kram, 123 Kranjčan, 133 Kristl, 121, 139, 141, 222 Lamb, 127 Law, 221 Lazowski, 126 Lee, 126 Lepsinger, 29, 31 Lipec Stopar, 133 Lisznyai, 51 Lucia, 29, 31 Lunt, 51 Magajna, 133 Martin, 40 Mascaro, 124 Maynard, 134 McCutcheon, 224, 225

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Mellot, 219 Musil, 74, 93, 94 New Zealand Psychologists Board, 40, 41 Noe, 120 O’Neil, 119 Paludi, 120 Peiró, 52, 147, 174 Polišenská, 15 Ponce, 225 Poteet, 119, 124 Ragins, 124 Rapp, 127 Rathnow, 127 Repe, 121, 139, 141, 222 Rhoades, 120 Rice, 125 Rings, 130 Roberson, 120 Rodolfa, 29, 32, 33, 35, 65, 224 Roe, 29, 30, 31, 52, 57, 68 Rose, 122, 125 Rosen, 124 Rynes, 124 Saldana, 40, 41 Schlosser, 122 Schulte, 66 Sesan, 127 Shimoni, 126 Sosik, 126 Stewart, 222 Trochim, 62 Turban, 123, 126 University of Ljubljana, Department of Psychology, 74, 181 Van Horne, 65 Vaughn , 40 Wagenaar, 71, 73

Waite, 120 Wesley, 131 Wrightsman, 119 Zabukovec, 13, 94

272