The current study evaluated an online education and support website intervention for adolescents with Type 1 diabetes. Participants were enrolled in an 8-week, online program addressing diabetes-related issues for adolescents. The evaluation comprised an intervention trial in which participants were assigned to an intervention or control group, and pre- and post-intervention measures of social support were administered. Outcomes indicated interventional gains approaching significance in participants' quality of relationships with others external to their family. Post-intervention qualitative interviews with intervention group participants identified beneficial impacts of decreased isolation, knowledge gain, and normalization of experience. Findings suggest that online information and support is an important resource in augmenting clinical care. Implications and recommendations for clinical practice are discussed.
With the release of the Canadian Psychological Association's (2018) response to the Truth and Reconciliation Commission of Canada (2015) there has been increased attention on the ways psychology in Canada might better serve the needs of Indigenous communities, in particular in terms of education and professional training. To date, there has been almost no research conducted at the intersection of Indigenous communities and professional training in psychology in Canada. This article examines this issue from the perspective of Indigenous psychologists who are working as scholar-practitioners in graduate level professional psychology training programs. Through first-person editorial reflections, the authors identify key challenges and opportunities in professional training in psychology relevant to Indigenous peoples; and the changes that are needed to advance Indigenous peoples in the field. Finally, the study identifies various paradigms of professional training that hold promise for serving the interests of Indigenous peoples in professional training in psychology.
Public Significance StatementThis study identifies challenges, opportunities, and strategies for the advancement of Indigenous peoples in the field of professional psychology, particularly through the lens of professional training and education. In addition, the study considers how professional training can better support the preparation of Indigenous and non-Indigenous students and psychologists to address the mental health needs of Indigenous communities.
Highlights
Embodied approach to decoloniality by Indigenizing curriculum and pedagogy in community psychology
How Indigenous pedagogies may be enacted using protocols ðics, talking circles, stories, and land
Framework for decolonizing and Indigenizing curriculum
In 2018, the Canadian Counselling Psychology Conference (CCPC) convened a working group to address how the field of counselling psychology ought to respond to the Truth and Reconciliation Commission of Canada. Attendees were asked to share their perspectives on reconciliation, current efforts toward reconciliation in counselling psychology, and recommendations for the future of counselling psychology in relation to reconciliation. The current paper documents the findings and implications of the working group, offering concrete suggestions for how researchers, educators, clinicians, and trainees in the field can support reconciliation in a good way, shifting counselling psychology to serve Indigenous people and communities better.
This article considers how to advance Indigenous education in counselling and clinical psychology in Canada, particularly at the intersection of curriculum, programmatic, and systemic shifts in graduate education. This article focuses on the curricular practices that the counselling and clinical psychology field could enact in efforts to advance reconciliation, reduce educational and mental health disparities that exist among Indigenous peoples in Canada, and strengthen Indigenous education in the field. To do this, the authors present a literature review on the status of Indigenous education research in counselling and clinical psychology and related fields in Canada and in similar international contexts. Centering analysis on the concept of Indigenization, a project concerned with infusing mainstream courses with content and pedagogical processes which speak to some experiences and concerns of Indigenous people, the authors present a framework for targeted changes in graduate curriculum. This framework organizes around the primary curricular domains of professional psychology, as well as some emerging domains of relevance for the fields of counselling and clinical psychology. The authors provide examples of Indigenous-specific psychological curricula and resources for Indigenization within psychology curriculum. Finally, the authors discuss the challenges and opportunities that Indigenization efforts in advanced psychological education present currently, as well as consider the role of self-determination in the future of Indigenous psychological education.
In this article, 4 counseling psychology doctoral students share their experiences of novice supervisory development, following a course that infused the integrated social justice (ISJ) pedagogy model (Sinacore & Enns, 2005) into their supervision training. Their accounts were (co)constructed using a collaborative narrative framework (Arvay, 2003) in relation to the ISJ pedagogy model. This conceptualization for teaching and training in psychology includes the following dimensions: individual empowerment and social change, knowledge and the knower, oppression and privilege, and reflexivity and self-awareness. The aim of the article is to give voice to novice supervisors, a group that is often underrepresented in the supervision literature. To this end, first, the supervision literature is briefly overviewed and the importance of social justice considerations in clinical supervision is highlighted. Second, the ISJ pedagogy model is outlined, as it pertains to supervision training. Third, the parameters of doctoral supervision training are discussed, which encompass didactic and applied components. Fourth, novice supervisors' experiential accounts of their supervision training, which were amalgamated following a cross-thematic analysis (Patsiopoulos & Buchanan, 2011), are described along the dimensions of the ISJ pedagogy model. Fifth, implications for supervision training and practice are presented for both novice and experienced supervisors, as well as for psychology training programs.
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