Student competence problems, i.e., behaviors that cause a student or supervisee to fail to meet essential professional standards (Elman & Forrest, 2007), impact many graduate students in applied psychology programs. Students with competence problems are often placed on remediation plans to rectify these problems and facilitate their ability to complete their training successfully. While research has been conducted on other students’ experiences and perspectives of having peers with competence problems, no research to date has investigated the experiences of the students remediated for competence problems. The current study filled the gap in the literature by investigating the lived experiences of 12 graduate students in American Psychological Association (APA)-accredited doctoral-level clinical and counseling psychology programs who were remediated for competence problems. We used a phenomenological approach to glean information on the relationship between remediation and a student’s professional development and development of competence. Results of the study demonstrated 4 themes, with subsumed subthemes: remediation plan details and specifics, experiences with remediators, problem in context, and impact of remediation on trainee. Results indicated some consistency with, as well as unique findings pursuant to, the existing literature base on remediation. In addition, implications of the findings provide the impetus for suggestions for how trainers can implement remediation, including considerations of locus of control and competence, as well as parallels between remediation and therapy process and outcome literature. Recommendations for trainers and additional research implications are offered.

中文翻译：

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学生在心理学研究生课程中的补救经验。

学生能力问题，即导致学生或受监管者未能达到基本专业标准的行为（Elman & Forrest, 2007），影响了许多应用心理学课程的研究生。有能力问题的学生通常会被安排在补救计划中，以纠正这些问题并促进他们成功完成培训的能力。虽然已经对其他学生的经验和对同伴有能力问题的看法进行了研究，但迄今为止还没有研究调查过针对能力问题进行补救的学生的经历。目前的研究通过调查美国心理学会 (APA) 认可的博士级临床和咨询心理学项目的 12 名研究生的生活经历，填补了文献中的空白，这些研究生因能力问题而得到纠正。我们使用现象学方法收集有关补救与学生专业发展和能力发展之间关系的信息。研究结果展示了 4 个主题，其中包含子主题：修复计划的细节和细节、与修复者的经验、上下文中的问题以及修复对受训者的影响。结果表明，与现有的补救文献基础相一致，并且具有独特的发现。此外，研究结果的影响为培训师如何实施补救提供了动力，包括对控制点和能力的考虑，以及补救和治疗过程和结果文献之间的相似之处。提供了对培训师和其他研究影响的建议。