1D | Meeting the Needs of Hispanic/Latin Students in Health Service Psychology Programs/ 1D-II | Amplifying diversity through inclusion of religious and spiritual competencies in graduate psychology training curriculum (1.5 CE)
*Please note that this session consists of two separate 45-minute presentations. Attendees must be present for the full 1.5-hour session in order to receive CE credit.
1D-I Meeting the Needs of Hispanic/Latin Students in Health Service Psychology Programs (Gerardo Rodriguez-Menendez)
The APA Commission on Accreditation’s Doctoral Summary Report (2018) indicates that 1) Participants will be able to identify at least two challenges to
Hispanic/LatinX students comprise 17.4% of all PsyD students, which is greater than the percentages for African American, American Indian – Alaska Native, Asian, Native and Hawaiian/Pacific Islander students combined. However, the unique needs of Hispanic students are often not taken into consideration during the students’ educational experiences. Therefore, in keeping with the convention’s theme, this program seeks to address being socially responsive through curriculum infusion and program development. During this presentation, information pertinent to understanding Hispanic/LatinX cultures and standards for the provision of clinical training will be provided to assist programs in better serving the needs of Hispanic/LatinX students and their respective communities.
Learning Objectives:
1) Participants will be able to identify at least two challenges to incorporating multicultural concepts into clinical supervision among psychologists working with Hispanic/LatinX communities.
2) Participants will be able to explain at least two strategies for incorporating multicultural concepts and processes into effectively supervising and clinically training future multilingual psychologists.
3) Participants will be able to identify and articulate at least two resources for obtaining culturally relevant research to inform the education and training of Hispanic/LatinX populations.
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1D-II Meeting the Needs of Hispanic/Latin Students in Heath Service Psychology Programs (Timothy Sisemore, Ph.D.)
Religion and spirituality have not typically been part of the core curriculum of graduate psychology training programs. Schafer et al. (2011) surveyed APA accredited training programs and found that only 8% of non-religiously-affiliated programs and only 42% of religiously affiliated programs included systematic coverage of religion and spirituality in their curriculum. This may reflect some of the differences between the average consumer of mental health services and the average clinician. Approximately 78% of surveyed Americans claim that religion is moderately or very important in their lives (Pew Research Center, 2015). Mental health clinicians, on the other hand, tend to report lower participation rates in corporate and private religious activities (e.g. Oxhandler, Polson, & Achenbaum, 2018). The differences between many clinicians and the clients they serve, coupled with the lack of systematic religion and spirituality diversity training in most graduate psychology programs, naturally leads to the possibility of clients not being fully understood by their clinicians. As psychologists seek to amplify diversity training strategies to be inclusive of all consumers of psychological services, it is important for those in graduate program leadership to thoughtfully include training in religious and spiritual competency when designing curriculum. To this end, workshop participants will examine and apply the 16 empirically derived religious and spiritual competencies identified by Pearce et al. (2019) to assignments, learning objectives, and classroom discussions used in their own courses.
Learning Objectives:
1) Participants will be able to identify areas of strength and weakness in their own programs and courses with regard to the inclusion of religion and spirituality.
2) Participants will be able to apply select religious and spiritual competencies to an existing assignment in a course they currently teach.
3) Participants will be able to describe at least two reasons why additional training in religious and spiritual diversity is needed in most graduate psychology training programs.