An Exploratory Examination of Student Attitudes Toward "Impaired" Peers in Clinical Psychology Training Programs.

Do psychology students view their training programs as doing enough to appropriately identify, accommodate, and possibly dismiss students who manifest significant impairment? This study reports the general findings of an exploratory survey distributed to clinical psychology graduate students. Overall, students viewed impairment as a highly sensitive and inadequately addressed issue. Students commonly reported frustration with and concern for impaired colleagues. A few respondents indicated that the terms impaired and problem student were insensitive and that greater attention needed to be given to "impaired" training contexts. Implications regarding formal standards for interpersonal functioning and programmatic supports for students are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

CUDCP-affiliated clinical psychology student views of their science training.

Scientist-practitioner models of clinical psychology training emphasize the quality of science training that students receive, but student views on this topic have not been adequately explored. The current study reports findings of a large-scale survey distributed to 163 clinical psychology doctoral programs affiliated with CUDCP. Student representatives from 55 programs (34%) returned responses from a total of 611 students. Although this response rate was not ideal, a number of important patterns in student perspectives emerged. The overwhelming majority indicated that science training was very important to them. Overall, students reported experiencing a fairly balanced emphasis on science and clinical work, and endorsed receiving a good amount of high-quality training in science. However, discrepancies were noted in the degree to which science training in some areas is emphasized versus desired. Implications for training experiences are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)