- 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
Addressing trainees with problems of professional competence (PPC) has long been a challenge for those responsible for education and training in professional psychology. Although few in numbers, trainers regularly report occurrences of trainees with PPC, and have often acknowledged failure to adequately remediate or dismiss them. Over the past 15 years or so, great progress has been made in addressing PPC, and there is a growing conceptual and empirical literature including contributions from other professions (e.g., counseling, social work and medicine). This chapter addresses the developments, current knowledge, and resources to assist trainers in professional psychology in the identification, remediation, and/or dismissal of trainees with PPC. It describes two major areas of progress: (a) understanding PPC within the evolving culture of competency, and (b) conceptualizing the individual trainee with PPC as located within a larger training ecology/system. Next it shifts our focus to improvements in remediation and then the boundaries between what is personal and what is professional. It identifies four areas in which trainers are not in agreement about the uses of personal information in decisions during identification, remediation, or dismissal, paying particular attention to the challenges of remediation. It ends with recommendations to improve the management of trainees with PPC, the training environment, and professional psychology education and training at the national level.
Linda Forresst, Emeritus Professor, Department of Counseling Psychology and Human Services, University of Oregon.
Nancy Elman, Emeritus Faculty, University of Pittsburgh School of Education.
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