Professional competence problems in training: A qualitative investigation of trainee perspectives

Trainees with problems of professional competence (i.e., trainees with difficulty acquiring or maintaining developmentally appropriate levels of skill, functioning, attitudes, and/or ethical, professional, or interpersonal behavior across 1 or more settings) have broad and significant impacts across psychology education and training (Elman & Forrest, 2007; Forrest, Elman, & Shen-Miller, 2008; Kaslow et al., 2007). Existing data are equivocal about whether trainees perceive the training environment as helpful or harmful in addressing peer trainees with problems of professional competence (TPPC), and no published studies have targeted trainees' decision-making about taking action with or the impact of TPPCs on relationships. We analyzed interviews with 12 trainees at various levels of training in professional psychology. Factors affecting relationships and decisions to take action included program characteristics, personal contexts, professional responsibilities (e.g., peer supervision) and expectations, boundary concerns, and fear of negative consequences. Program climate, trainer behaviors, and intersections with diversity provoked discomfort, frustration, conflict, withdrawal, loss of faith in peers and trainers, and negative relational outcomes. These factors also led to deepened relationships, action, and overall positive and negative learning experiences. Based on our results, we recommend integrating the competence constellation model (Johnson, Barnett, Elman, Forrest, & Kaslow, 2012, 2013) into training, building competence for intervening with peer TPPCs, and revising aspects of APA's Ethical Code of Conduct.