Training and Education in Professional Psychology最新文献

In the United States, approximately 1.9 million adults are incarcerated, 5.5 million individuals are under some form of correctional supervision, and nearly 80 million people live with the collateral consequences of having a legal record. Given the continued popularity of psychology as an undergraduate major, it is conceivable that formerly justice-involved people are and will continue to be our students, trainees, and colleagues. Meanwhile, colleges, universities, academic disciplines, and professional organizations are increasingly engaging in discussions around inclusion of people with lived experience, and in 2022 the American Psychological Association took a concrete step to foster more inclusion for formerly justice-involved psychologists by removing the felony history question on its membership application. However, to our knowledge, there are no resources that explicitly detail the experiences of formerly justice-involved people in professional psychology. This paper - written by formerly justice-involved psychologists and our allies - detail our own experiences in health service psychology training programs. By sharing these experiences, we identify discriminatory policies that restrict access, impede advancement, and create unique and hidden difficulties for justice-impacted people in health service psychology. We also describe strategies to improve practices in training programs and offer suggestions to psychology leaders invested in fostering inclusion and belonging for formerly justice-involved people.

Researchers, including graduate students, who work with refugees and asylum seekers, are exposed to narratives of torture, trauma, loss, and distress. This paper features the testimonies of the authors as doctoral students and mental health researchers-in-training-as well as their supervisors-regarding their research with the immigrant community in an underserved area on the Texas U.S.-Mexico border, a popular migratory entry point for Central American immigrants seeking asylum in the United States. This paper aimed to bear witness to the emotional impact that working with forced migrants may have on researchers by describing the experiences of doctoral students conducting research with asylum seekers in the context of their graduate training in clinical psychology. The authors' narratives highlight that conducting research with forced migrants is challenging, but also an enriching and rewarding experience. Graduate students and researchers working with this population need to be aware of the emotional impact of this type of work on trainees and supervisors alike and the inherent risk of vicarious traumatization. Drawing from the Cognitive Processing Theory model of posttraumatic growth (Tedeschi & Calhoun, 2004), the authors propose that engaging in reflective practice and meaning-making processes may assist researchers-in-training connect to and acknowledge the meaningful aspects of their work. Ultimately, these practices may counterbalance the difficulties of conducting research with trauma exposed forced migrants in the United States, as evidenced in the authors' testimonies.

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.

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.