Graduate students' experiences in dealing with impaired Peer, compared with faculty predictions: An exploratory study
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Ethics and Behavior 1 (3):191 – 202 (1991)
In this study, we present data on graduate students' actual experiences in dealing with impaired peers and faculty predictions of how students would deal with such situations. A total of 29 faculty and 73 graduate students responded to a survey of 40 randomly selected clinical psychology training programs. Student respondents were almost universally (95%) aware of peers whom they regarded as impaired in their professional functioning, and half (49%) the sample reported being aware of a peer's ethical impropriety. Faculty overestimated the number of students who said they "did nothing" when confronted with the resulting ethical dilemma and underestimated the degree of conflict and turmoil (i.e., anger, frustration, dismay) that students reported experiencing. Faculty also estimated that students would be more concerned with peer loyalty issues, whereas students indicated that they were strongly motivated by ethical considerations. Ethics curricula ought more thoroughly to address affective concerns through experiential learning vehicles such as faculty modeling, simulation exercises, and small-group discussion.
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References found in this work BETA
Gerald Corey & Patrick Callanan (1998). Issues and Ethics in the Helping Professions. Monograph Collection (Matt - Pseudo).
Citations of this work BETA
Steven A. Branstetter & Mitchell M. Handelsman (2000). Graduate Teaching Assistants: Ethical Training, Beliefs, and Practices. Ethics and Behavior 10 (1):27 – 50.
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