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Reconciling the professional and student identities of clinical psychology trainees

机译：调和临床心理学学员的专业和学生身份

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The study explored the ways in which qualified and trainee clinical psychologists perceived professional behaviour, as illustrated in a series of short vignettes, in student and clinical practice contexts. Comparisons were made to identify the extent to which ideas of professionalism differed across different learning contexts and between qualified and unqualified staff, with the aim of adding to the literature on which factors influence the development of professional identity in health professionals. An online questionnaire depicting a range of potentially unprofessional behaviours was completed by 265 clinical psychology trainees and 106 qualified clinical psychologists. The data were analysed using a general linear model with simultaneous entry in which rater (trainee vs qualified clinical psychologist), setting (student vs placement) and their interaction predicted acceptability ratings. We found that, in general, trainees and qualified staff agreed on those behaviours that were potentially unprofessional, although where significant differences were found, these were due to trainees rating the same behaviours as more professionally acceptable than qualified clinical psychologists. Despite trainees identifying a range of behaviours as professionally unacceptable, some percentage reported having engaged in a similar behaviour in the past. Irrespective of the status of the rater, the same behaviours tended to be viewed as more professionally unacceptable when in a placement (clinical) setting than in a student (university) setting. Generally, no support was found for a rater by setting interaction. The study suggests that trainee clinical psychologists are generally successful at identifying professional norms, although they do not always act in accordance with these. Conflicting student and professional norms may result in trainees viewing some potentially unprofessional behaviour as less severe than qualified staff. Health professional educators should be aware of this fact and take steps to shape trainee norms to be consistent with that of the professional group.
机译：该研究探索了合格的和受训的临床心理学家在学生和临床实践环境中如何看待职业行为，如一系列简短的短文所示。进行比较以确定在不同学习背景下以及合格和不合格人员之间专业精神观念的差异程度，目的是在文献中增加哪些因素会影响卫生专业人员的专业身份发展。 265位临床心理学培训生和106位合格的临床心理学家完成了描述一系列潜在的非专业行为的在线问卷。使用通用线性模型对数据进行分析，并同时输入评估者（受训者与合格的临床心理学家），环境（学生与安置）及其相互作用预测的可接受性等级。我们发现，总的来说，受训人员和合格的工作人员对那些可能不专业的行为达成了共识，尽管发现有显着差异，这是由于受训人员将相同的行为比合格的临床心理学家更专业地接受。尽管受训人员认为一系列行为在职业上是不可接受的，但仍有一定比例的人报告说过去曾从事过类似行为。不论评估者的状态如何，在安置（临床）环境下比在学生（大学）环境下，相同的行为往往被视为在职业上更不可接受。通常，没有通过设置交互来支持评估者。该研究表明，受训临床心理学家通常可以成功地确定专业准则，尽管他们并非总是遵循这些准则行事。与学生和专业准则相抵触的结果可能导致学员认为某些潜在的非专业行为没有合格人员严重。卫生专业教育者应意识到这一事实，并采取措施制定受训者规范，以使其与专业团体的规范保持一致。

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