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Record identifier : 568871
Personal Name - Primary Intelectual Responsibility : Zwickilton, Timber Rae
Title and statement of responsibility : Responding to "unfit" peers in graduate psychology training: A peer perspective [Thesis]
Publication, Distribution,Etc. : Alliant International University, San Diego, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Psy.D
Body granting the degree : , Alliant International University, San Diego
Summary or Abstract : It is not an uncommon experience for clinical psychology graduate students to be in a classroom or at an internship site with a student exhibiting less than professional conduct. Studies have found that 93 -95 of students were cognizant of professionally impaired peers (Mearns & Allen, 1991; Rosenberg, Getzleman, Arcinue & Oren, 2005). "Unfit" clinical psychology graduate students are of great concern because of the adverse effect they may have upon fellow graduate students (Rosenberg et al., 2005), and the overlap between the behaviors of professionally "unfit" clinical psychology students and reasons for future license revocation (Johnson, Porter, Campbell & Kupko, 2005; Lamb, Presser, Pfost, Baum, 1987; Layman & McNamara, 1997). Method. The purpose of this study was two-fold: to obtain the opinions of graduate students on responding to "unfit" peers and to use the data gathered from participants to develop a list of recommendations that can be presented to faculty to help handling "unfit" graduate students in a clinical psychology program. This study used qualitative measures to interview 9 students in clinical psychology doctoral program across the nation to gain the perspectives of graduate students on responding to "unfit" peers in a graduate psychology program. Findings. Many significant categories and themes emerged from the qualitative data. Graduate students described their unmet expectations when confronted with "unfit" peers and their perceived lack of response from faculty members, resulting in feelings of frustration and powerlessness. They described a professional ideal that was challenged by "unfit" peers that included an implied standard of conduct. An ideal for faculty emerged including the expectation that faculty will act as role models and will control the classroom environment. The respondents also discussed increased anxiety due to role conflict in responding to an "unfit" peer. Another theme that emerged was the burden of knowledge, sometimes being more exposed to a peer's unfitness than they would like to be and the feelings that ensue. Finally, the students described what would help decrease their feelings of frustration due to unmet expectations. These ideas can be used proactively by psychology programs to mitigate the expectations of their incoming students..
Topical Name Used as Subject : Psychology
: Higher education
Information of biblio record : TL
 
 
 
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