Practicing What We Preach

Between the third and second centuries B.C., someone authored an oath that became part of a body of medical writings termed the Corpus Hippocratum by historians, stored in the Library of Alexandria, one of the great libraries of the ancient world. Now called the Oath of Hippocrates, in taking this oath early, medical practitioners promised that “in purity and holiness,” they would “guard their life and their art.” Often cited today for its proscriptions concerning sex with clients, it is rarely noted for an even longer passage in which the physician promises to hold he who taught the art of medicine as “equal to my parents.” It goes on to promise that the student will help the teacher financially, teach the children of the teacher the art of medicine, and hold them equal to his brothers. The field of psychology, in part a descendent of early medicine, is also a field dependent on an apprenticeship model of training. Demonstration, case examples, videotapes, practica, and internships all involve apprenticeshiptype training. As a result, some of those who teach form close relationships with students as well as directly instructing them. Furthermore, the public relies on the effectiveness of our training and presumes that those who graduate are fully able to provide service that is effective and safe. It is within this context that we ponder the issue of trainee impairment and what can be done about it. Not only are trainer and trainee often closely involved, but the field we are in requires that the practitioner not only use tools but also be the tool. Part of counseling, psychotherapy, and teaching in our field depends on who we are as people. This includes our personal adjustment, both long-term and short-