Making psychology inclusive: A history of education and training for diversity in American psychology.

Pickren, Wade E.; Burchett, Chelsie O

doi:10.1037/14187-001

Cited by 7 publications

(4 citation statements)

References 40 publications

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“…This in turn encourages instructors to include diversity throughout the psychology training curriculum to be in line with the APA (2003) multicultural guidelines. Besides a few notable exceptions, psychology training programs have made slow and uneven progress infusing curricula with multiculturalism, and faculty members and administrators are often reluctant to incorporate diversity topics (e.g., Pickren & Burchett, 2014). Some instructors may feel unprepared to teach multicultural topics because their training may not have included in-depth multicultural topics.…”

Section: Discussionmentioning

confidence: 99%

“…Although great strides have been made toward multicultural competencies in psychology, significant challenges remain (Arredondo & Tovar-Blank, 2014). Progress for developing comprehensive multicultural training programs has been slow (Pickren & Burchett, 2014) in the context of the influence of a majority culture that has been generated from middle- to upper-class European American worldviews (Hall & Yee, 2014).…”

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confidence: 99%

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Motivational interviewing: Reduce student reluctance and increase engagement in learning multicultural concepts.

Venner¹,

Verney²

2015

Professional Psychology: Research and Practice

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Many professionals in clinical disciplines are struggling with how to effectively train students in multiculturalism and recognize the need for new teaching methodologies. One hindrance some instructors may face in adhering to the American Psychological Association’s (APA) multicultural guidelines (2003) to infuse diversity concepts throughout psychology training curricula is that they may not feel expert enough to do so. Perhaps even more daunting are mandated multicultural courses, which can be the most challenging of graduate training courses, as they require a balance of intellectual and emotional processing (Daly, 2005). From a student perspective, there is often significant apprehension and reluctance to train multiculturally, as well as student minimization of course material and instructor expertise. One approach in addressing such reluctance is motivational interviewing (MI), an empirically supported intervention that works best when a person is reluctant to or ambivalent about attitudinal and behavior change. Certain MI processes and strategies help students explore reluctance and mixed feelings about diversity topics while inviting them to talk themselves into changing to be more consistent with APA multicultural guidelines (2003). We introduce MI, consistent with a Socratic teaching method, to assist student clinicians in their self-awareness and changing perspectives necessary for striving toward cultural competence. In contrast to persuasive teaching methods or simply providing multicultural materials and experiences, MI focuses on students’ internal motivations to be receptive to and actively engage with the material. We present a graduate level diversity course as a basis to illustrate how the MI approach might be applied to other courses, as instructors work to infuse diversity throughout the curriculum.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Motivational interviewing: Reduce student reluctance and increase engagement in learning multicultural concepts.

Venner¹,

Verney²

2015

Professional Psychology: Research and Practice

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“…Only 5% of articles in SP journals include methodologies that utilize critical race theory, culturally sustaining frameworks, or decolonizing approaches (Grant et al, 2022). SP publications are dominated by studies utilizing traditional quantitative methodologies informed by Eurocentric, White, and able norms and values that “other” historically marginalized groups (Pickren & Burchett, 2014; Powell et al, 2008). Graduate trainers should disseminate diverse scholarly approaches.…”

Section: Addressing Ei Barriers At the Intersection Of Id And Spmentioning

confidence: 99%

Elevating disabled voices: Decentering power in school psychology scholarship

Talapatra,

Snider,

McCreadie

et al. 2023

School Psychology International

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People with intellectual disabilities (IDs) have experienced involuntary and inhumane research practices. Consequently, researchers have shifted towards excluding those with IDs; caregivers, teachers, or peers compose study samples, dominating a space they indirectly experience. Researcher bias regarding intellectual capacity has resulted in a unique research gap that overlooks insights from the population the research is intended to benefit. People with ID are interested in research participation and have a right to be included in decision-making that impacts them. Emancipatory inquiry allows school psychology scholars to center student voices while also promoting social justice. Emancipatory inquiry empowers the “subjects” of social inquiry by producing knowledge that directly benefits disenfranchised populations. Emancipatory inquiry aligns with the social justice frame of DisCrit, which compels us to privilege the voices of marginalized populations and recognize that many of the gains for disabled populations have largely occurred because of the benefits they afford White, able-bodied, middle-class citizens. Using Emancipatory inquiry, school psychology scholars can prepare trainees and future researchers to conduct ethically sound research, prioritize first-person voices of those with ID, provide socially valid services to students and their families, and move school psychology closer to partnership with the disabled community.

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“…The discipline of school psychology has developed within this context, where early tenets of the field were steeped in the biased assumptions of the dominant culture in which schools are situated (Gregory & Lee, 1986). From essentialist ideas about academic and intellectual testing to the inappropriate classification of difference as dysfunctional, as well as consistent “othering” of students, school psychology has often been on the wrong side of history (Pickren & Burchett, 2014; Skiba et al., 2008). Despite the increasing acknowledgment of the oppressive roots of school psychology, many school psychologists persist in replicating systemic structures that reinforce Eurocentric approaches in both practice and research (Valencia, 2010).…”

Section: Introductionmentioning

confidence: 99%

Decolonizing school psychology research: A systematic literature review

Grant

Leverett

D’Costa

et al. 2022

Journal of Social Issues

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School Psychologists are called to increase the well-being of clients they serve. However, despite a focus on supporting academic and behavioral success, school psychology has been used to enforce Eurocentric standards of normalcy and behavior on students in schools, punishing and excluding those deemed different. "Othering" is rooted in a legacy of educational indoctrination and assimilation negatively impacting students from minoritized backgrounds and represents a "colonial present". To evaluate the epistemic violence endemic to school psychology, we conducted a systematic literature review of the most recently published literature across five school psychology journals (n = 627) utilizing a decolonial framework. Articles were coded for demographic inclusion, empirical approach, disciplinary context, minoritized inclusion level, and acknowledgment of author situatedness and roles in maintaining colonialist structures. While, 81% of studies included some degree of minoritized inclusion, less than 5% of these articles utilized culturally responsive approaches or acknowledged colonialism or white supremacy. Recommendations for a movement toward a more decolonial approach to school psychology research are discussed.

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Making psychology inclusive: A history of education and training for diversity in American psychology.

Cited by 7 publications

References 40 publications

Motivational interviewing: Reduce student reluctance and increase engagement in learning multicultural concepts.

Motivational interviewing: Reduce student reluctance and increase engagement in learning multicultural concepts.

Elevating disabled voices: Decentering power in school psychology scholarship

Decolonizing school psychology research: A systematic literature review

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