Title of Presentation: Remediation as a Process: 7 Steps for Successful Remediation
Presenter Information:
Kristin Rodzinka - Dayton VA Medical Center
Joanna McCormick - VA Montana
Amanda Wickett - Roudebush VA Medical Center
Shiloh Jordan - VA Pacific Islands
Abstract:
As gatekeepers for the field, we have a legal and ethical responsibility to address training issues. Perhaps one of the most challenging aspects of providing training is having the skills and resources to effectively address problems with trainees. Both Training Directors and clinical supervisors may lack the knowledge, training, confidence, and support to feel up to this challenging task. When trainee problems arise, it is typical for all involved to experience heightened levels of stress. Left unaddressed, this can result in adverse outcomes not only for the identified trainee who is not doing well, but also Training Directors, clinical supervisors, trainee peers, and the program itself. Unfortunately, a review of the literature offers little practical guidance regarding how to identify problems and successfully use remediation when needed. The VA Psychology Training Council (VAPTC) is made up of Training Directors in VA-based internships and postdoctoral residencies. The VAPTC seeks to promote best practices and excellence in psychology training. A standing committee of the VAPTC, the Clinical Advisory Committee (CAC), has taken on the task of developing tools to assist training programs with the process of remediation. When training programs reach out for guidance and support, often it is sample remediation plans that are requested. There are many potential pitfalls, however, when relying solely on sample or templated remediation plans. Effective remediation is a complex and individualized process which is inherently stressful for all parties involved. Both the APA’s Standards of Accreditation and APPIC Membership Criteria require formal due process procedures (APPIC, 2016; APPIC, 2018 ; APA SoA, 2015). Despite this, many programs struggle to formalize clear and effective policies to address when and how to implement successful remediation. In order to simplify and clarify important tasks in the process of remediation the following steps are proposed: Step 1: Setting the stage Step 2: Identifying when there is a problem Step 3: Defining the problem Step 4: Assigning roles and responsibilities Step 5: Creating a formal remediation plan Step 6: Implementing the remediation process Step 7: Concluding remediation - success or termination Within the context of the steps above, we will address how diversity issues may complicate the process of remediation and can create additional tension and doubt when determining how and when to address a problem. We present these 7 steps in an effort to provide greater context and guidance for decision making when problems arise with trainees.
Learning Objectives:
- Identify at least 3 Training Program infrastructure requirements necessary to support successfully addressing problematic trainee behavior.
- Describe at least two warning signs that you may need to consider remediation.
- Describe how clinical supervisors demonstrate diversity competency within the context of supervision.
References:
Aosved, A. C. (2017, May). Tips for trainers: Due Process. APPIC E-Newsletter. Retrieved from https://www.appic.org/Portals/0/downloads/DueProcess/2017Newsletter-DueProcess.pdf
Forrest, L., Shen Miller, D. S., & Elman, N. S. (2008). Psychology trainees with competence problems: From individual to ecological conceptualizations. Training and Education in Professional Psychology, 2(4), 183-192.
Jacobs, S. C., Huprich, S. K., Grus, C. L., Cage, E. A., Elman, N. S., Forrest, L., . . . Kaslow, N. J. (2011). Trainees with professional competency problems: Preparing trainers for difficult but necessary conversations. Training and Education in Professional Psychology, 5(3), 175-184.
Vacha-Haase, T., Elman, N.S., Forrest, L., Kallaugher, J., Lease, S.H., Veilleux, J.C., and Kaslow, N.J. (2019). Remediation plans for trainees with problems of professional competence. Training in Education in Professional Psychology, 13(4): 239-246.
Also:
Association of Psychology Postdoctoral and Internship Centers. (2018, June). APPIC Internship Membership Criteria. Retried from https://www.appic.org/Internships/Internship-Membership-Criteria
Association of Psychology Postdoctoral and Internship Centers (2016, September) APPIC Postdoctoral Membership Criteria. Retired from https://appic.org/About-APPIC/APPIC-Policies/Postdoc
American Psychological Association. (2015, February). Standards of Accreditation for Health Service Psychology. Retrieved from https://www.apa.org/ed/accreditation/about/policies/standards-of-accreditation.pdf.