Trainees with professional competency problems: Preparing trainers for difficult but necessary conversations.

Trainees with professional competency problems, also called problems of professional competence (PPC), are frequently encountered by faculty and supervisors and often are challenging for trainers and educational/training systems. This article underscores the importance of trainers addressing graduate students and interns with PPC for whom regular summative and formative feedback has not been effective by engaging in the often difficult, but necessary, conversations as a first step in many remediation processes. These conversations are framed as an ethical responsibility and suggested as a core competency for trainers. Attention is paid to the myriad barriers that trainers often encounter in engaging in difficult conversations, including personal factors, training setting and systems issues, and the relationship between personal and contextual factors. Strategies are offered with regard to overcoming these barriers. In addition, recommended steps and tools for effective difficult conversations are provided. Implications of this work for trainers and training programs are noted. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Training behavioral consultants: A competency-based model to teach interview skills.

Developed a training package to teach consultation interview skills in 3 phases of behavioral consultation: (a) problem identification, (b) problem analysis, and (c) treatment evaluation. In Exp 1, 4 graduate students were exposed to a training manual and viewed videotape interview models. In Exp 2 with 3 graduate students, the videotapes were not used, but all other components remained intact. Exp 3 used the training manual to teach the skills to 2 practicing school psychologists, who then used the interview guidelines and format presented in the manual in an actual case in their schools. Results indicate that training specific consultation skills can be achieved successfully using standardized training procedures and formal interview guides. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology training and psychotherapy interview performance.

Examined the effect of graduate training in clinical psychology on interview skills by comparing the analog interview performance of graduate students with 0–3 yrs of clinical training over time and with that of graduate students in other specialties. Although clinical training per se had no effect, Ss with psychotherapy training were more empathic and accepting, used more reflections, asked fewer questions, used fewer explanations, and gave less advice. These characteristics were particularly pronounced in Ss with psychotherapy process training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of discussion and role-play activities in the acquisition of consultant interview skills.

15 graduate students in each of 2 experimental groups were enrolled in a consultation course in which they received a didactic explanation and viewed a videotaped demonstration of consultant interview skills. Ss in the 1st experimental group participated in role-play practice activities; Ss in the 2nd experimental group participated in discussion activities. 15 graduate students not enrolled in the course comprised a 3rd group, and they received no training. Interview skills of all groups were assessed by rating Ss' oral responses to simulated videotaped consultation interview segments. Results indicate that Ss in the role-play group made a significantly higher mean number of appropriate responses than Ss in either the discussion or control groups. No significant differences were found between Ss in the role-play and discussion groups on degree of satisfaction with the course. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development and initial validation of the Multicultural Counseling Self-Efficacy Scale--Racial Diversity Form.

Drawing upon social-cognitive theory and the multicultural counseling competency literature, the Multicultural Counseling Self-Efficacy Scale-Racial Diversity Form (MCSE-RD) was developed to assess perceived ability to counsel racially diverse clients. Data were collected from 181 graduate students in counseling-related programs, 41 undergraduate psychology students, and 22 graduate students enrolled in a prepracticum course. Results of an exploratory factor analysis retained 37 items and identified three underlying factors: Multicultural Intervention, Multicultural Assessment, and Multicultural Session Management. MCSE-RD subscale and total scores produced adequate internal consistency and test-retest reliability estimates. Initial validity findings indicated theory-consistent relations of MCSE-RD scores with general counseling self-efficacy, multicultural counseling competency, social desirability, therapist demographics, and educational/training variables. Participation in prepracticum was associated with positive change in MCSE-RD scores. Implications for training and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

For Children's Sake: Training students in the treatment of child witnesses of domestic violence.

The authors describe For Children's Sake, an innovative program at Illinois State University focused on serving children who have witnessed domestic violence and on training graduate students in working with this special population. Unique aspects of the program including its funding source, child maltreatment focus, and training model in complete program delivery, are highlighted. Additionally, a multilevel integration of the For Children's Sake program into the School Psychology doctoral program is discussed. Challenges, dilemmas, and successes that faculty and graduate students involved with For Children's Sake have experienced are mentioned to assist and encourage trainers in developing other innovative programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Climbing the stairway to competency: Trainee perspectives on competency development.

Training programs have increasingly focused on development of competencies as a benchmark for trainee progress. While much writing on the subject of trainee competency has focused on programmatic implementation of competency-based training, considerably less attention has been paid to the experience of trainees in these programs. The current study sampled a cross-section of 641 graduate students enrolled in member doctoral programs of the Council of University Directors of Clinical Psychology. These students were divided into four groups based on stage of training and reported on their development of core competencies. Overall, students entered doctoral programs reporting high levels of adaptive trainee characteristics and felt competent in a range of areas by the time they applied for internship. Competencies in research, assessment, and intervention developed over the course of graduate training. Reported competency in research was higher for trainees endorsing a goal of a research career, while reported competency in empathy and therapeutic relationships was higher for trainees endorsing a goal of clinical practice. Findings are discussed in the context of implementing competency assessment that encompasses the ratings of trainees as well as supervisors and programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Criterion-based training for Rorschach scoring.

This study addresses the effects of structured training on the development of Rorschach coding skills of graduate trainees and broadens the empirical base regarding student acquisition of these coding skills. A course outline for criterion based training in Rorschach scoring is reviewed. A training approach will be described that emphasizes a progressive "vertical" or "response segment" sequence to scoring training. The effects of this structured training protocol for graduate students Rorschach coding of Exner Comprehensive System criterion-scored protocols resulted in good to excellent levels of interrater reliability. The implications of these findings for training in Rorschach coding skills are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Innovation in education.

Participative methods are commonly used in executive training programs and permit the learning of interpersonal and leadership skills and the development of sensitivity. Such learning cannot be achieved from lectures or reading since they require practice and are seldom used in college teaching, often because participation is seen as limited to small classes. This article describes how full participation can be obtained in large classes and educational costs reduced by utilizing students as trainers. By dividing classes into groups or pairs, situations can be created in which students must (a) converse in a foreign language, (b) resolve a conflict, (c) conduct an interview, or (d) solve a problem together. Individuals can read and listen by themselves but they cannot discuss or experience conflict by themselves. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate Students' Perspectives of Academic Positions in School Psychology.

An increasing number of vacancies in school psychology academic positions and the reduced number of applicants seeking to enter academia have created projected shortages in academe. The purpose of the current study was to determine perspectives of academia held by current school psychology graduate students, who are in line to become the next generation of trainers. Based on information yielded from focus groups conducted with graduate students at two major doctoral school psychology training programs, a 42-item survey was designed to assess students' beliefs regarding benefits and drawbacks of an academic position, possible incentives that would encourage one to apply for an academic position, and past and current likelihood of applying for an academic position. Doctoral students from 98 school psychology graduate programs were invited to participate in the study; a total of 236 students returned completed surveys. Results indicated a significant trend toward increased consideration of an academic career as students progress through graduate school. The highest-ranked benefits of an academic career involved roles and activities inherent to the position, as opposed to potential benefits such as salary or prestige. Regarding perceived drawbacks to academia, job stress was ranked as the most significant deterrent, while the area of least concern involved current preparation to assume an academic position. Finally, respondents agreed on several incentives that would be helpful in overcoming hesitancy in applying for an academic position, including reducing politics in the tenure process, increasing salary, and increased availability of academic positions that emphasize applied work. Implications for current trainers are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Linking psychology and public health: A predoctoral clinical training program in youth violence prevention.

Although clinical psychology has made strides in developing prevention and intervention strategies to reduce youth violence, there has been little attention to skills-oriented preprofessional training to prepare graduate students for practice roles in this emerging area of public health concern. This article describes a practicum training experience that prepares doctoral-level clinical psychology trainees to serve as youth violence prevention service providers, trainers, and consultants. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating the diagnostic interview: obstacles and future directions

The diagnostic interview plays a prominent role within the field of clinical psychology and occupies a fundamental component in graduate training. Educators seem to be focusing less on objective measures to evaluate student skill performance and the overall quality of the interview. The authors review the current methods for evaluating the diagnostic interview in psychology training and identify some of the major obstacles in accurately assessing student interview proficiency. Recommendations are made to address these difficulties, and the authors note some promising future directions.     

Behavior consultation: A five-year evaluation of consultant and client outcomes.

Examined the effects of training in behavioral consultation (BEC) on school psychology graduate students and on client outcomes. 169 children (aged 3–11 yrs), 29 teachers/consultees, and 26 consultants participated. The consultants were comprised of 4 groups of graduate students and 1 no-training undergraduate control group. The procedure involved 3 phases of assessment: pre-training, competency-based training, and post-training. Training focused on the principles and mastery of applied behavioral therapy and BEC, relationship skills, and systems entry issues. The dependent variables included indices of mastery of the BEC process, knowledge and attitude toward behavior modification (BEM), consumer satisfaction, and treatment outcome. Each consultant achieved a predetermined minimum criterion of 80% of BEC interview objectives. Training resulted in large increases of BEM and no changes in attitude toward BEM. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining multicultural counseling competencies of graduate students in psychology.

This investigation examined the multicultural counseling competencies of graduate students in counseling and clinical psychology programs. A national sample of 344 students participated. The participants completed the Multicultural Counseling Inventory (G. R. Sodowsky, R. C. Taffe, T. B. Gutkin, & S. L. Wise, 1994) and a demographic questionnaire. Results indicated that counseling psychology students rated themselves as more multiculturally competent than clinical psychology students in three of the four multicultural competency areas. Different educational and clinical variables were predictive of multicultural counseling competencies for the two groups. Findings are discussed in terms of education and training in graduate psychology programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conceptual systems functioning as a mediating factor in the development of counseling skills.

Investigated the relationship between counseling systems stages and counselor effectiveness as measured by the Carkhuff Empathy Scale. 97 advanced undergraduate and graduate students taking their 1st interview skills course were rated for stage of conceptual functioning with the This I Believe Test. At the completion of training, audiotapes of actual counseling interviews were rated for level of empathic responding. Conceptual theory predicts that individuals at lower stages of conceptual functioning will not be as effective in responding empathically as those at higher levels of conceptional functioning after experiencing similar training programs. Results conform to theoretical expectations in that there were markedly significant differences between and among conceptual stage groups. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Implications of 'Psychological Injuries' for Clinical Psychology Training Programs.

This paper uses the psychological and legal concept of "psychological injury" as an illustration of the evolving market for psychological knowledge and of necessary changes in the graduate and internship training of clinical psychologists. Our current graduate and internship training fails many of our students through neglecting important areas of knowledge and experience. In this paper, I discuss the importance of exposing graduate students to: a) the economics of mental health; b) professional roles involving knowledge dissemination outside traditional academia; c) information needs of direct and indirect consumers of psychological knowledge; and, d) communication skills necessary when interacting with nonpsychologists. Suggestions are made for the improvement of our graduate training programs, including more explicit acknowledgement of the likely career paths of most of our graduates. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training teachers in the anatomical sciences

A number of medical schools have initiated workshops to improve faculty teaching skills. Little effort, however, has been directed toward the pedagogical training of graduate students who are destined to become future medical science teachers. To help solve this problem, the faculty of the Department of Anatomy in the University of Nebraska College of Medicine recently developed a prototype teacher training program for graduate students in anatomy. Through formal course work and practical classroom experience, students are developing the skills requisite for effective teaching of the anatomical sciences. Student and faculty response to the training program has been enthusiastic, and the objectives and structure of the program can be applied to the production of competent and skilled teachers in other areas of the basic and clinical sciences.     

Learning to administrate, administrating to learn.

This article describes a director of clinical training (DCT) mentorship program aimed at teaching administrative skills to graduate students. Toward this end, the administrative knowledge and skills targeted in the program are described, followed by a discussion of the implications of this training experience, including the potential applicability to other disciplines within psychology. Although the DCT mentorship experience that is presented seems to be a promising model for administrative training, future efforts are needed to evaluate the relative merits of this type of program over the long term. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Antiprofessionalism in clinical psychology.

Comments on how the lack of formal academic training and supervised experience being offered in graduate training in psychology may discredit the professionalism of the field. The skills learned by graduate students in clinical psychology, because they lack hard-core content, may even be performed by lay people without any college education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Participation effects in appraisal interviews conducted in a training situation.

Participation, order, and interviewee personality effects were studied in appraisal interviews conducted as a part of a training program. 3 groups of Ss were used: 16 undergraduate education majors, 25 graduate students, and 12 high school students. Nonparticipative appraisal interviews brought about greater behavior change and interviewee satisfaction than participative interviews. Order of presentation did not affect interview outcome, and personality variables were not found to moderate the effectiveness of type of interview. The importance of the training situation is discussed in relation to the results of the study. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)