An Exploratory Examination of Student Attitudes Toward "Impaired" Peers in Clinical Psychology Training Programs.

Abstract

Do psychology students view their training programs as doing enough to appropriately identify, accommodate, and possibly dismiss students who manifest significant impairment? This study reports the general findings of an exploratory survey distributed to clinical psychology graduate students. Overall, students viewed impairment as a highly sensitive and inadequately addressed issue. Students commonly reported frustration with and concern for colleagues. A few respondents indicated that the terms and problem student were insensitive and that greater attention needed to be given to impaired training contexts. Implications regarding formal standards for interpersonal functioning and programmatic supports for students are discussed.

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