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Ali January, M.A., & David Meyerson, M.A, Felice Reddy, M.A, Anna Docherty, M. A..

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Presentation on theme: "Ali January, M.A., & David Meyerson, M.A, Felice Reddy, M.A, Anna Docherty, M. A.."— Presentation transcript:

1 Ali January, M.A., & David Meyerson, M.A, Felice Reddy, M.A, Anna Docherty, M. A..

2 Supervisory competence (Falender et al, 2004; Barnett, Doll, Younggren, & Rubin, 2007) Perceptions of strong and weak supervisors (Martino, 2001; Lowry, 2001) More than 50% of supervisees surveyed reported experiencing at least one unethical behavior on the part of a clinical supervisor (Ladany, 2002) HOWEVER, when it comes to faculty members in clinical psychology, the literature is quite sparse Introduction

3 Better understand ethical dilemmas faced by students in faculty relationships and students reactions to these ethical violations Gain some knowledge about the types of professional competence issues students perceive in clinical psychology faculty and the impact on their well being Examine the relation of climate to ethical violations and problems of professional competence Reasons for this Study

4 We asked about the number of faculty with specific problem behaviors Drug and alcohol problems Being unavailable, unhelpful feedback etc. We also asked about the impact of and sympathy for broad categories of problems Skill Based Relational Personal Ethical In this Survey

5 Clinical Program Climate Scale Originally 26 items Originally 26 items Principal Components Analysis, extracted one factor Principal Components Analysis, extracted one factor One item removed because low correlation with factor One item removed because low correlation with factor Final scale has 25 items (all items load above.380 on factor); single factor explains 48% of variance Final scale has 25 items (all items load above.380 on factor); single factor explains 48% of variance Cronbachs =.952 Cronbachs =.952

6 Clinical Program Climate Scale Please respond to the following items while thinking about the clinical psychology graduate program at your university: Students feel that faculty are on their side. I feel wanted and needed in my program. Attendance is good; students stay away only for urgent and good reasons. Most people in my program are kind. Faculty treat students as persons.

7 In which ways do clinical faculty demonstrate problems with professional functioning?

8 PROBLEMAverageSDN Lack interpersonal skills Lack self-awareness Provide Unhelpful/Inconsistent feedback Are consistently unavailable Are unnecessarily punitive or critical Lack statistical skills Have fatigue or burnout Are consistently unreliable Have Poor judgment Have Axis I issues (depression, eating disorders, Have a Personality disorder Have Violated ethnical standards Have anger management problems Lack intellectual reasoning Have alcohol abuse/dependence problems Have drug abuse/dependence problems

9 PROBLEMAverageSDN Lack interpersonal skills Lack self-awareness Provide Unhelpful/Inconsistent feedback

10 PROBLEMAverageSDN Lack intellectual reasoning Have alcohol abuse/dependence problems Have drug abuse/dependence problems

11 Hypotheses 1) Most students will be able to identify a faculty member with competence problems. 2) Students will be more sympathetic to faculty with personal problems than skill based incompetence, relational incompetence, or who have committed ethical violations. 3) Program climate will be positively related to students sympathy for faculty they perceive as incompetent. 4) It is expected that conflict with faculty and advisors will have a negative emotional impact on students. 5) Exploratory: Look at student disclosure of ethical violation

12 Hypothesis 1 Most students will be able to identify a faculty member with competence problems. (n = 300)

13 Hypotheses 1) Most students will be able to identify a faculty member with competence problems. 2) Students will be more sympathetic to faculty with personal problems than skill based incompetence, relational incompetence, or who have committed ethical violations. 3) Program climate will be positively related to students sympathy for faculty they perceive as incompetent. 4) It is expected that conflict with faculty and advisors will have a negative emotional impact on students. 5) Exploratory: Look at student disclosure of ethical violation.

14 Hypothesis 2 Students sympathies for faculty with competency problems (n = 311) Wilks Lambda =.045; F(4,307) = , p =.000

15 Hypotheses 1) Most students will be able to identify a faculty member with competence problems. 2) Students will be more sympathetic to faculty with personal problems than skill based incompetence, relational incompetence, or who have committed ethical violations. 3) Program climate will be positively related to students sympathy for faculty they perceive as incompetent. 4) It is expected that conflict with faculty and advisors will have a negative emotional impact on students. 5) Exploratory: Look at student disclosure of ethical violation

16 Hypothesis 3 Relation of program climate to sympathy for different categories of faculty professional problems Skill Based r= 0.123, p= 0.03 Relation Based r=0.316, p <.001 Personal problems r= 0.251, p <.001 Ethical Violation r= 0.272, p <.001

17 Hypotheses 1) Most students will be able to identify a faculty member with competence problems. 2) Students will be more sympathetic to faculty with personal problems than skill based incompetence, relational incompetence, or who have committed ethical violations. 3) Program climate will be positively related to students sympathy for faculty they perceive as incompetent. 4) It is expected that conflict with faculty and advisors will have a negative emotional impact on students. 5) Exploratory: Look at student disclosure of ethical violation

18 Hypothesis 4 Students negative emotional impact in response to faculty competency problems (n = 288) Wilks Lambda =.044; F(4,284) = , p =.000

19 Hypotheses 1) Most students will be able to identify a faculty member with competence problems. 2) Students will be more sympathetic to faculty with personal problems than skill based incompetence, relational incompetence, or who have committed ethical violations. 3) Program climate will be positively related to students sympathy for faculty they perceive as incompetent. 4) It is expected that conflict with faculty and advisors will have a negative emotional impact on students. 5) Exploratory: Look at student disclosure of ethical violation

20 Ethical Violations 31.3 % of students identified at least one or more faculty members who had committed an ethical violation

21 Hypothesis 5 If you have not witnessed an ethical violation, would you tell someone if you did? (n = 273)

22 Hypothesis 5 When you found out about the ethical violation, did you tell someone? (n = 75)

23 Inappropriate sexual relationships Confidentiality violations Mishandling data Forging Evaluations Plagiarism/Ghost Writing Types of Ethical Violations

24 Discuss managing faculty competence issues Students awareness of rights and support to speak up Conclusions

25 25 Self-report, cross-sectional data Some issues of non-independent sampling (students replying from the same program) Some students abandoned survey Not all CUDCP programs represented Opportunity for nested analyses May want to gather faculty ratings to compare against student perceptions Limitations & Future Directions


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