775
Views
5
CrossRef citations to date
0
Altmetric
Article

Addressing Professional Competency Problems in Clinical Psychology Trainees

, , &
Pages 121-129 | Received 08 Apr 2016, Accepted 22 Dec 2016, Published online: 12 Nov 2020

References

  • Australian Psychological Society (2013). College course approval guidelines for postgraduate specialist courses. Melbourne, Australia: Australian Psychological Society.
  • Australian Psychology Accreditation Council (2010). Rules for accreditation and accreditation standards for psychology courses (Version 10). Melbourne, Australia: Author.
  • Bennett‐levy, J., Turner, F., Beaty, T., Smith, M., Paterson, B., & Farmer, S. (2001). The value of self‐practice of cognitive therapy techniques and self‐reflection in the training of cognitive therapists. Behavioural and Cognitive Psychotherapy, 29(02), 203–220. doi:10.1017/S1352465801002077
  • Bernard, J. M., & Goodyear, R. (2009). Fundamentals of clinical supervision (4th ed.). Upper Saddle River, NJ: Merrill.
  • Bialocerkowski, A., Johnson, A., Allan, T., & Phillips, K. (2013). Development of physiotherapy inherent requirement statements ‐ An Australian experience. BMC Medical Education, 13(1), 54. doi: 10.1186/1472-6920-13-54
  • Borders, L. D., & Fong, M. L. (1991). Evaluations of supervisees: Brief commentary and research report. Clinical Supervisor, 9(2), 43–45.
  • Boxley, R., Drew, C. R., & Rangel, D. M. (1986). Clinical trainee impairment in APA approved internship programs. Clinical Psychologist, 39(2), 49–52.
  • Brear, P., & Dorrian, J. (2010). Gatekeeping or gate slippage? A national survey of counseling educators in Australian undergraduate and postgraduate academic training programs. Training and Education in Professional Psychology, 4(4), 264–273. doi:10.1037/a0020714
  • Elman, N. S., & Forrest, L. (2007). From trainee impairment to professional competence problems: Seeking new terminology that facilitates effective action. Professional Psychology: Research and Practice, 38(5), 501–509. doi:10.1037/0735‐7028.38.5.501
  • Falender, C. A., & Shafranske, E. P. (2004). Clinical supervision: A competency‐based approach. Washington, DC: American Psychological Association.
  • Forrest, L., & Elman, N. (2014). Trainees with problems of professional competence. In W. B. Johnson & N. J. Kaslow (Eds.), The Oxford handbook of education and training in professional psychology. New York, NY: Oxford University Press.
  • Forrest, L., Elman, N. S., & Shen miller, D. S. (2008). Psychology trainees with competence problems: From individual to ecological conceptualizations. Training and Education in Professional Psychology, 2(4), 183–192. doi:10.1037/1931‐3918.2.4.183
  • Fouad, N. A., Grus, C. L., Hatcher, R. L., Kaslow, N. J., Hutchings, P. S., Madson, M. B., … Crossman, R. E. (2009). Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels. Training and Education in Professional Psychology, 3(4), S5–S26.
  • Gilfoyle, N. (2008). The legal exosystem: Risk management in addressing student competence problems in professional psychology training. Training and Education in Professional Psychology, 2(4), 202–209. doi:10.1037/1931‐3918.2.4.202
  • Gizara, S. S., & Forrest, L. (2004). Supervisors’ experiences of trainee impairment and incompetence at APA‐accredited internship sites. Professional Psychology: Research and Practice, 35(2), 131–140. doi:10.1037/0735‐7028.35.2.131
  • Gonsalvez, C. J., Bushnell, J., Blackman, R., Deane, F., Bliokas, V., Nicholson perry, K., … Knight, R. (2013). Assessment of psychology competencies in field placements: Standardized vignettes reduce rater bias. Training and Education in Professional Psychology, 7(2), 99–111. doi:10.1037/a0031617
  • Gonsalvez, C. J., & Calvert, F. L. (2014). Competency‐based models of supervision: Principles and applications, promises and challenges. Australian Psychologist, 49(4), 200–208. doi:10.1111/ap.12055
  • Gonsalvez, C. J., Deane, F. P., & Caputi, P. (2015). Consistency of supervisor and peer ratings of assessment interviews conducted by psychology trainees. British Journal of Guidance & Counselling, 44(5), 516–529. doi:10.1080/03069885.2015.1068927
  • Gonsalvez, C. J., Oades, L. G., & Freestone, J. (2002). The objectives approach to clinical supervision: Towards integration and empirical evaluation. Australian Psychologist, 37(1), 68–77.
  • Grenyer, B. F. S., & Lewis, K. L. (2012). Prevalence, prediction, and prevention of psychologist misconduct. Australian Psychologist, 47(2), 68–76. doi:10.1111/j.1742‐9544.2010.00019.x
  • Hatcher, R., Fouad, N. A., Campbell, L. F., Mccutcheon, S. R., Grus, C. L., & Leahy, K. L. (2013). Competency‐based education for professional psychology: Moving from concept to practice. Training and Education in Professional Psychology, 7(4), 225–234.
  • Henderson, K. L., & Dufrene, R. L. (2012). Student behaviors associated with remediation: A content analysis. Counseling Outcome Research and Evaluation, 3(1), 48–60. doi:10.1177/2150137812437364
  • Huprich, S. K., & Rudd, M. D. (2004). A national survey of trainee impairment in clinical, counseling, and school psychology doctoral programs and internships. Journal of Clinical Psychology, 60(1), 43–52.
  • Jacobs, S. C., Huprich, S. K., Grus, C. L., Cage, E. A., Elman, N. S., Forrest, L., … Kaslow, N. J. (2011). Trainees with professional competency problems: Preparing trainers for difficult but necessary conversations. Training and Education in Professional Psychology, 5(3), 175–184. doi:10.1037/a0024656
  • Kaslow, N. J. (2004). Competencies in professional psychology. American Psychologist, 59(8), 774–781. doi:10.1037/0003‐066X.59.8.774
  • Kaslow, N. J., Borden, K. A., Collins, F. L. Jr., Forrest, L., Illfelder‐kaye, J., Nelson, P. D., & Rallo, J. S. (2004). Competencies conference: Future directions in education and credentialing in professional psychology. Journal of Clinical Psychology, 60(7), 699–712. doi:10.1002/jclp.20016
  • Kaslow, N. J., Grus, C. L., Campbell, L. F., Fouad, N. A., Hatcher, R. L., & Rodolfa, E. R. (2009). Competency assessment toolkit for professional psychology. Training and Education in Professional Psychology, 3(4), S27–S45.
  • Kaslow, N. J., Rubin, N. J., Forrest, L., Elman, N. S., Van horne, B. A., Jacobs, S. C., … Thorn, B. E. (2007). Recognizing, assessing, and intervening with problems of professional competence. Professional Psychology: Research and Practice, 38(5), 479–492. doi:10.1037/0735‐7028.38.5.479
  • Mccutcheon, S. R. (2009). Competency benchmarks: Implications for internship training. Training and Education in Professional Psychology, 3(4), S50–S53.
  • Mcnaught, K. (2013). The potential impacts of ‘inherent requirements’ and ‘mandatory professional reporting'on students, particularly those with mental health concerns, registering with university disability support/equity services. Journal of the Australia and New Zealand Students Services Association, 42, 25–29.
  • Milne, D. L. (2009). Evidence‐based clinical supervision: Principles and practice. Oxford, England: Blackwell Publishing Ltd.
  • Oliver, M. N. I., Bernstein, J. H., Anderson, K. G., Blashfield, R. K., & Roberts, M. C. (2004). An exploratory examination of student attitudes toward ‘impaired’ peers in clinical psychology training programs. Professional Psychology: Research and Practice, 35(2), 141–147. doi:10.1037/0735‐7028.35.2.141
  • Parker, M. (2014). Unreasonable adjustments: Medical education, mental disorder, disability discrimination and public safety. Journal of Law and Medicine, 22(1), 31–53.
  • Peterson, C., & Park, N. (2005). The enduring value of the Boulder Model: “Upon this rock we will build”. Journal of Clinical Psychology, 61(9), 1147–1150.
  • Proctor, B. (1988). Supervision: A co‐operative exercise in accountability. In M. Marken & M. Payne (Eds.), Enabling and ensuring: Supervision in practice. Leicester: National Youth Bureau.
  • Psychology Board of Australia (2011). Guidelines on area of practice endorsement. Melbourne, Australia: Author.
  • Rodolfa, E., Bent, R., Eisman, E., Nelson, P., Rehm, L., & Ritchie, P. (2005). A cube model for competency development: Implications for psychology educators and regulators. Professional Psychology: Research and Practice, 36(4), 347–354.
  • Rodolfa, E., Greenberg, S., Hunsley, J., Smith‐zoeller, M., Cox, D., Sammons, M., … Spivak, H. (2013). A competency model for the practice of psychology. Training and Education in Professional Psychology, 7(2), 71–83.
  • Russell, C. S., & Peterson, C. M. (2003). Student impairment and remediation in accredited marriage and family therapy programs. Journal of Marital and Family Therapy, 29(3), 329–337.
  • Schaffer, J. B., Rodolfa, E. R., Hatcher, R. L., & Fouad, N. A. (2013). Professional psychology competency initiatives: Reflections, contrasts, and recommendations for the next steps. Training and Education in Professional Psychology, 7(2), 92–98. doi:10.1037/a0032038
  • Schwartz‐mette, R. A. (2009). Challenges in addressing graduate student impairment in academic professional psychology programs. Ethics & Behavior, 19(2), 91–102. doi:10.1080/10508420902768973
  • Schwartz‐mette, R. A. (2011). Out with impairment, in with professional competence problems: Response to commentary by Collins, Falender, and Shafranske. Ethics & Behavior, 21(5), 431–434. doi:10.1080/10508422.2011.604551
  • Shen‐miller, D. S., Forrest, L., & Burt, M. (2012). Contextual influences on faculty diversity conceptualizations when working with trainee competence problems. The Counseling Psychologist, 40(8), 1181–1219. doi:10.1177/0011000011431832
  • Shen‐miller, D. S., Grus, C. L., Van sickle, K. S., Schwartz‐mette, R., Cage, E. A., Elman, N. S., … Kaslow, N. J. (2011). Trainees’ experiences with peers having competence problems: A national survey. Training and Education in Professional Psychology, 5(2), 112–121. doi:10.1037/a0023824
  • Tertiary Education Quality and Standards Agency. (2016, December 16). HESF Domain 1: Student participation and attainment. Retrieved from http://www.teqsa.gov.au/hesf‐domain‐1‐student‐participation‐and‐attainment
  • Wester, S. R., Christianson, H. F., Fouad, N. A., & Santiago‐rivera, A. L. (2008). Information processing as problem solving: A collaborative approach to dealing with students exhibiting insufficient competence. Training and Education in Professional Psychology, 2(4), 193–201. doi:10.1037/1931‐3918.2.4.193
  • Wilkerson, K. (2006). Impaired students: Applying the therapeutic process model to graduate training programs. Counselor Education & Supervision, 45(3), 207–217.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.