This article discusses the difficulties encountered by nursing institutes in developing admission criteria. Eligibility requirements for training are currently based on cognitive abilities. Criteria such as empathy which is much needed for any social profession is hardly taken into consideration. The aim of this article is therefore to underscore the significance of students’ psychological and mental development potential. Narcissistic and dissociative difficulties in the social professions are discussed in connection with the importance of admission criteria. The risks involved in developing criteria and the dangers of sadistic relationships of dependency are also discussed. Moreover, there is a focus on both students’ functional levels of personality organization and mentalization abilities as they are used as qualification criteria within the social professions. Kernberg’s Structural Interview is used to determine the functional level of an individual. The Reflective Functioning Scale by Fonagy et al. is used to assess mentalization abilities in both individual and group settings. The capacity to form relationships with others, to reflect on these and the development for psychological growth qualify students for the social professions. If training institutes focus on these capacities rather than on cognitive abilities when accepting students for training, they will be more likely to assess whether students are eligible for training.
| Published in | American Journal of Psychiatry and Neuroscience (Volume 8, Issue 4) |
| DOI | 10.11648/j.ajpn.20200804.11 |
| Page(s) | 65-69 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Nursing, Education, Personality Structures, Mentalization
| [1] | (http://www.zeit.de/wirtschaft/2017-04/pflegekraefte-mangel-zuverlaessliche-zahlen-studien 17.12.2017. |
| [2] | Mikunda, Christian (1997): Der Verbotene Ort oder die inszenierte Verführung. Unwiederstehliches Marketing durch strategische Dramaturgie. Düsseldorf: Verlag ECON, p. 116 f. |
| [3] | Rieken, Bernd; Sindelar, Brigitte; Stephenson, Thomas (2011): Psychoanalytische Individualpsychologie in Theorie und Praxis. Psychotherapie, Pädagogik, Gesellschaft. 1 Auflage [Sl.] Wien: Springer, p. 56 f.). |
| [4] | Kernberg, Otto F. (1998): Dreißig Methoden zur Unterdrückung der Kreativität von Kandidaten der Psychoanalyse. In: Psyche 52, 1998, S. 799–834, p. 781). |
| [5] | Kernberg, Otto F. (1978): Borderline-Störungen und pathologischer Narzissmus. 2. Aufl. Frankfurt a.M.: Suhrkamp (Literatur der Psychoanalyse), p. 40 f; p. 264; p. 288). |
| [6] | Buchheim, Peter; Doering, Stephan; Kernberg, Otto F. (2012): Das Strukturelle Interview. In: Susanne Hörz und Stephan Doering (Hg.): Handbuch der Strukturdiagnostik. Konzepte, Instrumente, Praxis; mit 29 Tabellen. Stuttgart: Schattauer, S. 12–51; p. 12; p. 23 f. |
| [7] | Buchheim, Peter; Cierpka, Manfred; Kächele, Horst; Jimenez, JP. (1987): Das "Strukturelle Interview" - ein Beitrag zur Integration von Psychopathologie und Psychodynamik im psychiatrischen Erstgespräch. In: Fundamenta psychiatrica 1, S. 154–161, p. 154 f. |
| [8] | Fischer-Kern, Melitta; Fonagy, Peter (2012): Die Reflective Functioning Scale. In: Susanne Hörz und Stephan Doering (Hg.): Handbuch der Strukturdiagnostik. Konzepte, Instrumente, Praxis; mit 29 Tabellen. Stuttgart: Schattauer, S. 225–255, p. 231 f. |
| [9] | Jurist, Elliot (2018): Minding Emotions. Cultivating Mentalization in Psychotherapy. The Gilford Press, New York, p. 171f. |
| [10] | Steinberger, Johann; Sieberth, Wolfgang; Zeman, Ewa (2013): P2: Ein mentalisierungsgestütztes Pädagogik-Konzept in der Ausbildung für Krankenpflegepersonal. In: HBScience 4 (S2), S. 30. DOI: 10.1007/s16024-013-0189-5. |
| [11] | Daudert, Elke (2001): Selbstreflexivität, Bindung und Psychopathologie. Zusammenhänge bei stationären Gruppenpsychotherapie-Patienten. Hamburg: Dr. Kovac, p. 58 f., p. 213 f. |
| [12] | Daudert, Elke (2002): Die Reflective Self Functioning Scale. In: Ulla Bade, Bernhard Strauß und Strauß-Buchheim-Kächele (Hg.): Klinische Bindungsforschung. Theorien - Methoden - Ergebnisse; mit 22 Tabellen. Stuttgart [u.a.]: Schattauer, S. 54–67, p. 60). |
| [13] | Orlinsky, D. E.; Ronnestad, M. H. & Willutzki, U. (Hg.) (2004): Fifty years of psychotherapy processoutcome research: Continuity and change. In: M. Lambert (Hg.): Handbook of Psychotherapy Research and Behavior Change. New York. Wiley (S. 307-389), p. 307 f. |
| [14] | Buchholz, Michael B. (2008): Wirkt der Therapeut oder die Methode? In: Psycho-News-Letter DGPT (98). Online verfügbar unter http://dgpt.de/fileadmin/download/psychonewsletters/PNL-45.pdf, zuletzt geprüft am 15.01.2015, p. 1 f. |
| [15] | Tschuschke, Volker (2001): Psychodrama. Indikationsbereich und Diagnostik im Psychodrama. In: Volker Tschuschke und Yvonne M. Agazarian (Hg.): Praxis der Gruppenpsychotherapie. Mit 49 Tabellen. Stuttgart [u.a.]: Thieme, S. 373–374, p. 373 f. |
| [16] | Schacht, Michael (2010): Das Ziel ist im Weg. Störungsverständnis und Therapieprozess im Psychodrama. 2. durchgesehene Auflage, Wiesbaden: VS Verlag für Sozialwissenschaften / GWV Fachverlage, p. 52. |
| [17] | Stadler, Christian; Kern, Sabine (2010): Psychodrama. Eine Einführung. 1. Auflage. Wiesbaden: VS Verlag für Sozialwissenschaften (Lehrbuch), p. 87). |
APA Style
Johann Steinberger. (2020). Admission Procedures in Nursing Education and Training. American Journal of Psychiatry and Neuroscience, 8(4), 65-69. https://doi.org/10.11648/j.ajpn.20200804.11
ACS Style
Johann Steinberger. Admission Procedures in Nursing Education and Training. Am. J. Psychiatry Neurosci. 2020, 8(4), 65-69. doi: 10.11648/j.ajpn.20200804.11
AMA Style
Johann Steinberger. Admission Procedures in Nursing Education and Training. Am J Psychiatry Neurosci. 2020;8(4):65-69. doi: 10.11648/j.ajpn.20200804.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ajpn.20200804.11,
author = {Johann Steinberger},
title = {Admission Procedures in Nursing Education and Training},
journal = {American Journal of Psychiatry and Neuroscience},
volume = {8},
number = {4},
pages = {65-69},
doi = {10.11648/j.ajpn.20200804.11},
url = {https://doi.org/10.11648/j.ajpn.20200804.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajpn.20200804.11},
abstract = {This article discusses the difficulties encountered by nursing institutes in developing admission criteria. Eligibility requirements for training are currently based on cognitive abilities. Criteria such as empathy which is much needed for any social profession is hardly taken into consideration. The aim of this article is therefore to underscore the significance of students’ psychological and mental development potential. Narcissistic and dissociative difficulties in the social professions are discussed in connection with the importance of admission criteria. The risks involved in developing criteria and the dangers of sadistic relationships of dependency are also discussed. Moreover, there is a focus on both students’ functional levels of personality organization and mentalization abilities as they are used as qualification criteria within the social professions. Kernberg’s Structural Interview is used to determine the functional level of an individual. The Reflective Functioning Scale by Fonagy et al. is used to assess mentalization abilities in both individual and group settings. The capacity to form relationships with others, to reflect on these and the development for psychological growth qualify students for the social professions. If training institutes focus on these capacities rather than on cognitive abilities when accepting students for training, they will be more likely to assess whether students are eligible for training.},
year = {2020}
}
TY - JOUR T1 - Admission Procedures in Nursing Education and Training AU - Johann Steinberger Y1 - 2020/11/09 PY - 2020 N1 - https://doi.org/10.11648/j.ajpn.20200804.11 DO - 10.11648/j.ajpn.20200804.11 T2 - American Journal of Psychiatry and Neuroscience JF - American Journal of Psychiatry and Neuroscience JO - American Journal of Psychiatry and Neuroscience SP - 65 EP - 69 PB - Science Publishing Group SN - 2330-426X UR - https://doi.org/10.11648/j.ajpn.20200804.11 AB - This article discusses the difficulties encountered by nursing institutes in developing admission criteria. Eligibility requirements for training are currently based on cognitive abilities. Criteria such as empathy which is much needed for any social profession is hardly taken into consideration. The aim of this article is therefore to underscore the significance of students’ psychological and mental development potential. Narcissistic and dissociative difficulties in the social professions are discussed in connection with the importance of admission criteria. The risks involved in developing criteria and the dangers of sadistic relationships of dependency are also discussed. Moreover, there is a focus on both students’ functional levels of personality organization and mentalization abilities as they are used as qualification criteria within the social professions. Kernberg’s Structural Interview is used to determine the functional level of an individual. The Reflective Functioning Scale by Fonagy et al. is used to assess mentalization abilities in both individual and group settings. The capacity to form relationships with others, to reflect on these and the development for psychological growth qualify students for the social professions. If training institutes focus on these capacities rather than on cognitive abilities when accepting students for training, they will be more likely to assess whether students are eligible for training. VL - 8 IS - 4 ER -
Information
Email: