Addressing intersectional identities and experiences in professional psychology trainees with disabilities: A call for action.

Abstract

Diversity, equity, and inclusion are frequently espoused as critical priority areas in psychology, including education and training. Professional psychology trainees and psychologists with disabilities experience a unique set of barriers (e.g., inaccessible work environments, lack of relevant mentorship experiences, and cultural competency surrounding disability) that contribute to negative consequences for training, recruitment, and retention. Furthermore, disabled trainees and psychologists with intersecting and marginalized identities possess a nuanced perspective on these challenges that are largely missing from both the data and scholarly literature in the field. To address this disparity, it is imperative that the field of professional psychology takes action to collect more nuanced population-level data but also actively implement change strategies to advance the field. Strategies for identifying unique barriers and perspectives of disabled trainees with intersecting identities include conducting subanalyses of larger data sets that are appropriate for smaller sample sizes, conducting contextual (e.g., qualitative) research centering the voices of multiple marginalized and disabled trainees, creating and reinforcing an antiableist culture at training programs and work environments, amplifying the voices and expertise of trainees and psychologists with disabilities and intersecting identities, and supporting disabled trainees and psychologists who may experience activism fatigue. Such actions are critical for bolstering the representation of disabled trainees and psychologists with intersecting identifies, and ultimately improving our delivery of services to patients who experience similar challenges, barriers, and discrimination in their own lives. Public Significance StatementDiversity, equity, and inclusion are viewed as important in psychology, and disability is increasingly being recognized as part of that diversity. Despite this, very little data or other literature exists on the experiences of psychology trainees who also have other marginalized identities. The contributions of disabled psychologists with multiple marginalized identities are important to the growth and improvement of psychological science and practice, and the experiences and needs of these trainees must be understood and valued.

Supervising and supporting trainees with disabilities in the Veterans Health Administration: An overlooked but critical need and opportunity.

“…The interplay between disability and other aspects of a trainee’s identity may influence how the trainee approaches both training and the process of seeking reasonable accommodations. Unfortunately, there is limited research on trainees with disabilities that are members of other marginalized groups, and different facets of identity (e.g., disability, race/ethnicity; gender; sexual orientation, gender identity) are often incorrectly treated as mutually exclusive (Lund et al, 2022). Using this “single-axis framework” (Crenshaw, 1989) may perpetuate isolation and oppression, instead of cultivating an inclusive training environment (Lund et al, 2022).…”

“…Unfortunately, there is limited research on trainees with disabilities that are members of other marginalized groups, and different facets of identity (e.g., disability, race/ethnicity; gender; sexual orientation, gender identity) are often incorrectly treated as mutually exclusive (Lund et al, 2022). Using this “single-axis framework” (Crenshaw, 1989) may perpetuate isolation and oppression, instead of cultivating an inclusive training environment (Lund et al, 2022). Understanding the interplay between a trainee’s intersecting identities may provide insight into their experiences and their needs as well as how they approach disability and identity in clinical contexts (Lund, 2018; Lund et al, 2022).…”

“…Using this “single-axis framework” (Crenshaw, 1989) may perpetuate isolation and oppression, instead of cultivating an inclusive training environment (Lund et al, 2022). Understanding the interplay between a trainee’s intersecting identities may provide insight into their experiences and their needs as well as how they approach disability and identity in clinical contexts (Lund, 2018; Lund et al, 2022).…”

“…Also, given the power differential between the trainee, the DOT, and/or supervisors, it may be more challenging for her to assert herself and advocate for her needs with individuals in a position of power, particularly because she does not want to draw unnecessary attention to herself or be perceived as “a burden.” Yet, relative to the length of her training contract, she must determine whether the risk associated with disclosure (e.g., perceived negative evaluations directed toward the trainee; and/or shame and stigma) is worth the benefit (i.e., quality training and ability to perform essential functions), specifically because it may take a considerable amount of time, effort, and repeated disclosure to receive reasonable accommodations. When working with trainees from marginalized backgrounds, it is critical to understand how various aspects of their identities intersect and to take time to understand the trainee’s lived experience without judgment (Lund et al, 2022). Similarly, it is also important to include disability identity within diversity frameworks when training supervisors (Andrews et al, 2013).…”

“…This, in turn, supports the trainee’s development of essential cultural competence skills in the practice of psychology (Brown et al, 2022) and creates a cohort of new psychologists who have experienced a truly supportive, anti-ableist environment (Lund, Wilbur, et al, 2020). Additionally, trainees with disabilities may also be members of other diverse and marginalized groups and supporting multiply marginalized trainees with disabilities is key to demonstrating true cultural competence (Lund et al, 2022).…”