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Psychologists are ethically obligated to ensure their own competence. When problems of professional competence occur, psychologists must take appropriate steps to regain competence while protecting those they serve. Yet conceptualizations of the competence obligation are thoroughly intertwined with Western ideals of individualism and a model of the person as self-contained, self-controlled, and perpetually rational. Research in health care, education, and multicultural and social psychology raise serious doubts about psychologists' capacity for consistently accurate self-assessments of competence. To address this problem, the authors advocate that education, training, professional ethics standards, and credentialing criteria be infused with a robust communitarian ethos and a culturally pervasive ethic of care. The authors propose a shift in discourse about competence to incorporate both competent individuals and competent communities.

Counseling psychology has demonstrated leadership on multicultural issues through serious and committed attention to diversity in scholarship, conferences, and training and recruitment. Yet a survey of the literature on trainees with competence problems resulted in limited references to race/ethnicity and/or gender (REG). Using transcripts of phone interviews, we examined the degree to which Training Directors from 14 counseling psychology doctoral programs included REG in their conceptualizations of trainee remediation. REG conceptualizations differed in terms of (a) definitional clarity and conceptual sophistication about RE, (b) differential integration of approaches to diversity and remediation, and (c) strong emotions associated with race/ethnicity in trainee remediation. Implications for training and research are discussed. (Contains 3 tables.)

Psychologists working as graduate student educators and clinical supervisors often encounter trainees who manifest problems of professional competence. At times, faculty members and supervisors may experience role conflict, ambiguity, and anxiety about how to respond to trainee competence problems. Psychologists engaged in the education, training, and credentialing of trainees are ethically and professionally obligated to balance their developmental and gatekeeping roles with respect to trainees. A discussion of several systemic concerns related to psychology's approach to competence problems is presented along with 3 expert commentaries that further elucidate the core issues from the vantage point of education, training, and licensure. Several recommendations for enhancing cooperation and excellent practice among psychologists who train and credential are offered. Keywords: competence, ethics, gatekeeping, professional, training

The practice of psychology can be demanding, challenging, and emotionally taxing. Failure to adequately attend to one's own psychological wellness and serf-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. Keywords: self-care, psychologist wellness, distress, burnout, impairment

Professional psychology has used the term impairment to describe trainees whose behavior does not meet minimum standards of professional competence, despite difficulties with the term that have been identified (L. Forrest, N. Elman, S. Gizara, & T. Vacha-Haase, 1999), and a few new terms that have been posited. Overlap with definitions of disability and impairment under the Americans With Disabilities Act (1990) create legal risk for training programs continuing to use the term impairment (C. A. Falender, C. J. Collins, & E. P. Shafranske, 2005). In this article, we review this and other problems with impairment, propose new terminology that captures three concepts (problems, professional, and competence), and examine ways in which the new terminology is contextually grounded in emerging trends in psychology (e.g., the competency movement). Keywords: impairment, professional competence, competence assessment, faculty evaluation, gatekeeping

Working collaboratively, psychologist educators and trainers at the doctoral, internship, and postdoctoral levels; credentialers; practitioners; and students offer 8 proposals for psychologists to consider in recognizing, assessing, and intervening with problems of professional competence in students and practicing professionals. In the proposals, the authors address the following topics: definitions and categories; preparing the system; self-assessment; remediation; diversity; communication across various levels of the system; confidentiality; and ethical, regulatory, and legal underpinnings. They also propose future directions for the assessment of problems in professional competence in both students and practicing psychologists. Keywords: competence, assessment, self-assessment, diversity, ethics

Professional development (PD) is a broad, albeit vaguely defined, construct that underlies psychologists' education and training and is intrinsic to professional functioning, or professionalism, throughout psychologists' careers. This article resulted from the deliberations of a working group at the November 2002 Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology. The authors propose a definition of PD and consider professionalism to be its outcome. They then focus on 2 elements of professionalism--interpersonal functioning and thinking like a psychologist--and address related development and assessment implications for training and practice. Recommendations and implications for professional psychology organizations and for training and lifelong practices of psychologists emerged for further consideration.

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 14 doctoral 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 trainee's 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 trainee's personal therapy. Recommendations for program decision making about psychotherapy as remediation for trainees are suggested.

A survey of counseling psychology (CP) training directors (N = 34), housed partly or completely in colleges of education, revealed that the most frequently cited benefits of being housed in education were compatibility of the CP program with the college mission, the esteem in which the CP program was held in the college, and the accessibility of related programs in educational and school psychology. The most frequently cited disadvantages involved the perception that psychologist colleagues (e.g., licensing boards) did not find education housing credible, lack of fit with the K-12 mission, and limited funding. CP respondents preferred to be housed in education and would choose it if given the chance. Thus, although some advantages and disadvantages of housing in education were reported, no widespread dissatisfaction was found.

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 organizations 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. [ABSTRACT FROM AUTHOR]

This article reports on a group communication skills training program for elementary school principals. An inservice training model is followed, and the program outline is included. [ABSTRACT FROM PUBLISHER]