IS PSYCHOLOGY TRAINING ACCOUNTING FOR DIVERSITY?

By: Shannon Gray

Introduction

The subject of diversity is becoming more essential within every domain of our lives

It is particularly important for social scientists and psychologists alike

As we continue to diversify within a multicultural world, we must better understand the differences that influence us all.

Focal Questions

Are psychology departments accounting for diversity within its training facilities?

How are psychology departments integrating diversity training into curricula?

What impacts is it having upon those who are in the counseling field?

If diversity training is not being utilized within training facilities, what challenges are preventing departments from doing so?

Focal Questions (Cont.)

Is diversity training useful and effective? What training techniques/practices are being used

to teach diversity training? What are the real world implications of diversity

training? What does the future entail as far as diversity

training?

Relevance of Research

Understanding the relationship between ethnic/cultural groups and mental health issues

Promoting diversity and understanding Improving care for minority populations Encouraging sensitivity for those who are different from

us Examining the shortcomings and pitfalls of psychology

training and practices Building the knowledge basis for future research studies

Literature FindingsDiversity Training For Psychologists

Imperative to maximize cultural considerations within treatment environments

Counselors feel that they are adequately prepared to deal with persons from multicultural backgrounds

Counselors feel most confident in the areas of awareness, skills, and definitions

Less confident in areas of knowledge and racial identity

Diversity Training For Psychologists

Inconsistencies still exist: Programs are not standardized in terms of providing

diversity training Unclear at what frequencies students are being trained

on subjects related to diversity Questions exist regarding the dimensions of diversity

that are incorporated into curricula

Curricula

Academic environments serve as a place to encourage discussion on difficult topics

APA has created requirements in an effort to cover minority issues in general courses

Expanding ethnic/cultural knowledge and definitions

Active involvement from the academic world to increase awareness about the need for multicultural considerations

Curricula (Cont.)

Benefits of graduate specialist training versus doctoral training

Lengthening program requirements Potential of self-instruction modules Standardizing diversity training requirements New approaches and techniques

Conclusions

Further studies required on what dimensions of diversity are being taught as well as which are not

Need to standardize diversity training across programs

Integrating new approaches and techniques into use Potential benefits of client-counselor ethnic matching

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 from http://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 ofCounseling & 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

McCauley, C., Wright, M., & Harris, M.E. (2000). Diversity workshops on campus: a survey of current practice at U.S. collegesand universities. College Student Journal, 34 (1), 1-15. Retrieved from http://content.ebscohost.com