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Training and Education in Professional Psychology - Vol 11, Iss 2

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Training and Education in Professional Psychology Training and Education in Professional Psychology is dedicated to enhancing supervision and training provided by psychologists.
Copyright 2017 American Psychological Association
  • Factors associated with multicultural teaching competence: Social justice orientation and multicultural environment.
    Multicultural psychology courses are integral to the cultural competence training of future psychologists, yet little is known about the factors that influence the multicultural teaching competencies of the educators of such courses. Faculty (N = 78) who teach graduate multicultural psychology courses responded to an online survey that included questions about their demographics, professional background, engagement, and four measures that assessed their (a) multicultural teaching competency, (b) attitudes toward social justice, (c) perceptions of multicultural environment, and (d) social desirability. Hierarchical multiple regression analyses revealed that behavioral intentions to engage in socially just action, honesty in recruitment about the multicultural environment, and motivation to learn, grow, and improve had statistically significant associations with multicultural teaching competence. Analyses were conducted while controlling for socially desirable responding. To reinforce multicultural teaching competence, we suggest that multicultural psychology educators assess their social justice orientation and strive to take action to address noted injustices; monitor levels of motivation to learn and improve their multicultural psychology instruction; and critically examine and speak honestly about the multicultural climate to accurately represent their programs when recruiting new students and faculty and to address needed improvements. Implications and future directions are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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  • An assessment of training in and practice of culturally competent suicide assessment.
    Recent scholars have criticized the extant training and practice of suicide-risk assessment (SRA) as insufficient in terms of cultural competence (CC), arguing that advancements are needed in assessment tools and guidelines for training and practice in detecting suicide risk with diverse clients. These criticisms, however, have been based largely on conjecture. Data regarding barriers to or the extent of culturally competent suicide-risk-assessment (CCSRA) training and practice have been nonexistent. Aims of the current study were to assess the degree of training and practice in CCSRA among a random nationwide sample of 161 licensed doctoral-level psychologists. Results indicated that participants reported a bare minimum amount of training, lower diversity in, and fewer types of CCSRA training compared with general CC or SRA training. Even though psychologists in the current sample believed a patient’s cultural background moderately to very much impacts level of suicide risk, they reported that cultural factors are only slightly to moderately incorporated in SRA practices. In addition, participants reported low comfort in employing CCSRA into practice. A mixed-methods approach identified 4 predominant barriers to practice, listed in order of importance: insufficient training, lack of knowledge and awareness, lack of experience with cultural minority clients, and a lack of practice guidelines. Participants who graduated after 2002 reported receiving more training and being more comfortable with general CC, but not CCSRA practice. Results suggest that standardized guidelines and training are necessary to advance doctoral training and practice in CCSRA. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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  • Motivation and color-blind racial attitudes among White psychology trainees.
    This study examined potential antecedents to color-blind racial attitudes in an effort to identify factors that may be necessary for the provision of effective multicultural services and training. Specifically, we examined motivational dynamics related to socially desirable responding (self-deception and impression management) and also to internal and external motivation to respond without prejudice in a sample of 198 psychology trainees. In general, the results indicated that self-deception was related to greater endorsement of color-blind attitudes. At the same time, internal motivation to respond without prejudice was related to greater awareness of the various dimensions of racism. Overall, the results of the present study indicate that helping students and practitioners discover their own internal reasons for developing a nonracist identity may facilitate the formation of a critical consciousness regarding race and racism in society today. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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  • An analysis of diversity content in doctoral health service psychology program websites.
    This study is a preliminary replication and extension of an analysis of multicultural content within doctoral program websites (Bidell, Ragen, Broach, & Carrillo, 2007) that considers race and ethnicity, sexual orientation, transgender identity, disability, linguistic diversity, and socioeconomic status. A random sample of 90 programs was chosen from 356 APA accredited doctoral health service psychology programs listed on the APA Commission on Accreditation web page in 2013. The selected programs were stratified for percentage of clinical, counseling, school, and combined psychology programs. As with the 2007 study by Bidell and colleagues, a one-way analysis of variance (ANOVA) and chi-square analyses were conducted. Results indicated counseling psychology programs had the greatest volume of multicultural information on their webpages for prospective students. Most websites contained an antidiscrimination statement, but were unlikely to include linguistic diversity or socioeconomic status in their statement. Websites that included information on financial aid for diverse students, a stated commitment to diversity training, a statement of recruitment for diverse students, and faculty representing diversity were more likely to address racial and ethnic diversity over other diversity categories. Overall, race and ethnicity were more likely to be addressed on program websites than other forms of multiculturalism. This paper proposes that webpages are a low cost way for health service psychology programs to communicate multicultural information to prospective students, which may help to attract and enroll more diverse students. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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  • A plan for addressing the student debt crisis in psychological graduate training: Commentary on “Graduate debt in psychology: A quantitative analysis” (Doran et al., 2016).
    This commentary focuses on the article “Graduate Debt in Psychology: A Quantitative Analysis” by Doran, Kraha, Marks, Ameen, and El-Ghoroury (2016), which was published in a previous issue of Teaching and Education in Professional Psychology. In this response, we discuss the importance of legitimizing the severity of the student debt problem within the field, current work from the APA/APAGS to reduce student debt, and propose a plan for addressing graduate student debt, which includes the 7 following areas: (a) transparency and guidance for undergraduate psychology students, (b) financial informed consent in graduate training, (c) ensuring financial literacy and creating a culture of safety around discussing student debt, (d) postgraduation financial resources, (e) Increasing Funding Opportunities For Clinical Training, (f) federal advocacy for student debt concerns, and (g) APA advocacy for higher wages for entry-level positions. Each area is described with examples of implementation. We conclude our commentary with a discussion of how graduate student debt may affect diversity, inclusivity, and social justice within professional psychology. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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  • Public disclosure by accredited doctoral programs: Prospective applicants’ views on clarity, helpfulness, and sufficiency of information to make application decisions.
    Little is known about prospective applicants’ perspectives on the required content (e.g., public disclosure data) of doctoral program websites in health service psychology, despite that they are one of the primary audiences of this information. Eighty-seven undergraduate students considering doctoral study in health service psychology reviewed the public disclosure data (PDD) of two hypothetical doctoral program websites. Participants rated the clarity, helpfulness, and sufficiency of the information as well as the likelihood that they would apply to the hypothetical doctoral program. Results indicated that PDD in most, but not all, areas are clear, helpful, and sufficient to undergraduate students, although they are not particularly relevant to their application decisions. In addition, the amount of information included along with required PDD influenced the clarity of some aspects of the PDD. Participants were more likely to want to apply to more selective programs in the presence of additional information, but there were no differences in likelihood of applying to less selective programs. Implications for revision of the PDD requirements as well as ways that undergraduate programs and the larger training community can facilitate prospective applicants in researching graduate programs are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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  • Training in trauma psychology: A national survey of doctoral graduate programs.
    With the high prevalence of potentially traumatic events and subsequent associated mental health problems and impaired functioning, there is a need for graduate training in trauma psychology. A national survey was conducted of all North American doctoral programs in psychology to ascertain the current status of training in trauma. Training directors were sent email invitations and asked to complete a Web based survey. A total of 151 out of 398 responded with adequate information about their program, and were included in the analyses. Only 1 in 5 offered a trauma psychology course as well as a practicum specifically working with traumatized populations. The most commonly cited barriers to addressing trauma were limited capacity for elective courses and little time and resources. Attention to trauma issues is important for the development of competent professional psychologists. Ways that doctoral programs can facilitate development of knowledge, skills and attitudes in trauma psychology are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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