Training directors' perceptions of faculty behaviors when dealing with trainee competence problems: A mixed method pilot study.

Abstract

Despite the increasing emphasis on competencies in professional psychology graduate training, little is known, other than from anecdotal reports, about faculty behaviors in doctoral training programs when addressing trainees with problems of professional competence (TPPC). This mixed method pilot study explored training directors’ perceptions about faculty behaviors that help or hinder program functions; first in a quantitative survey format yielding descriptive data and then in individual interviews that were analyzed using grounded theory (Charmaz, 2006; Glaser & Strauss, 1967). Results suggest: (a) a wide range of faculty behaviors that both help and hinder effectively dealing with TPPC, and (b) variations in the degree of intentionality and preparedness that training programs use to guide their practices with TPPC. Implications of these preliminary results are discussed and recommendations are offered.