This post offers a curated collection of articles, toolkits, white papers, and/or other resources on the importance of integrating cultural competency training into education, supervision, and mentorship for the future workforce, while encouraging educators, mentors, and supervisors to practice cultural humility. Click on the toggle for any reference to view a brief summary of the document, its source, and an active link for access.
2023-2024
American Psychological Association, APAGS-BEA Work Group. (2023). Equitable and Respectful Treatment of Students in Graduate Psychology Programs
Overview: The APA Guidelines on Equitable and Respectful Treatment of Students in Graduate Psychology Programs represent an essential step in affirming psychology’s commitment to the well-being of graduate students—who are the future of the field. Developed by the APAGS-BEA Work Group, this document offers guidance to graduate programs, faculty, and students on fostering equitable, respectful, and ethical treatment in graduate psychology education. The guidelines outline aspirational program processes, policies, and practices designed to enhance graduate education and training. While they provide valuable direction, these recommendations are not mandatory, nor are they intended to override the professional judgment of faculty or academic authorities. Instead, they aim to support graduate programs in creating environments where students can thrive academically, professionally, and personally.
American Psychological Association, APAGS-BEA Work Group. (2023). Equitable and Respectful Treatment of Students in Graduate Psychology Programs. Retrieved from https://www.apa.org/about/policy/guidelines-equitable-treatment-students.pdf
American Psychological Association, Presidential Task Force on Psychology and Health Equity. (2023). Report of the American Psychological Association presidential task force on psychology and health equity
Abstract: There is overwhelming evidence of serious problems with access to health care services, quality of care, and unequal health outcomes among minoritized groups including Black, Indigenous, and other populations of people of color across numerous health outcomes. At the core of health inequities are structural factors that include systemic racism as well as a range of other characteristics associated with limited political, social, and economic power. The APA Presidential Task Force on Psychology and Health Equity was appointed to recommend a course of action for APA in contributing to the solution of health inequities. The Task Force developed the Resolution on Advancing Health Equity in Psychology (https://www.apa.org/ about/policy/advancing-health-equity-psychology), adopted as APA policy in October 2021. The current report provides additional discussion of the limitations of current structures of psychology training, science, and professional practice in addressing health inequities. Recommendations are offered for specific actions in the following areas: (a) Education and Training, including recruitment, admissions, and retention along the pathway and curricula transformation throughout the training sequence; (b) Research and Publications, including advocacy for health equity in research funding, mitigating bias in reporting, and improving representation and inclusive excellence; and (c) Professional Practice, including developing competent professional practice models and guidelines and promoting viable service reimbursement.
American Psychological Association, Presidential Task Force on Psychology and Health Equity. (2023). Report of the American Psychological Association presidential task force on psychology and health equity. American Psychologist, 78(2), 259-267. https://doi.org/10.1037/amp0001125
National Council for Mental Wellbeing. (n.d.) Cultural Humility Scale
Overview: The Cultural Humility Scale, adapted from Hook et al. (2013), assesses patients’ perceptions of a health care provider’s cultural humility – defined as an interpersonal stance marked by respect and the absence of superiority toward an individual’s cultural background. This 12-item scale provides actionable insights for enhancing culturally humble, trauma-informed, and resilience-oriented practices. Results can guide supervision, education, and treatment, strengthening patient-provider relationships and supporting agencies in fostering multicultural competence.
National Council for Mental Wellbeing. (n.d.) Cultural Humility Scale. Retrieved from https://www.thenationalcouncil.org/resources/ti-roc-cultural-humility-scale/
University of Connecticut, School of Medicine. (n.d.). Urban Service Track
Overview: The Urban Service Track/Area Health Education Center (AHEC) Scholars Program trains health professionals committed to serving Connecticut’s urban underserved communities. Each year, 60 students from the UConn Schools of Dental Medicine, Medicine, Nursing, Pharmacy, Social Work, and Quinnipiac University’s Physician Assistant program are selected to become Urban Health/AHEC Scholars. These scholars gain exposure to urban health challenges and develop competencies in areas such as cultural competence, population health, health policy, and interprofessional care. Clinical training occurs in federally qualified health centers and other primary care settings, with additional electives in underserved areas like homeless shelters and migrant clinics. The program emphasizes mentorship, leadership development, and skill-building through activities like clinical boot camps and simulations.
University of Connecticut, School of Medicine. (n.d.). Urban Service Track. Retrieved from https://medicaleducation.uconn.edu/degrees-and-programs/urban-service-track
2019-2022
Benuto, L. T., Singer, J., Newlands, R. T., & Casas, J. B. (2019). Training culturally competent psychologists: Where are we and where do we need to go?
Abstract: The purpose of this mixed-methods study was to provide an updated overview of the cultural competency training experiences of psychologists. The majority of the research on this topic was over 20 years old and given the shifts that have occurred in the field and the advent of the American Psychological Association’s multicultural guidelines, a more contemporary understanding of the training experiences of psychologists was needed. In Study 1 (N 9), qualitative interviews were conducted with psychologists, who shared information about their cultural competency training experiences. Based on the results from Study 1, a survey was created for Study 2 and completed by 142 psychologists. The majority of participants reported that their cultural competency graduate training included a course in diversity (85%), supervised clinical experience with diverse populations (83%), and didactic training about cultural competency (82%); the majority of participants (76%) also reported that exploring personal biases had constituted part of their training. To a lesser degree, participants reported that their training included experiential activities (67%) and cultural immersion (38%). Findings from this study revealed that psychologists are highly satisfied with the training they received, and that clinical supervision predicted satisfaction. Per the results, the ideal training should include a graduate school course in diversity, supervised clinical experience with diverse populations, additional didactic training, experiential activities, and possibly cultural immersion. Supervision was noted to play a key role in psychologists’ development as culturally competent practitioners.
Benuto, L. T., Singer, J., Newlands, R. T., & Casas, J. B. (2019). Training culturally competent psychologists: Where are we and where do we need to go? Training and Education in Professional Psychology, 13(1), 56-63. http://dx.doi.org/10.1037/tep0000214
McGinley, M., Christie, M. B., Clements, Z., Goldbach, C. M., Kraus, E., Woznicki, N. W., Breslow, A. S., Budge, S. L., & Matsuno, E. (2020). A resource for incorporating trans and gender diverse issues into counseling psychology curricula
Overview: This resource is designed to support counseling psychology educators and hold programs accountable for fostering inclusive curricula that address the needs of transgender, nonbinary, and gender-nonconforming (TNG) individuals. It aims to equip future mental health professionals at both doctoral and master’s levels with the competencies outlined by the American Psychological Association regarding TNG identities and concerns. While not exhaustive, it offers an overview of TNG-affirming literature relevant to counseling psychology coursework.
McGinley, M., Christie, M. B., Clements, Z., Goldbach, C. M., Kraus, E., Woznicki, N. W., Breslow, A. S., Budge, S. L., & Matsuno, E. (2020). A resource for incorporating trans and gender diverse issues into counseling psychology curricula. APA Division 17 Special Task Group, Making Room at the Table: Trans/Nonbinary Pipeline to Counseling Psychology. https://www.div17.org/assets/docs/Connect/Incorporating-Trans-and-Gender-Diverse-Issues-into-Counseling-Psychology-Curricula.pdf
Remaker, D. N., Gonzalez, M. M., Houston-Armstrong, T., & Sprague-Connors, G. (2021). Women of color and mentorship in graduate training
Abstract: In recent years graduate programs have significantly increased enrollment rates for women of color (WOC). A prominent factor in the successful matriculation of graduate students and in them thriving as early career professionals is linked to supportive mentorship. Mentorship is commonly cited as fulfilling a host of functions that maximizes the graduate trainee’s potential and experience of graduate school and beyond (Eby, Allen, Evans, Ng, & Dubois, 2008; Kammeyer-Mueller & Judge, 2008). As more WOC enroll in graduate programs, there is an ongoing need for mentorship that is both culturally sensitive and supports their professional growth. As Mangione, Borden, Nadkarni, Evarts, and Hyde (2018) note, 97% of all the graduate students and early career participants in their study experienced mentorship as positively impacting their training. Mentorship is an invaluable component of graduate training, yet some students have difficulty locating one within their academic setting. As a result, some graduate trainees look to their clinical supervisors to provide mentorship. Though it is true that supervision and mentorship are distinct, there are opportunities for overlap as described by Johnson (2007), in the form of “transformational supervision.” Transformational supervision offers traditional clinical supervision while also providing mentorship by modeling professionalism and offering guidance in the early stages of a trainee’s professional development. This paper explores the benefits and barriers of mentorship for WOC and provides two trainees’ experiences of mentorship from clinical supervisors. The trainees’ narratives will speak to the lessons learned and conclude with strategies to enhance mentorship experiences for WOC.
Remaker, D. N., Gonzalez, M. M., Houston-Armstrong, T., & Sprague-Connors, G. (2021). Women of color and mentorship in graduate training. Training and Education in Professional Psychology, 15(1), 70–75. https://doi.org/10.1037/tep0000297
Sanchez, B. (2022). Becoming a better mentor: Strategies to be there for young people
Overview: This chapter explores cultural humility in mentoring, highlighting its significance in fostering effective relationships. It offers practical strategies for self-reflection, navigating power dynamics, acknowledging mistakes, and enhancing understanding of mentees. Valuable resource links are also provided.
Sanchez, B. (2022). Becoming a better mentor: Strategies to be there for young people. Chapter 2. Practicing Cultural Humility. https://www.mentoring.org/wp-content/uploads/2022/01/BBM-Chapter-2.pdf