{"title":"Supplemental Material for Cultivating Cultural Consciousness: Identity-Based Affinity Groups Among Clinical Trainees","authors":"","doi":"10.1037/tep0000492.supp","DOIUrl":"https://doi.org/10.1037/tep0000492.supp","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kalyn L. Holmes, Eric Daleiden, Trina E. Orimoto, Dan Wilkie, David Jackson, Max Sender, Brad Nakamura, Bruce Chorpita, Charles Mueller
{"title":"Utilizing a university and state collaboration to advance student training and support public mental health care.","authors":"Kalyn L. Holmes, Eric Daleiden, Trina E. Orimoto, Dan Wilkie, David Jackson, Max Sender, Brad Nakamura, Bruce Chorpita, Charles Mueller","doi":"10.1037/tep0000486","DOIUrl":"https://doi.org/10.1037/tep0000486","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chardée A Galán, Cassandra L Boness, Irene Tung, Molly Bowdring, Stefanie Sequeira, Christine C Call, Shannon Savell, Jessie B Northrup
Despite requirements by the American Psychological Association and the Psychological Clinical Science Accreditation System regarding training and education in cultural humility, questions remain regarding the presence and quality of the training in clinical psychology PhD and PsyD programs. This is a critical issue as inadequate training in diversity, cultural humility, and multiculturalism has substantial downstream effects on care for clients of color and may contribute to racial disparities and inequities in access to mental health services. We seek to explicitly evaluate key features of the conceptual model thought to improve the provision of mental health services for clients facing oppression and marginalization which includes perceptions of clinical psychology graduate programs' training in and assessment of cultural humility. We also assess self-efficacy related to the application of cultural humility as well as actual practice of actions associated with cultural humility. Each of these domains are evaluated among a sample of 300 graduate students and faculty, clinical supervisors, and/or directors of clinical training (DCTs) and differences across position and race of participants were tested. Study findings highlight significant gaps between what trainees need to develop cultural humility and what they may actually be receiving from their respective programs. While findings suggest that there is still a lot of work to be done, understanding the state of the field with regards to clinical training in cultural humility is an important first step towards change.
{"title":"Clinical Psychology Graduate Programs: Falling Short in Cultural Humility Training.","authors":"Chardée A Galán, Cassandra L Boness, Irene Tung, Molly Bowdring, Stefanie Sequeira, Christine C Call, Shannon Savell, Jessie B Northrup","doi":"10.1037/tep0000443","DOIUrl":"https://doi.org/10.1037/tep0000443","url":null,"abstract":"<p><p>Despite requirements by the American Psychological Association and the Psychological Clinical Science Accreditation System regarding training and education in cultural humility, questions remain regarding the presence and quality of the training in clinical psychology PhD and PsyD programs. This is a critical issue as inadequate training in diversity, cultural humility, and multiculturalism has substantial downstream effects on care for clients of color and may contribute to racial disparities and inequities in access to mental health services. We seek to explicitly evaluate key features of the conceptual model thought to improve the provision of mental health services for clients facing oppression and marginalization which includes perceptions of clinical psychology graduate programs' training in and assessment of cultural humility. We also assess self-efficacy related to the application of cultural humility as well as actual practice of actions associated with cultural humility. Each of these domains are evaluated among a sample of 300 graduate students and faculty, clinical supervisors, and/or directors of clinical training (DCTs) and differences across position and race of participants were tested. Study findings highlight significant gaps between what trainees need to develop cultural humility and what they may actually be receiving from their respective programs. While findings suggest that there is still a lot of work to be done, understanding the state of the field with regards to clinical training in cultural humility is an important first step towards change.</p>","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11410367/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Patricia Rodriguez Espinosa, Yajaira Johnson-Esparza, Gabriela López, Jennifer Benson, Natalia C Moss, Rebecca Avila-Rieger, Kamilla Venner, Steven P Verney
Addressing systemic injustices and racism in training and clinical service provision are key next steps in clinical science. While the APA Multicultural Guidelines and accreditation standards have long emphasized this need, most graduate programs offer a single course on diversity, equity, and inclusion topics, which is inadequate to train and sustain culturally humble providers and redress systemic injustices and racism within psychology. Few "real-world" examples exist to guide the development of training models. We provide background on the development and components of a specialty clinic, the University of New Mexico's Cultural Counseling Center, whose mission is providing culturally informed clinical services to diverse clientele, and to infuse multicultural training throughout the graduate program. Informed by the racial-spatial framework for psychology and critical race theory, we describe our approach intended to: 1) offer applications for the operationalization and delivery of multicultural and antiracist training; 2) enhance supervisory models; and 3) increase awareness of structural competence. Our clinic, developed collaboratively among students and faculty, serves as a safe forum for dialogue around structural injustices and seeks to improve treatment for diverse clients and those underserved in mental health care. We discuss issues of student and faculty engagement and offer the perspectives of faculty and students of color, case examples illustrating our services, and current efforts to expand and formalize community collaborations. We offer a model that integrates coursework, informal activities, and multicultural supervision for comprehensive student training and that promotes a departmental culture of dialogue and support around equity, diversity, and justice.
在培训和临床服务提供过程中解决系统性不公正和种族主义问题是临床科学下一步工作的关键。尽管美国心理学会(APA)的《多元文化指南》和认证标准早已强调了这一需求,但大多数研究生项目只开设了一门关于多样性、公平性和包容性主题的课程,这不足以培训和维持文化上谦逊的服务提供者,也不足以纠正心理学中的系统性不公正和种族主义。很少有 "真实世界 "的例子来指导培训模式的发展。我们介绍了新墨西哥大学文化咨询中心(University of New Mexico's Cultural Counseling Center)专科诊所的发展背景和组成部分,该诊所的使命是为不同的客户提供有文化背景的临床服务,并将多元文化培训渗透到整个研究生课程中。在心理学种族空间框架和批判性种族理论的启发下,我们介绍了我们的方法,旨在1)为多元文化和反种族主义培训的操作和实施提供应用;2)加强督导模式;3)提高对结构能力的认识。我们的诊所是由学生和教师合作开发的,是一个围绕结构性不公正进行对话的安全论坛,旨在改善对不同客户和精神卫生保健服务不足者的治疗。我们讨论了学生和教师参与的问题,并提供了有色人种教师和学生的观点、说明我们服务的案例,以及目前为扩大社区合作并使之正规化所做的努力。我们提供了一种模式,将课程、非正式活动和多元文化监督结合起来,对学生进行全面培训,并围绕公平、多样性和正义促进系里的对话和支持文化。
{"title":"The development and current directions of a diversity specialty clinic: Implications for multicultural training in psychology.","authors":"Patricia Rodriguez Espinosa, Yajaira Johnson-Esparza, Gabriela López, Jennifer Benson, Natalia C Moss, Rebecca Avila-Rieger, Kamilla Venner, Steven P Verney","doi":"10.1037/tep0000465","DOIUrl":"10.1037/tep0000465","url":null,"abstract":"<p><p>Addressing systemic injustices and racism in training and clinical service provision are key next steps in clinical science. While the APA Multicultural Guidelines and accreditation standards have long emphasized this need, most graduate programs offer a single course on diversity, equity, and inclusion topics, which is inadequate to train and sustain culturally humble providers and redress systemic injustices and racism within psychology. Few \"real-world\" examples exist to guide the development of training models. We provide background on the development and components of a specialty clinic, the University of New Mexico's Cultural Counseling Center, whose mission is providing culturally informed clinical services to diverse clientele, and to infuse multicultural training throughout the graduate program. Informed by the racial-spatial framework for psychology and critical race theory, we describe our approach intended to: 1) offer applications for the operationalization and delivery of multicultural and antiracist training; 2) enhance supervisory models; and 3) increase awareness of structural competence. Our clinic, developed collaboratively among students and faculty, serves as a safe forum for dialogue around structural injustices and seeks to improve treatment for diverse clients and those underserved in mental health care. We discuss issues of student and faculty engagement and offer the perspectives of faculty and students of color, case examples illustrating our services, and current efforts to expand and formalize community collaborations. We offer a model that integrates coursework, informal activities, and multicultural supervision for comprehensive student training and that promotes a departmental culture of dialogue and support around equity, diversity, and justice.</p>","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11286226/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141856830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Claudia Porras Pyland, Marlene G. Williams, Debra Mollen
{"title":"Ethical and diversity considerations of mandatory reporting: Implications for training.","authors":"Claudia Porras Pyland, Marlene G. Williams, Debra Mollen","doi":"10.1037/tep0000485","DOIUrl":"https://doi.org/10.1037/tep0000485","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Development and feasibility of a protocol to improve clinical trainees awareness of interpersonal processes using continuous assessment of interpersonal dynamics.","authors":"Alexandra L. Halberstadt, A. Asan, A. Pincus","doi":"10.1037/tep0000484","DOIUrl":"https://doi.org/10.1037/tep0000484","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141669253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Q. Tiet, Jordan Brooks, Cyrano Patton, Barry Brownstein, Tyla J. Mixon
{"title":"Specific stressors linked to functional outcomes in psychology doctoral students.","authors":"Q. Tiet, Jordan Brooks, Cyrano Patton, Barry Brownstein, Tyla J. Mixon","doi":"10.1037/tep0000481","DOIUrl":"https://doi.org/10.1037/tep0000481","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Getting Racism Out of Our Work (GROW): Design, Deployment, and Early Outcomes for a Program to Increase Psychology Supervisor’s Multicultural Competence","authors":"","doi":"10.1037/tep0000478.supp","DOIUrl":"https://doi.org/10.1037/tep0000478.supp","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mindfulness, self-compassion, gratitude, and burnout in health service psychology trainees: A structural equation model.","authors":"Allegra R. Lyon, Stephen L. Wright","doi":"10.1037/tep0000479","DOIUrl":"https://doi.org/10.1037/tep0000479","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141011714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Melissa G. Hunt, Megha Nagaswami, S. Park, Nicholas Bishop, Eirini Zoupou, Catherine Shi, Lily Suh, Yi Yang, Cathryn I Boga
{"title":"Development and efficacy of an ethical decision-making tool for training clinical psychologists.","authors":"Melissa G. Hunt, Megha Nagaswami, S. Park, Nicholas Bishop, Eirini Zoupou, Catherine Shi, Lily Suh, Yi Yang, Cathryn I Boga","doi":"10.1037/tep0000467","DOIUrl":"https://doi.org/10.1037/tep0000467","url":null,"abstract":"","PeriodicalId":47035,"journal":{"name":"Training and Education in Professional Psychology","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141020440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}