An Exploratory Look at Students' Experiences of Problematic Peers in Academic Professional Psychology Programs.

Abstract

This exploratory survey investigated the issue of problematic students/trainees from the perspective of master's and doctoral students in clinical and counseling psychology programs. Findings suggest that students (a) were aware of problematic trainees in their programs; (b) believed faculty were primarily responsible for handling problematic peers, though students were unclear about procedures for handling this issue; (c) expressed greatest concerns about issues involving peers' interpersonal functioning; and (d) responded by gossiping or consulting with other peers, withdrawing, and, less often, confronting a problem peer. Problematic peers impacted respondents' own functioning, relationships with peers, and perceptions of faculty, and they disrupted the learning environment. Study implications and limitations are noted.

Differentiating amongst characteristics associated with problems of professional competence: Perceptions of graduate student peers.

“…Sampling strategies hkely account for some of the discrepancies; Rosenberg et al (2005) and Meams and Allen (1991) had considerably smaller samples, with surveys representing a small number of programs, whereas Shen-Miller et al (2011) sampled from a list of individual students at the national level. A small number of trainees with problems of professional competence within a select few programs may have been described by multiple students from that program, thus infiating rates in the older studies.…”

“…In fact, part of the reason for a shift in terminology from "impairment" to "problems in professional competence" (Forrest et al, 1999;Kaslow et al, 2007;Kutz, 1986;Lamb, 1999;Rosenberg, Getzelman, Arcinue, & Oren, 2005) was to avoid confiating performance deficits with descriptions of reasons for those deficits . However, despite the advantages, problems of competence can occur for various reasons, and may differentially affect the training environment, including the perceptions of other graduate students.…”

Peer relationships in counseling psychology training

“…Such information may be especially valuable in the early identification of problematic trainees. Rosenberg et al (2005) also reported that trainees become dissatisfied with their training program when faculty members do not engage them in addressing issues with problematic peers. Taken together, programs need to think carefully about ways to encourage trainees to bring problems to faculty attention.…”

“…For example, Shen-Miller et al (2011) noted that 44% of masterand doctoral-level students in counseling, clinical, school and combined psychology programs identified at least one peer with problems of professional competence. Rosenberg, Getzelman, Arcinue, and Oren (2005) reported that problematic peers could generate significant stress in students and negatively affect the learning environment. In particular, 95% of the respondents identified specific ways that a problematic peer affected them (e.g.…”

Supervision: From Prescribed Roles to Preferred Positionings

“…Evaluative practices are a constant activity in supervision, and frequently rest upon tacit criteria that supervisees ignore (Doehrman, 1976;Rosenberg, Getzelman, Arcinue, & Oren, 2005). Supervisors send either explicit or implicit (e.g., nonverbal) evaluative messages anytime they judge supervisees are (or are not) meeting professional standards (Briggs & Miller, 2005;Heritage & Clayman, 2010).…”