1C | Intersections Between Disability and Other Identity Statuses: Implications for Education and Practice (1.5 CE)
While 56 million Americans have disabilities (U.S. Census Bureau, 2012), the field of clinical psychology has, historically and contemporaneously, generally done an insufficient job educating and training psychologists who are competent to assess and treat individuals with disabilities (Artman & Daniels, 2010; Olkin, 1999). Within diversity training in clinical 1) Participants will be able to identify ways of discussing intersectionality among all diversity identity statuses. 2) Participants will be able to identify techniques for implementing strategies for the inclusion of
psychology programs, it is well documented that students receive less training on disability than on other diversity variables (Andrews & Lund, 2015; Coble-Temple & Mazur, 2018; Liebich et al., 2018). When the disability variable is attended to within education, research, and practice it is predominantly driven by individuals with dominate and privileged identities (Olkin, 2002). Thus, there is a significant dearth of information about how disability intersects with other variables such as race, ethnicity, socioeconomic status, gender, sexual orientation, religion, and age (Clemency Cordes et al., 2016; Keller & Galgay, 2010). Increasingly, understanding the implications of intersectionality for serving the needs of clients is a focus within diversity training in clinical psychology programs. As such, one direction for diversity training in clinical psychology programs is to attend more closely to understanding and teaching how disability intersects with other identity statuses. Therefore, the purpose of the proposed panel is to bring together stakeholders across diversity variables to highlight the gaps in current disability knowledge and develop a strategic plan for understanding and intersectionality into their psychology training programs. 3) Participants will be able to identify and plan a strategy to specifically address the intersection of disability across cultural identities in their own programs/institutions.
teaching how disability as a variable may be conceptually different when intersected with other variables. The panel will be comprised of individuals with intersecting identities who will be able to highlight a range of disability variables across other contextual variables. It is the hope of the facilitators to use this panel as a tool to amplify disability issues in clinical training programs. The facilitators will guide participants through a series of questions to identify next steps in education, research and practice as it pertains to amplifying disability knowledge across the field of psychology.
Learning Objectives:
1) Participants will be able to identify ways of discussing intersectionality among all diversity identity statuses.
2) Participants will be able to identify techniques for implementing strategies for the inclusion of intersectionality into their psychology training programs.
3) Participants will be able to identify and plan a strategy to specifically address the intersection of disability across cultural identities in their own programs/institutions.