Publication Date
2011
Document Type
Dissertation
Committee Members
Paul Hershberger (Committee Member), John Rudisill (Committee Member), Leon Vandecreek (Committee Chair)
Degree Name
Doctor of Psychology (PsyD)
Abstract
Despite increasing interest in the issue of clinician impairment over the past 25 years, relatively little research has been conducted regarding the occurrence and management of impairment during the predoctoral and trainee stages of clinical psychology education. This is a particularly notable gap in the literature, given the unique stressors associated with that stage of professional development that may make students and trainees especially vulnerable to impairment. Failing to properly address this issue at an institutional level can present training programs with a variety of potential problems, including legal repercussions, resource drain, impact upon the overall student body, and possible harm to the impaired student. Most recommendations for programs to date have focused upon containment and problem-focused methods for addressing impairment; virtually no resources are available for programs wishing to take a more positive and growth-oriented stance. The goal of this project is to begin to fill some of the existing gaps in the knowledge base by using the theoretical principles of positive psychology to design a sample institutional plan for addressing student impairment in a supportive, strengths-based manner. Institutional optimizations, administrative procedures, and organizational climate are discussed, as well as directions for future research.
Page Count
150
Department or Program
School of Professional Psychology
Year Degree Awarded
2012
Copyright
Copyright 2011, all rights reserved. This open access ETD is published by Wright State University and OhioLINK.
