An Exploratory Look at Students' Experiences of Problematic Peers in Academic Professional Psychology Programs.

Abstract

This exploratory survey investigated the issue of problematic students/trainees from the perspective of master's and doctoral students in clinical and counseling psychology programs. Findings suggest that students (a) were aware of problematic trainees in their programs; (b) believed faculty were primarily responsible for handling problematic peers, though students were unclear about procedures for handling this issue; (c) expressed greatest concerns about issues involving peers' interpersonal functioning; and (d) responded by gossiping or consulting with other peers, withdrawing, and, less often, confronting a problem peer. Problematic peers impacted respondents' own functioning, relationships with peers, and perceptions of faculty, and they disrupted the learning environment. Study implications and limitations are noted.