- Oxford Library of Psychology
- Oxford Library of Psychology
- About the Editors
- On Developing Professional Psychologists: The State of the Art and a Look Ahead
- A History of Education and Training in Professional Psychology
- Training Models in Professional Psychology Doctoral Programs
- Rethinking the Core Curriculum for the Education of Professional Psychologists
- Theoretical Orientation in the Education and Training of Psychologists
- Accreditation of Education and Training Programs
- Competency-Based Education and Training in Professional Psychology
- The History and Importance of Specialization in Professional Psychology
- Practicum Training in Professional Psychology
- Internship Training
- Postdoctoral Training in Professional Psychology
- Research Training in Professional Psychology
- Psychology Licensure and Credentialing in the United States and Canada
- Ten Trends in Lifelong Learning and Continuing Professional Development
- Selecting Graduate Students: Doctoral Program and Internship Admissions
- Trainee Evaluation in Professional Psychology
- Mentoring in Psychology Education and Training: A Mentoring Relationship Continuum Model
- Clinical Supervision and the Era of Competence
- Trainees with Problems of Professional Competence
- Ethics Issues in Training Students and Supervisees
- Remedial and Disciplinary Interventions in Graduate Psychology Training Programs: 25 Essential Questions for Faculty and Supervisors
- When Training Goes Awry
- A Contextual Perspective on Professional Training
- Sex and Gender in Professional Psychology Education and Training
- Race and Ethnicity in the Education and Training of Professional Psychologists
- Sexual Identity Issues in Education and Training for Professional Psychologists
- Religion in Education and Training
- Professionalism: Professional Attitudes and Values in Psychology
- Emerging Technologies and Innovations in Professional Psychology Training
- Professional Psychology Program Leaders: Competencies and Characteristics
- Employment Trends for Early Career Psychologists: Implications for Education and Training Programs in Professional Psychology and for Those Who Wish to Become Successful Early Career Psychologists
Abstract and Keywords
This chapter focuses on the myriad ways in which training may go awry. It first focuses upon trainees with problems of professional competence (TPPC), with consideration given to problems in core competency domains, psychosocial stress, psychological difficulties, and interpersonal challenges. It then addresses problems related to trainers (faculty members or supervisors), with a focus on challenges in training/supervisory technique; psychological and medical difficulties; and interpersonal, cultural, and ethical challenges. Subsequent sections address three additional categories: trainee-trainer matches, peers with problems of professional competence, and contextual factors. Following this, the paper provides recommendations with regard to strategies for reducing the likelihood that training will go awry related to each of the aforementioned categories and for addressing difficulties in each category when they do arise.
Nadine J. Kaslow is Professor and Vice Chair for Faculty Development, Chief Psychologist (Grady), and Director of Postdoctoral Fellowship Training at Emory University School of Medicine Department of Psychiatry and Behavioral Sciences. Dr. Kaslow is the 2014 President of the American Psychological Association (APA).
W. Brad Johnson is Professor of Psychology in the Department of Leadership, Ethics, and Law at the United States Naval Academy, and a Faculty Associate in the Graduate School of Education at Johns Hopkins University.
Ann Schwartz, School of Medicine, Emory University
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