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Student Handbook

Student Impairment Policy and Procedure

Policy

Rationale

Accountability to the public and the maintenance of professional standards are responsibilities of organized psychology. These two duties are invoked when psychologists become aware of colleagues whose performance has been impaired by or in association with psychiatric/psychological disorders, distressful personal conflicts, severe situational issues, emotional problems, alcoholism, or drug abuse.

Both the American Psychological Association (see Ethical Principles of Psychologists and Code of Conduct articles 1.13 and 1.14) and the Ohio State Board of Psychology discuss this issue. More specifically, the State board makes the following statement regarding accountability:

A psychologists... shall not undertake or continue professional relationships with a client, supervisee, or student when the objectivity or competency of the psychologists... is or could reasonably be expected to be impaired due to mental, emotional, physiologic, pharmacologic, or substance abuse conditions.

Similar to practicing psychologists, students of professional psychology have a responsibility to address personal issues which may impair their performance in academic and/or clinical training, or may jeopardize the well-being of clients.

Students who come to the attention of the administration as experiencing impairment issues will be treated with compassion, support, dignity, and respect for privacy. It is the primary goal of SOPP to help all students successfully complete program requirements.

While it is clearly preferable for impairment to be dealt with through prevention or voluntary intervention, at times, the School is called upon to intervene and assist in a student's remediation of impairment issues. Thus, in recognition of its commitment to professional standards, to society, and to its students, the School of Professional Psychology (SOPP) has developed the following policy and procedure for handling student impairment.

Definitions

Student

The term "student" will be used in this policy to refer to any student, intern, or postdoctoral resident participating in any program administered by the School of Professional Psychology.

Impairment

While there is no single seminal definition of impairment at either the independent level of practice or at the student/trainee/resident level, for the purposes of the School of Professional Psychology, student impairment will be defined as significant interference in functioning at the academic or professional training level due to or associated with a health or mental health condition.

More specifically, such health or mental health conditions often include, but are not limited to, the following:

• physical and emotional hardships
• chemical dependency
• stress, burnout, and workaholism
• extreme personal/relationship difficulties
• emotional and mental disorders

Finally, it is important to point out that impairment is not equivalent to incompetence or problematic behavior. Although individuals experiencing impairment may display problematic or incompetent behavior, such actions are closely linked with a health or mental health condition. Further, a person may experience health or mental health difficulties without being considered impaired. Thus, a definition of the term impairment must include both a deterioration in functioning and an associated health or mental health condition.

Examples

The following examples serve to illustrate some, but not all, possible forms of student impairment:

1. A student is witnessed by his peers to be drinking alcohol during class breaks. He is falling behind in his academic work, and often falls asleep in class. Both faculty and students have noticed a drastic change in his behavior over the past few months.

2. A student who is typically known to be quite competent and organized gradually begins to fall behind academically. At first, she works with her instructors to make up the work. Then, after several weeks of sporadic attendance, she no longer attempts to get caught up. Other students notice that she is tearful and withdrawn whenever they see her. When they express their concern, she tells them she thinks she has become severely depressed.

3. A clinical supervisor begins to notice that a student has been arriving on site later and later over the past several weeks. When she asks the student about this behavior, he makes an excuse and promises to improve. Not only does he continue to arrive late, he also begins to make significant mistakes on paperwork and to miss appointments with clients. Meanwhile, he tells several classmates that he is considering divorcing his wife of 10 years. He appears visibly distraught and distracted to his peers.

Procedure

Deciding on a Course of Action

Students may elect to deal with impairment concerns regarding themselves or other students by talking with the Associate Dean for Academic Affairs, the Associate Dean for Clinical Training and Psychological Services or with a faculty member. Often, it is possible for questionable situations to be handled discreetly and informally by either of the two the Associate Deans. Please remember that faculty who are called on for support or advising in instances of possible impairment cannot assure strict confidentiality of information shared with them; however, they will exercise discretion and professional judgment in the handling of sensitive information of this sort.

Reporting Impairment

Regarding Self

Students are welcome to come forward on their own to discuss any difficulties they believe may impair their ability to function in academic and/or clinical settings.

Students who wish to discuss such difficulties can contact any faculty member, the Associate Dean for academic Affairs or the Associate Dean for Clinical Training and Psychological Services.

Regarding Others

Faculty, clinical supervisors, students, or staff who are concerned about possible impairment in an SOPP student should proceed according to the following guidelines:

1. First, if possible, talk directly with the student to express your concern about possible impairment and to encourage the student to remediate the problem. Provide the student with specific behavioral examples that support your concerns.

2. Encourage the student to approach either the Associate Dean for Academic Affairs or the Associate Dean for Clinical Training and Psychological Services directly to discuss the issues involved.

3. If the student is unwilling to do so or you are unable to talk to the student, you may report your concerns by speaking with either of the two Associate Deans. Be prepared to provide specific behavioral examples that indicate a change in previous functioning.

Ad Hoc Student Impairment Committee

Once such concerns have been brought to the attention of either of the two Associate Deans, at the Associate Dean's discretion, an Ad Hoc Committee will be formed to examine the information in order to determine if there are reasonable grounds to suspect student impairment. This committee will be composed of three fully-affiliated faculty members selected by one of the two Associate Deans with input from the student suspected of being impaired. If the committee members find grounds to suspect impairment, they may recommend any of a number of steps to ensure that an appropriate assessment and/or remedial plan is developed. Steps taken by the Ad Hoc Committee might include, but are not limited to, the following:

1. Obtain an independent evaluation of the student in which

   1. SOPP pays for the evaluation,

   2. the evaluator is mutually agreed upon by the student and the School,

   3. an evaluation report is sent to the student and the School;

2. Propose that the student take reparative leave or, if relevant, continue in coursework or clinical placement on a modified plan;

3. Propose that the student participate in relevant treatment by a licensed health or mental health provider who is mutually agreed upon by the student and the School (payment for treatment is the responsibility of the student);

4. Communicate their recommendations to the Dean of the School of Professional Psychology.

Student Follow-Through

If a student chooses to comply with the recommendations made by the Ad Hoc Committee, the student will continue to be enrolled in SOPP during the restoration period even if a leave of absence is taken. Continued contact with the administration of the School will ensure that the student returns to active student status in a timely manner.

However, the committee may revise its recommendations if a student fails to:

1. Comply with the original remediation recommendations;

2. Successfully complete remediation;

3. Regains and maintains fitness after remediation.

It is typical in cases of noncompliance that the committee recommends dismissal from the School of Professional Psychology. A similar sanction will be expected if the student drops out of the recommended remediation plan or fails to maintain fitness after remediation.

Emergency Suspension

Either the Associate Dean for Academic Affairs or the Associate Dean for Clinical Training and Psychological Services may impose an emergency suspension when a student's behavior threatens to disrupt the educational process of the School, or when such behavior places the welfare of clients or others in jeopardy. Students placed on emergency suspension will not be permitted to participate in some or all of the School's activities, nor will they be allowed to take examinations or submit papers or other course work without written permission from the Associate Dean for Academic Affairs or the Associate Dean for Clinical Training and Psychological Services. Emergency suspension will remain in effect until the Ad Hoc Committee recommends another course of action.

Appeals Process

Students may make an appeal directly to the Dean of the School of Professional Psychology at any point in this process. Students wishing to appeal the Ad Hoc Committees recommendations, including recommendation of termination from the program, must submit a written appeal to the Dean within fourteen working days of receipt of the recommendation(s). Failure to appeal within the above time frame renders the Ad Hoc Committees recommendations final. The written appeal must state the reason(s) why the Ad Hoc Committees recommendations are inappropriate. The Dean will review all information regarding the student's appeal and will inform the student of the final decision. The Dean's decision will be final in the matter.