Espinosa Patricia Rodriguez, Johnson-Esparza Yajaira, López Gabriela, Benson Jennifer, Moss Natalia C, Avila-Rieger Rebecca, Venner Kamilla, Verney Steven P
Department of Epidemiology and Population Health, Stanford School of Medicine, Palo Alto, CA (previously at the University of New Mexico, Psychology Department).
Department of Family & Community Medicine, The University of Texas Health Science Center at San Antonio, TX.
Train Educ Prof Psychol. 2024 Aug;18(3):221-229. doi: 10.1037/tep0000465.
Addressing systemic injustices and racism in training and clinical service provision are key next steps in clinical science. While the APA Multicultural Guidelines and accreditation standards have long emphasized this need, most graduate programs offer a single course on diversity, equity, and inclusion topics, which is inadequate to train and sustain culturally humble providers and redress systemic injustices and racism within psychology. Few "real-world" examples exist to guide the development of training models. We provide background on the development and components of a specialty clinic, the University of New Mexico's Cultural Counseling Center, whose mission is providing culturally informed clinical services to diverse clientele, and to infuse multicultural training throughout the graduate program. Informed by the racial-spatial framework for psychology and critical race theory, we describe our approach intended to: 1) offer applications for the operationalization and delivery of multicultural and antiracist training; 2) enhance supervisory models; and 3) increase awareness of structural competence. Our clinic, developed collaboratively among students and faculty, serves as a safe forum for dialogue around structural injustices and seeks to improve treatment for diverse clients and those underserved in mental health care. We discuss issues of student and faculty engagement and offer the perspectives of faculty and students of color, case examples illustrating our services, and current efforts to expand and formalize community collaborations. We offer a model that integrates coursework, informal activities, and multicultural supervision for comprehensive student training and that promotes a departmental culture of dialogue and support around equity, diversity, and justice.
解决培训和临床服务提供中的系统性不公正和种族主义问题是临床科学接下来的关键步骤。虽然美国心理学会的多元文化指南和认证标准长期以来一直强调这一需求，但大多数研究生课程只提供一门关于多样性、公平和包容主题的课程，这不足以培养和维持具有文化谦逊态度的从业者，也无法纠正心理学领域内的系统性不公正和种族主义。几乎没有“现实世界”的例子可用于指导培训模式的发展。我们介绍了新墨西哥大学文化咨询中心这一专业诊所的发展背景和组成部分，其使命是为不同的客户群体提供具有文化内涵的临床服务，并在整个研究生课程中融入多元文化培训。基于心理学的种族空间框架和批判种族理论，我们描述了我们的方法，旨在：1）为多元文化和反种族主义培训的实施与开展提供应用；2）加强督导模式；3）提高对结构胜任力的认识。我们的诊所由学生和教师共同创建，是围绕结构性不公正进行对话的安全论坛，旨在改善对不同客户以及心理健康护理中服务不足人群的治疗。我们讨论了学生和教师参与的问题，并提供了有色人种教师和学生的观点、说明我们服务的案例示例，以及当前扩大和规范社区合作的努力。我们提供了一个将课程学习、非正式活动和多元文化督导整合起来的模式，用于全面的学生培训，并促进围绕公平、多样性和正义的部门对话与支持文化。
