Nancy S. Elman

Organizational benefits of mentoring

Executive Overview When an older, more experienced member of an organization takes a junior colleague “under his or her wing,” aiding in the organizational socialization of the less experienced person and passing along knowledge gained through years of living within the organization, a mentoring relationship is said to exist. Both principals in this type of relationship benefit in ways which have often been discussed and, accordingly, many companies have instituted formal mentoring programs. In this article, the authors examine the benefits which flow, not strictly to the individuals involved, but to the organization that fosters mentoring relationships. Principal benefits are the transmission of corporate culture and the provision of a “deep sensing” apparatus for top management. The design of mentoring programs, choice of mentors, and potential pitfalls of mentoring are discussed.

Family‐Owned Businesses: An Emerging Field of Inquiry

This paper reviews the development of thinking about the family firm in four major areas of focus, and discusses the contributions and limitations of each approach.

Trainee Impairment A Review of Identification, Remediation, Dismissal, and Legal Issues

This article reviews the professional literature on the topic of evaluating the competence of trainees in professional psychology training programs including program policies, procedures, and actual practice for identifying, remediating, and, in extreme cases, dismissing trainees who are judged unable to provide competent, professional care. This review covers the literature on the following major issues related to trainee performance: (a) problems with definitions of impairment, (b) established professional standards for supervision and evaluation of trainees based on accreditation guidelines and ethical standards, (c) methodological critiques of empirical studies on trainee impairment, (d) issues related to evaluation and identification of trainees who are making inadequate progress toward professional competence, (e) issues related to remediation, (f) dismissal and due process, and (g) relevant legal cases and considerations. The review of these topics provides the platform for an extensive list of recommendations directed toward faculty and supervisors responsible for professional psychology training programs and internships.

In Pursuit of Wellness: The Self-Care Imperative

The practice of psychology can be demanding, challenging, and emotionally taxing. Failure to adequately attend to one’s own psychological wellness and self-care can place the psychologist at risk for impaired professional functioning. An ongoing focus on self-care is essential for the prevention of burnout and for maintaining one’s own psychological wellness. Salient aspects of self-care are discussed, including the ethical imperative of addressing self-care throughout one’s career. Three invited expert commentaries provide additional insights and recommendations on positive actions, preventive strategies, and steps to be taken by individual psychologists, by those training the next generation of psychologists, and by professional associations. Realities of the current state of psychology and a clear call for action are highlighted, with the overarching goal being the ethical and effective treatment of clients and the successful management of the challenges and stresses faced by practicing psychologists.

Recognizing, assessing, and intervening with problems of professional competence.

THIS ARTICLE WAS AUTHORED by members of a workgroup on students with competence problems associated with the Council of Chairs of Training Councils, which is affiliated with the Education Directorate of the American Psychological Association. Nadine J. Kaslow and Nancy J. Rubin took primary responsibility for crafting this manuscript. Nadine J. Kaslow is the workgroup chair. To the extent possible, the remaining authors are listed in the order of their contributions: Nadine J. Kaslow, Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine; Nancy J. Rubin, Department of Psychiatry and Behavioral Medicine, University of Alabama School of Medicine—Tuscaloosa Campus; Linda Forrest, Counseling Psychology and Human Services, University of Oregon; Nancy S. Elman, Psychology in Education, University of Pittsburgh; Barbara A. Van Horne, Department of Psychology, University of Wisconsin-Madison; Sue C. Jacobs, Applied Health and Educational Psychology, Oklahoma State University; Stephen K. Huprich, Department of Psychology, Eastern Michigan University; Sherry A. Benton, Counseling Services, Kansas State University; Victor F. Pantesco, Department of Clinical Psychology, Antioch University New England; Stephen J. Dollinger, Department of Psychology, Southern Illinois University; Catherine L. Grus, Education Directorate, American Psychological Services; Stephen H. Behnke, Ethics Office, American Psychological Association; David S. Shen Miller, Counseling Psychology and Human Services, University of Oregon; Craig N. Shealy, Department of Graduate Psychology, James Madison University; Laurie B. Mintz, Educational, School, and Counseling Psychology, University of Missouri-Columbia; Rebecca Schwartz-Mette, Department of Psychology, University of Missouri-Columbia; Kristi Van Sickle, Department of Psychology, James A. Haley VA Hospital in Tampa; Beverly E. Thorn, Department of Psychology, University of Alabama. CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to Nadine J. Kaslow, Emory University School of Medicine, Department of Psychiatry and Behavioral Sciences, Grady Hospital, 80 Jesse Hill Jr. Drive, Atlanta, GA 30303. E-mail: nkaslow@emory.edu Professional Psychology: Research and Practice Copyright 2007 by the American Psychological Association 2007, Vol. 38, No. 5, 479–492 0735-7028/07/

Psychotherapy in the Remediation of Psychology Trainees: Exploratory Interviews With Training Directors.

12.00 DOI: 10.1037/0735-7028.38.5.479

A Systems Perspective on Trainee Impairment Continuing the Dialogue

Practicing psychotherapists and trainers of psychology doctoral students are often concerned about the role of personal psychotherapy for trainees, particularly when intended for remediation. The training directors for 14doctoral programs were interviewed regarding the use of personal psychotherapy for remediation. The major theme in a qualitative analysis of these exploratory interviews was the challenge of balancing confidentiality of the trainees personal therapy with training program accountability and quality assurance to protect the public. Program practices ranged from hands-off to active program involvement in aspects of the trainees personal therapy. Recommendations for program decision making about psychotherapy as remediation for trainees are suggested.

Counseling Psychology’s Ambivalent Relationship with Master’s-Level Training

The three reactions written in response to our review article (Forrest, Elman, Gizara, & Vacha-Haase, 1999 [this issue]) are gratifying on a number of levels. First, we are pleased and appreciative of the thorough feedback we received from these three eminent psychologists whose work has informed our thinking on trainee impairment. As the lead author on early and seminal works on trainee impairment (Lamb, Cochran, & Jackson, 1991; Lamb et al., 1987), Douglas Lamb’s (1999 [this issue]) comments clarify several points in our review, and the new work he presents extends the dialogue about this complex topic in exciting new directions. In “Practicing What We Preach,” Gary Schoener (1999 [this issue]) brings to his reactions an extensive background and well-developed expertise in treating distressed and impaired practicing psychologists, as well as his long-time involvement with state and national professional associations. Melba Vasquez’s (1999 [this issue]) mul ticultural, feminist perspective combines with her many years of experience as training director of an American Psychological Association (APA) accred ited internship and as an author of a popular ethics textbook (Pope & Vasquez, 1991) to provide unique perspectives on trainee impairment. Second and more important, we believe that Lamb (1999), Schoener (1999), and Vasquez (1999) have extended the conversation that we hoped to facilitate about the extent of the unfinished work on the subject of impaired and incompetent trainees. Each of the reactants thoughtfully steps into the dialogue, extending our review by articulating new insights and proposing future directions for consideration. Together, the reactants’ comments push our understanding of trainee impairment from an individual level focused on the trainee to a complex

Nonpharmacological Treatment of Menstrual Headache: Relaxation-Biofeedback Behavior Therapy and Person-Centered Insight Therapy

Inspired by efforts by those who seek to redefine the practice of psychology as a master’s-level specialty, the authors examine counseling psychology’s heightened ambivalence regarding master’s-level training. First, they present a historical review of this issue. Next, they discuss current social and political pressures that, they suggest, have resulted in renewed tensions in the training of master’s-level practitioners for the field of counseling psychology. They conclude with specific recommendations regarding the manner in which counseling psychology should (a) train master’-level providers, (b) attempt to document the added value doctoral training, and (c) politically respond to this issue.

Training Directors' Conceptualizations of the Intersections of Diversity and Trainee Competence Problems A Preliminary Analysis

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