Indigenous peoples and professional training in psychology in Canada.

Abstract

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.

Enhancing multicultural and social justice competencies in Canadian counselling psychology training.

“…That is, that the CPA must acknowledge that Indigenous experts have been making recommendations for the profession for over three decades that have not been heard (Mikail & Nicholson, 2019). Specifically, through first-person reflections by Indigenous psychologists, Ansloos et al (2019) highlighted that alongside the value of the profession of psychology for Indigenous peoples, challenges and barriers exists at the intersection of training in professional psychology and Indigenous communities. Specifically, these authors outline issues such as: The profession of psychology’s colonial complicity in relation to research and practices; profound underrepresentation of Indigenous peoples in educational contexts and a lack of mentoring opportunities for Indigenous students in psychology; challenges related to professional psychology’s geographic delivery model to offer services to Indigenous communities beyond the boundaries of urban centers; and its difficulties recruiting and retaining Indigenous students in psychology given geographic and economic challenges.…”

Mental Health Interventions for First Nation, Inuit, and Métis Peoples in Canada: A Systematic Review

“…As culture and identity are central to one's mental health and well-being, interventions which focus on "culture as treatment" may reduce trauma and advance overall mental health and wellbeing (Gone, 2013). There has been an increased demand for decolonizing mental health programming to focus on culturally specific interventions that are holistic, grounded in Indigenous Knowledges and ways of being, trauma-informed, and center around culture (Ansloos et al, 2019;Thunderbird Partnership Foundation, 2011).…”

Supporting students in health service psychology training: A theory-driven approach to meeting the diverse needs of trainees.

“…SoA is intended to reflect the value of diversity for the field of psychology and represents an ongoing movement to increase diversity among HSP trainees and professionals. In HSP, identity-related stressors (e.g., prejudice, discrimination, lack of representation) can affect students' success in the core pillars of HSP (i.e., research and clinical practice) as well as other aspects of their graduate training (e.g., Ansloos et al, 2019). We suggest that many other identities are related to a student's success in HSP and that multiple identities can intersect with one another in a way that can strongly impact the student's training experience, both negatively and positively.…”

“…Enact formal policies on mentoring Implement policies on parental leave and accommodations for trainees with care giving responsibilities Recruit and retain diverse faculty satisfaction with their training than do White students (Maton et al, 2011). This is of particular importance because racially and ethnically minoritized students benefit greatly from faculty mentorship, especially when their mentor shares a similar racial and/or ethnic background (Ansloos et al, 2019;Blake-Beard et al, 2011). Compared to White peers, minoritized students receive less access to mentoring as well as less career and psychosocial support (Chan, 2008;Gardner, 2008;Thomas et al, 2007).…”

“…As such, departments should consider having formal means to provide supervisors with feedback and support (e.g., group supervision and/or consultation for mentors) regarding their multicultural competence in mentoring students. In cases in which mentors find that their competence gap is too great to meet all the needs of their mentee, they should pursue additional support through the use of more senior trainees as co-mentors (Brown & Sheerin, 2018) or look to relevant professional associations (local, state/provincial, and national) with established expertise on the given group or topic (e.g., the Society of Indian Psychologists; Ansloos et al, 2019).…”