
Nancy S. ElmanUniversity of Pittsburgh | Pitt · Department of Psychology in Education
Nancy S. Elman
Ph.D.
About
35
Publications
37,577
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
1,987
Citations
Introduction
Skills and Expertise
Publications
Publications (35)
Confidentiality is one of psychology’s most important professional ethical standards. Yet, we know little about the extent and manner to which confidentiality applies to psychology trainees. This article describes the confusion, disagreements, and tensions that arise among trainers when determining the limits to trainee confidentiality with a speci...
For trainees in health service psychology, an effective approach to the assessment of competencies can identify trainees with problems of professional competence. Once such problems are identified, a systematic and proactive remediation effort can be put into place. Such efforts are likely to be most effective in training cultures that are competen...
Professional psychology training programs exert a powerful influence on the ways in which trainees come to appreciate and respond to the ethical mandate to ensure their own professional competence. If training psychologists overemphasize individualistic conceptions of lifelong competence, then trainees may be at risk for professional isolation if a...
Professional competence in psychology and other health care professions is fluid, contextual, and vulnerable to degradation over time. Moreover, psychologists—like all human beings—are often notably ineffective in self-evaluating competence. We introduce the competence constellation model (CCM) as a communitarian strategy for ensuring optimal funct...
Responds to the comments by A. M. Pomerantz (see record 2013-31242-013) on the current authors' original article, "The competent community: Toward a vital reformulation of professional ethics" (see record 2012-04007-001). Here, the current authors address Pomerantz's two main questions regarding the size of and admission to competent communities in...
Despite the increasing emphasis on competencies in professional psychology graduate training, little is known, other than from anecdotal reports, about faculty behaviors in doctoral training programs when addressing trainees with problems of professional competence (TPPC). This mixed method pilot study explored training directors' perceptions about...
Despite the increasing emphasis on competencies in professional psychology graduate training, little is
known, other than from anecdotal reports, about faculty behaviors in doctoral training programs when
addressing trainees with problems of professional competence (TPPC). This mixed method pilot study
explored training directors’ perceptions about...
Reports an error in "Trainees with professional competency problems: Preparing trainers for difficult but necessary conversations" by Sue C. Jacobs, Steven K. Huprich, Catherine L. Grus, Evelyn A. Cage, Nancy S. Elman, Linda Forrest, Rebecca Schwartz-Mette, David S. Shen-Miller, Kristi S. Van Sickle and Nadine J. Kaslow (Training and Education in P...
Psychologists are ethically obligated to ensure their own competence. When problems of professional competence occur, psychologists must take appropriate steps to regain competence while protecting those they serve. Yet conceptualizations of the competence obligation are thoroughly intertwined with Western ideals of individualism and a model of the...
Trainees with professional competency problems, also called problems of professional competence (PPC), are frequently encountered by faculty and supervisors and often are challenging for trainers and educational/training systems. This article underscores the importance of trainers addressing graduate students and interns with PPC for whom regular s...
Trainees with problems of professional competence (TPPC) are a significant phenomenon in psychology education and training. Although most faculty and students are able to identify at least one TPPC over a 5-year period (Forrest, Elman, Gizara, & Vacha-Haase, 1999), investigations have typically focused on trainers; trainees' perspectives are relati...
Reports an error in "Psychology trainees with competence problems: From individual to ecological conceptualizations" by Linda Forrest, Nancy S. Elman and David S. Shen Miller (Training and Education in Professional Psychology, 2008[Nov], Vol 2[4], 183-192). The order of authorship was printed incorrectly, both in the issue Table of Contents and in...
Psychologists working as graduate student educators and clinical supervisors often encounter trainees who manifest problems of professional competence. At times, faculty members and supervisors may experience role conflict, ambiguity, and anxiety about how to respond to trainee competence problems. Psychologists engaged in the education, training,...
[Correction Notice: An erratum for this article was reported in Vol 3(1) of
Training and Education in Professional Psychology (see record
2009-01388-008). The order of authorship was printed incorrectly, both in the issue Table of Contents and in the article. The correct order of authorship for this article is: Linda Forrest, Nancy S. Elman, and...
Counseling psychology has demonstrated leadership on multicultural issues through serious and committed attention to diversity in scholarship, conferences, and training and recruitment. Yet a survey of the literature on trainees with competence problems resulted in limited references to race/ethnicity and/or gender (REG). Using transcripts of phone...
Reports an error in "From trainee impairment to professional competence problems: Seeking new terminology that facilitates effective action" by Nancy S. Elman and Linda Forrest (Professional Psychology: Research and Practice, 2007[Oct], Vol 38[5], 501-509). The APA ethics code standards for issues related to training were incorrectly identified in...
The practice of psychology can be demanding, challenging, and emotionally taxing. Failure to adequately attend to one's own psychological wellness and self-care can place the psychologist at risk for impaired professional functioning. An ongoing focus on self-care is essential for the prevention of burnout and for maintaining one's own psychologica...
[Correction Notice: An erratum for this article was reported in Vol 39(4) of
Professional Psychology: Research and Practice (see record
2008-10899-013). The APA ethics code standards for issues related to training were incorrectly identified in the last sentence on p. 501 (and continuing on p. 502). The sentence should read as follows: "The 2002...
Working collaboratively, psychologist educators and trainers at the doctoral, internship, and postdoctoral levels; credentialers; practitioners; and students offer 8 proposals for psychologists to consider in recognizing, assessing, and intervening with problems of professional competence in students and practicing professionals. In the proposals,...
Professional development (PD) is a broad, albeit vaguely defined, construct that underlies psychologists' education and training and is intrinsic to professional functioning, or professionalism, throughout psychologists' careers. This article resulted from the deliberations of a working group at the November 2002 Competencies Conference: Future Dir...
This paper reviews the development of thinking about the family firm in four major areas of focus, and discusses the contributions and limitations of each approach.
Practicing psychotherapists and trainers of psychology doctoral students are often concerned about the role of personal psychotherapy for trainees, particularly when intended for remediation. The training directors for 14 doctoral programs were interviewed regarding the use of personal psychotherapy for remediation. The major theme in a qualitative...
This article presents an overview of the Houston 2001 National Counseling Psychology Conference. The authors discuss the context for the 4th National Counseling Psychology Conference, documentthe process of decision makingaboutthe conference, andexamine the content of the conference. The authors also examine a unique feature of the conference, the...
Inspired by efforts by those who seek to redefine the practice of psychology as a master’s-level specialty, the authors examine counseling psychology’s heightened ambivalence regarding master’s-level training. First, they present a historical review of this issue. Next, they discuss current social and political pressures that, they suggest, have re...
Responds to comments by M. J. Vasquez, G. R. Schoener, and D. H. Lamb (see record
1999-03998-002,
1999-03998-003, and
1999-03998-004, respectively) regarding the original discussion of identification, remediation, and dismissal of professional psychology trainees by L. Forrest et al (see record
1999-03998-001). Elman et al note that the comment...
Reviews the professional literature on the topic of evaluating the competence of trainees in professional psychology training programs, including program policies, procedures, and actual practice for identifying, remediating, and, in extreme cases, dismissing trainees who are judged unable to provide competent, professional care. This review covers...
This study investigated the relationship between senior nursing faculty mentoring activities and support for faculty mentoring provided by nursing program administrators. Eighty nurse administrators and 389 senior nursing faculty from NLN-accredited MSN programs completed questionnaires. Twenty-five percent of the faculty sample reported that they...
When an older, more experienced member of an organization takes a junior colleague "under his or her wing," aiding in the organizational socialization of the less experienced person and passing along knowledge gained through years of living within the organization, a mentoring relationship is said to exist. Both principals in this type of relations...
A survey of counseling psychology (CP) training directions (N = 34), housed partly or completely in colleges of education, revealed that the most frequently cited benefits of being housed in education were compatibility of the CP program with the college mission, the esteem it which the CP progratm7 was held in the college, and the accessibility of...
SYNOPSIS
Sixty percent of female headache sufferers have an increase paramenstrually. Although behavioraltreatment of migraine and tension headache has proven effective in controlled studies, the effect onparamenstrual increases has rarely been isolated and observed. The purpose of this study was todemonstrate the effects of two types of nonpharmac...
This article reports on a group communication skills training program for elementary school principals. An inservice training model is followed, and the program outline is included.