Intervening with trainees not attaining professional competency
Sponsored Links
This presentation is the property of its rightful owner.
1 / 38

INTERVENING WITH TRAINEES NOT ATTAINING PROFESSIONAL COMPETENCY PowerPoint PPT Presentation


  • 65 Views
  • Uploaded on
  • Presentation posted in: General

INTERVENING WITH TRAINEES NOT ATTAINING PROFESSIONAL COMPETENCY. CCPTP MIDWINTER MEETING. SAVANNAH, GEORGIA FEBRUARY 6, 2009. Linda Forrest, Ph.D. University of Oregon [email protected] Nancy S. Elman, Ph.D. University of Pittsburgh (EMERITUS) [email protected]

Download Presentation

INTERVENING WITH TRAINEES NOT ATTAINING PROFESSIONAL COMPETENCY

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


INTERVENING WITH TRAINEES NOT ATTAINING PROFESSIONAL COMPETENCY


CCPTP MIDWINTER MEETING

SAVANNAH, GEORGIA

FEBRUARY 6, 2009


Linda Forrest, Ph.D.

University of Oregon

[email protected]

Nancy S. Elman, Ph.D.

University of Pittsburgh (EMERITUS)

[email protected]


• Update on progress since 2006 CCPTP presentation

• Opportunity to engage in difficult conversations and challenges across the training ecology

WorkshopOverview


What’s New Since 2006

  • Products/Publications

  • Workgroups

  • New Topics Being Studied

  • New Research Underway


Taskforce on Students with Competence Problems

  • Community of scholars grows

  • Diverse group representing all levels

  • Scholarship expands

  • Focus on:

    • Improving terminology

    • Generating data

    • Developing remediation template

    • Increasing capacity for difficult dialogues


New Product Updates

  • CCTC communication between graduate programs & internships

    • recommendations for model statement

  • Trainee Remediation Plan Template

    • Plan being circulated among training councils

    • Review & feedback requested


Publication Updates

  • Professional Psychology: Research & Practice

    • Special Section: Assessment of Competence

    • Volume 38(5), October, 2007

  • Recognizing, assessing & intervening with problems of professional competence (Kaslow et al.)

    • covers definitions, preparing the system, self assessment, remediation, diversity, communication across system, confidentiality

  • New terminology: Problems w/ professional competence (Elman & Forrest)


Publication Updates

  • Training and Education in Professional Psychology

    • Special Section: Editor, Kathy Bieschke

    • Systemic Approaches to Trainees with Professional Competence Problems

  • Volume 2 (4), November 2008


Publication Updates

  • TEPP Special Section - Three articles

    - Ecological Model (Forrest, Elman & Miller)

    - Problem Solving Model (Wester, Christianson, Fouad & Santiago-Rivera)

    - Legal Risk Management (Gilfoyle, APA Counsel)

  • Two Responses

    - Chair of APPIC (McCutcheon)

    - Director of APA Ethics Office (Behnke)

Volume 2 (4), November 2008


Workgroup Updates

  • CoA Accreditation Assembly: Impact of FERPA/HIPAA Regulations on Addressing Trainees with PPC (2008)

  • Assessment of Competencies Benchmark Workgroup (2006)

  • BEA Competency Assessment Workgroup (2007)

  • ASPPB Workgroup on Practicum Competencies


New Topic Update

  • Intersection of diversity with faculty deliberations

  • Research shows great variation across faculty

  • Continuum of faculty conceptualizations from color blind to context/culture attentive

  • More variation expressed by faculty who attempted to integrate context-attentive strategies than faculty who ascribed to color-blind approach

    (Shen Miller, Forrest & Elman, in press; Miller, 2008; Shen-Miller, Forrest & Burt, under review)


New Research Updates

  • Student Sample

    • training to intervene with peer

    • understanding of ethical & legal responsibilities

    • program climate for intervening with peer

    • individual decision making

    • evaluation of student’s actions and impact

    • ENCOURAGE YOUR STUDENTS TO PARTICIPATE

  • TDs Sample

    • Faculty actions that help or hinder efforts to address trainees with competence problems

    • PLEASE PARTICIPATE


Developing Appropriate Remediation Plans

  • Trainee Remediation Plan Template

    • Goal: Tool to help faculty address remediation comprehensively

    • Work-in-progress: Seeking feedback as you review now or if you use it

    • Send feedback to us or Cathi Grus at APA


Effective Remediation

  • It’s All in the Timing!

  • Remediation model in place FIRST

  • Policy lines up w/ local and national standards

  • Review APA website for competencies, benchmarks, assessment toolbox

  • Base remediation policy in COMPETENCY language

  • Educate others about importance of remediation in advance


Effective Remediation(cont.d)

  • Don’t wait - Start early

  • Develop remediation with the student

  • Use remediation template as guide

  • Commit to being in difficult conversations

  • Clarify that student understands

  • Seek remediation actions that match specific competencies of concern


Effective Remediation(cont.d)

  • Focus: Meeting competency benchmarks

    • Translate problems into competency language

    • Include all competencies that apply

    • Describe expectations for performance

  • Describe trainee & faculty actions

  • Determine assessment methods

  • Plan includes date certain for review


Effective Remediation(cont.d)

  • If trainee disagrees with plan, require written description of disagreement

  • Plan signed by all persons involved

  • At time of summative eval,

    • Determine if each benchmark has been met

    • Develop next steps (continuation, modification, due process/grievance)

    • If student disagrees with next steps, require written description of disagreement

  • FOLLOW THROUGH TO CONCLUSION

  • Consultation helps!!!


Macrosystem:

Cultural beliefs about being a psychologist and training

practices to become a psychologist. Social blueprint such as attitudes about race/ethnicitygender/sexual orientation/disability

Multi-system Interactions

Exosystem

Licensure, accreditation, gate-keeping requirements, evaluation, remediation and dismissal policies, professional competency standards, legal statutes, court cases

Mesosystem:

Interactions among colleagues, peers,

faculty and supervisors

Microsystem:

Direct interaction with peers, students,

supervisors, advisor, instructors

Trainee

Graphic Courtesy of Christiane Oilar Blanco-Vega


Microsystem: Trainees

  • Revise curriculum

  • Make sure trainees know ethical responsibilities and how to live them.

  • Review relevant standards in Ethics Code

  • Teach scholarship on competence problems

  • Train for difficult conversations

  • Provide opportunities to practice

  • Model transparent interventions – if we can’t do it how can we expect trainees to do it!

  • Create prevention for profession


Mesosystem: Chairs & Deans

  • Administrators hate to be surprised

  • That’s when they are less supportive

  • Educate/share ecological framework

  • Discuss best practices at each level of ecology

  • Identify potential complications in advance

  • Obtain consensus on following the policies and the risks of not

  • Stay current w/ policy changes: local & national

  • Review & revise policies together


Exosystem: Attorneys

  • Remember courts continue to support faculty judgments of dismissal if handled properly

  • Discuss program policies with attorneys in advance

  • Clarify university or local policies/ laws affecting program’s options

  • Educate attorney about psychology training & share relevant articles (e.g., Gilfoyle, 2008)

  • Establish and agree upon sequence and timing of notification/consultation


Exosystem: Dynamic Policies

  • Stay current w/ policy changes

    • University policy

    • Ethics Code

    • Accreditation

    • National policy (e.g., FERPA & HIPAA)

    • State regulations

    • Court cases


FERPA as Example

  • Family Education Rights & Privacy Act

  • Protection of student records - Current modifications in wake of campus tragedies

  • Requires a significant ARTICULABLE threat & rational basis

  • Allows sharing of records under some circumstances: Check local definition

  • Provide notice of need to share in program handbook

  • Obtain appropriate signed releases in advance

  • Consent now part of APPI application


Resources

  • Elman, Springer & Baker (2008). The Impact of HIPAA/FERPA Regulations on Addressing Trainees with Problems of Professional Competence.

    Symposium presented at the APA Commission on Accreditation Annual Assembly

    Available at www.apa.org/ed/accreditation/


Resources

  • Joint Guidance on the Application of the Family Educational Rights and Privacy Act (FERPA)And the Health Insurance Portability and Accountability Act of 1996 (HIPAA) To Student Health Records

    • Document produced by US Department of Health & Human Services & Department of Education

    • Distributed November, 2008; Effective February 2009


Macrosystem: Current Economic Conditions

  • Competence problems are labor-intensive.

  • What if:

    • fewer faculty doing more?

    • community agencies less willing to supervise?

    • overworked supervisors less willing to address competence problems?

    • fewer accredited/paid internships?

    • universities more fearful of lawsuits?


Communication: The Art of Difficult Conversations

  • Tips on effective learning conversations with the identified trainee, other trainees, faculty, administrators, & attorneys.

  • Stone, D., Patton, B., & Heen, S. (1999). Difficult conversations: How to discuss what matters most. New York: Penguin.


Communication: The Art of Difficult Conversations

  • Embrace both stories …the “and” vs. the “but”

  • Map the contributionacross the system…not the blame

  • Explore what happened: “learning conversation”

  • Explore how identity and feelings are involved

  • Create a problem-solving dialogue

  • Keep standards in mind

  • Invent creative options/solutions


QUESTIONS?


Vignettes

  • Divide into 10 groups, 5 vignettes

  • Identify volunteer recorders

  • Discuss questions or role play; observe, notice ideas, reactions, solutions (25 minutes)

  • Large group report back (20 minutes)

  • COFFEE BREAK!!


Student on Remediation

  • Competencies of concern: professionalism, self assessment, relationships

  • Concerns identified across settings

  • Remediation includes:

    • tasks to address each competency domain

    • strategies for evaluation

    • timeline & consequences

  • Midyear evaluation shows no progress

  • Student continues to be in denial/blame others

  • What do you do??


Peers Act Unprofessionally

  • Student on remediation plan

  • Faculty did not consider impact on other students

  • Other students express concern via gossip & other unprofessional behavior

  • Faculty recognize unhealthy nature of situation & agree action is needed

  • What do you do??


Troublesome Faculty Member

  • Faculty member has close working relationship with student on remediation

  • Faculty member undermines remediation

    • over focuses on student’s strengths

    • avoids giving negative feedback

    • communicates that all is well, no concern

  • At next faculty meeting, faculty member wants to soften & restructure remediation

  • What do you do??


Letter to Chair/Dean

  • Student names seriously disturbed peer

  • Letter writer expresses concerns:

    • Peer disrupts other students’ training

    • Concern about client care

    • Concern faculty not doing enough

  • Frustrated/turning to Chair/Dean for help

  • Chair/Dean sends copy of letter to you & requests meeting

  • Student identified in letter on remediation

  • What do you do??


U. Attorney Rejects Dismissal Recommendation

  • Strong case for dismissal

    • Followed policy/Excellent documentation

    • Provided opportunity to remediate

    • Student unable to meet competencies

    • Program has followed due process policies

  • Faculty vote to dismiss

  • Attorney does not support decision

    • Budget before state legislature

    • Fear of front page negative publicity

  • What do you do??


WHAT NEXT?

  • We encourage you to use this knowledge and practice as a catalyst to:

    • Explore challenges with your faculty

    • Create new or review/modify existing policies

    • Develop curriculum to educate trainees

    • Educate others in the ecosystem

    • Develop relationships across the training ecosystem to sustain the process when needed.


TAKE HOME POINTS REMINDER

  • IMPORTANCE OF AN ECOSYSTEMIC PERSPECTIVE

  • GET AHEAD OF THE PROBLEM

    NOT BEHIND IT!!


  • Login