ABSTRACT
Rachel Ashby, Cal Stoltenberg, Paul Kleine It is the purpose of this chapter to provide a specific empirical examination of the theoretical formulations of the authors’ IDM framework and let trainees describe in their own words how they experience their own professional development. While throughout the book we have reviewed the extant literature that both supports and critiques our IDM framework, we would like to discuss a qualitative study that was carried out at the University of Oklahoma to explicitly examine the degree of support, or lack of support, for each of the three levels stipulated in the framework (Ashby, 1999).
