S. Gray: Is Psychology Training Accounting for Diversity Training?

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Is Psychology Training Accounting for Diversity?

Shannon Gray

Argosy University

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The goal of my research paper is to examine the role of diversity within psychology

training at colleges and universities. More specifically, I would like to understand how

teachers, curriculum, and counselors are interjecting diversity into the education process of

counselors. As I continue to investigate the topic of diversity training within psychology

institutions, I see many similarities in my sources. I have discovered that diversity/cultural

training still is not focused upon enough within curriculum and educational training facilities.

There has been a progressive movement within our educational system to account for minority

populations, but there continues to be a disconnect between the training of psychologists and

the treatment of minority groups.

One of the prevailing arguments that I discovered was identifying the need to

identify/implement diversity training within all elements of a psychology program.

Psychologists have long recognized the need for increased multicultural training. “It is now

imperative to maximize cultural considerations to foster an applicable, relevant, and credible

system of care because it is known that culturally relevant treatment improves mental health

status” (Gamst, Dana, Der-Karabetian, & Kramer, 2004, p. 457).

Psychology programs have not standardized the amount of diversity training students

receive within classrooms and training environments. Given the importance of diversity in

both research and clinical practice, understanding and applying knowledge about it should be

a critical component of graduate education. However, it is unclear how and with what

frequency students receive diversity training in their clinical psychology programs (Green,

Callands, Radcliffe, Luebbe & Klonoff, 2009, p. 1056).

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Another discovery that I made was that things are improving. Advancements are

being made to account for minority populations. Recognizing the variance amongst different

ethnicities and cultures has resulted in increased literature and curriculum considerations

within our nation (Holcomb-McCoy & Myers, 1999).When comparing the responses of those

who graduated from Counsel for Accreditation of Counseling and Related Educational

Programs (CACREP) versus those of non-CACREP institutions, we discover that both groups

felt adequately prepared to deal with persons from multicultural backgrounds (Holcomb-

McCoy & Myers, 1999). Counselors evaluated five factors: awareness, skills, definitions,

knowledge, and racial identity. They felt most confident in the areas of awareness, skills, and

definitions, and less confident in the areas of knowledge and racial identity (Holcomb-McCoy

& Myers, 1999). It has been suggested that counselors are less competent in those areas

because they are not adequately covered in academic and training environments (Holcomb-

McCoy & Myers, 1999).

One of the primary challenges of psychology university trainers is providing essential

content at the graduate specialist level without adding more course requirements (Jones,

Crank & Loe, 2006). The question begs to be asked, what should the core curriculum for

psychology consist of? Diversity training curriculum should be required as a part of our

progressive educational system, however, how do we go about including all of the necessary

content of a large discipline? It has been suggested that educational institutions should

consider incorporating self-instruction modules as a part of their instruction (Jones, Crank &

Loe). This may encourage academic growth outside of the classroom, while allowing for

more essential material to be taught in programs.

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. Diversity training is not only applicable with race, but also culture, gender,

economic status, sexuality preference etc. Although we will never reside in a world that is

completely fair or ethical, we do have an obligation to help persons of all creeds. One way in

which we can do so is by continuing to study, examine, research, and analyze the best ways in

which to provide psychiatric and psychological services to all people. Diversity training will

become increasing applicable for counselors operating in therapeutic environments. All

techniques are not equally effective when counseling different persons, groups, or

populations.What are the shortcomings of diversity training within educational facilities?

How are these challenges and problems being addressed? What changes are being

implemented within learning environments? Lastly, how effective are these changes and what

impacts are they having?

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References

Gamst, G., Dana, R. H., Der-Karabetian, A., & Kramer, T. (2004). Ethnic match and

treatment outcomes for child and adolescent mental health center clients. Journal of

Counseling & Development, 84(Fall), 457-466. Retrieved

fromhttp://content.ebscohost.com

Green, D., Callands, T.A., Radcliffe, A.M., Luebbe, A.M., & Klonoff, E.A. (2009). Clinical

psychology students’ perceptions of diversity training: a study of exposure and

satisfaction. Journal of Clinical Psychology, 65(10), 1056-1070.

doi: 10.1002/jclp.20605

Holcomb-McCoy, C. C. and Myers, J. E. (1999). Multicultural competence and counselor

training: a national survey. Journal of Counseling & Development, 77(Summer), 294-

302. Retrieved from http://content.ebscohost.com

Jones, W.P., Crank, J.N. and Loe, S.A. (2006). Extending specialist training in counseling:

the efficacy of self-instruction. College Student Journal, 40(4), 885-900. Retrieved

from http://content.ebscohost.com