Supporting Trainees With Competence Problems A Practical Guide for Psychology Trainers

Trainees with competence problems are common in professional psychology training programs. This comprehensive resource guides trainers and administrators as they navigate the challenges involved in supporting these trainees.

Trainees with problems of professional competence (TPPC) have difficulty acquiring and/or maintaining developmentally appropriate levels of functional or foundational competence, with deficits in skills, functioning, attitudes, ethical practice, and/or interpersonal behaviors. These situations can be stressful for all involved, from trainees facing difficult feedback and remediation, to trainers navigating their responsibility to both educate and gatekeep, to administrators and other stakeholders who uphold academic standards and assist trainees in their educational experience.

Problems of professional competence are complex, often involving assessment, evaluation, relational, ethical, and even legal challenges. Although excellent resources exist to guide trainees, trainers, and training programs through these challenging situations, no centralized, comprehensive source of information has been available until now. The editors and chapter authors bring together incredible depth and breadth of knowledge, experiences, and practical guidance in this volume.

Rebecca Schwartz-Mette, PhD, is nationally recognized for her contributions to scholarship in the areas of ethics and training, as well as NIMH-funded research on adolescent peer relationships and psychopathology. She is a licensed psychologist and an assistant professor at the University of Maine, where she trains and supervises doctoral students in ethics, research, and clinical practice. Her research on professional practice focuses on ethics and competency in psychologists, with a particular focus on working with trainees with competence problems. Dr. Schwartz-Mette is a member of the American Psychological Association's (APA) Board of Educational Affairs' Workgroup on Trainees with Problems of Professional Competence, past co-chair of the APA Advisory Committee on Colleague Assistance (ACCA), and the current chair of the APA Ethics Committee. She regularly provides APA-sponsored training workshops on the topic of trainees with competence problems. 

Evelyn Hunter, PhD, is a licensed psychologist and assistant professor at Auburn University. Her research investigates the pathways by which multicultural and diversity characteristics intersect with mental health, behavioral, and training constructs. This work has followed two directions: 1) the development of psychology trainee competencies and 2) disparities in mental health and physical health correlates (e.g. multiple sclerosis). She is engaged in the development and training of doctoral level supervises in an APA-accredited counseling psychology program, with a particular focus on ethics and professional issues training. She is a member of the APA Board of Educational Affairs' Workgroup on Trainees with Problems of Professional Competence, the current chair of the Early Career Psychologists Committee for the Society of Counseling Psychology, and appointed to the Special Task Group for the development of the Social Justice Advocacy Training Model for Counseling Psychology.

Nadine J. Kaslow, PhD, ABPP, is a professor and vice chair for faculty development, diversity, equity, and inclusion, Emory University School of Medicine Department of Psychiatry and Behavioral Sciences; chief psychologist, Grady Health System; and director of postdoctoral residency training, Emory University School of Medicine. A licensed psychologist, she is board certified through the American Board of Professional Psychology. The 2014 president of the American Psychological Association (APA), she is past president/chair of four APA divisions, American Board of Professional Psychology (ABPP), and the Association of Psychology Postdoctoral and Internship Centers (APPIC). She has received numerous national awards for her roles as educator, supervisor, and mentor. The recipient of multiple federal and foundation grants, she has published over 300 articles and four books including the Oxford Handbook of Education and Training in Professional Psychology. The chair of the APA Board of Educational Affairs' Workgroup on Trainees with Problems of Professional Competence, she is one of the authors of APA's Guidelines for Clinical Supervision in Health Service Psychology (2015). She has given countless local, regional, national, and international workshops on psychology education, training, and supervision with a multicultural and communitarian focus.

Introduction: Building a Supportive Culture for Trainees Managing Competence Issues Rebecca Schwartz-Mette, Evelyn Hunter, and Nadine Kaslow Chapter 1: Creating a Communitarian, Multiculturally-Sensitive, and Socially Just Training Culture Mary Mendoza-Newman and Jennifer A. Erickson Cornish Chapter 2: Competencies in Health Service Psychology Lydia McGaffee, Cassandra Rasmussen, and Emil Rodolfa Chapter 3: Problems of Professional Competence Suzanne H. Lease and Catherine L. Grus Chapter 4: Systemic Perspectives on Trainees with Problems of Professional Competence Debra Mollen and Marlene Williams Chapter 5: Identification and Assessment of Problems of Professional Competence Salina Renninger and Consuelo Cavalieri Chapter 6: Remediation, Counseling Out, and Dismissal Rebecca Schwartz-Mette Chapter 7: Trainee Confidentiality: The Hidden Challenge of Competence Problems Linda Forrest and Nancy S. Elman Chapter 8: Ethical Issues in Working with Trainees with Problems of Professional Competence (TPPC) Jeffrey E. Barnett and W. Brad Johnson Chapter 9: Legal Issues in Working with TPPC Sanjay Shah and Sarah Fishel Chapter 10: Building Program Policies in a Communitarian and Multiculturally-Sensitive Training Culture Jennifer C. Veilleux and Meredith Scafe Chapter 11: Troubleshooting Common Pitfalls Evelyn Hunter and Rebecca Schwartz-Mette Appendix A: Key Terms
Appendix B: Cube Model for Competency Development
Appendix C: Competency Remediation Plan
Appendix D: Additional Resources for Readers
References