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JELENA LEVINA — KRISTINE MARTINSONE — IVANS JANIS MIHAILOVS —
SANDRA HARTMANE — IRENA UPENIECE
VALUE CONFLICTS
Alongside the value system the professional activity can be affected by value
conflicts. For example conflicts between personal and professional values
can affect making ethical decisions’*. In the study of supervisors’ clinical
value conflicts it was concluded that within this group the value conflicts
are promoted by the differences between world views and power positions,
contradictions between clinical and administrative roles etc.
To understand values and their conflicts better, a Russian psychologist
].Fantalova advises to divide two aspects — evaluation of the importance of
current values and evaluation of which values the individual sees as achievable.
The difference between both evaluations can be interpreted as internal conflict
(a value is important, but it is hard to reach) or “inner vacuum” (the value is
not important and it is easy to reach).
The task for supervisors within the process of value integration and solving
value conflicts can be a triple challenge: to integrate ones own personal values,
professional values that are connected with one’s first education and first
profession (i.e. most often connected with the field of supervision practice),
and professional values that are important specifically in the supervisor’s
professional activity.
Taking into account that values are one of the prerequisites to promote a
common development for professional fundamentals, this pilot study had a
purpose of characterising Latvian supervisors’ values. Many research questions
were raised: what are the values of practicing supervisors; are there differences
Aguilar — I. Stupans — S. Scutter — S. King, Exploring the professional values of Australian
physiotherapists, Physiotherapy Research International: The Journal for Researchers and
Clinicians in Physical Therapy, 18 (1) (2013) 27-36.
I. M. Ametrano, Teaching ethical decision making: Helping students reconcile personal and
professional values, Journal of Counseling and Development, 92 (2) (2014) 154-161.; A. Basche
— S. K. Anderson — M. M. Handelsman - R. Klevansky, An acculturation model for ethics
training: The ethics autobiography, Professional Psychology: Research and Practice, 38 (2007)
60-67.; M. M. Handelsman — M. C. Gottlieb — S. Knapp, Training ethical psychologists: An
acculturation model. Professional Psychology: Research and Practice, 36 (2005) 59-65; L. B.
Mintz — A. P. Jackson — H. A. Neville — J. Illfelder-Kaye — C. L. Winterowd — M. I. Loewy, The
need for a counseling psychology model training values statement addressing diversity, The
Counseling Psychologist, 37 (2009) 644-675.
4 P. Veach — E. Yoon — C. Miranda — I. M. MacFarlane — D. Ergun — A. Tuicomepee, Clinical
supervisor value conflicts: Low-frequency, but high-impact events, Clinical Supervisor, 31 (2)
(2012) 203-227.
E.B. DauraaoBa, AnarHocTuka M IICuXoTepanna BHYTpeHHero KOH@AUKTa, Camapa,
BAXPAX-M., 2001. // J. Fantalova, Inner conflict diagnostics and psychotherapy, Samara,
BAHRAH-M., 2001.
* 66°