Approaches for teaching diversity in an APA accredited clinical psychology program

This dissertation proposes that over time there has been increased effort to incorporate multicultural education in APA accredited clinical psychology graduate programs. Clinicians need proper multicultural training, achieved by addressing knowledge, awareness, and skills, to provide ethical and sensitive interventions. Focusing on disabilities, multicultural training classes at a graduate school were examined using course syllabi to examine how classes were taught. Student experiences were recorded by a survey designed by this researcher. These two sources were used to find trends in (a) variability in teaching methodology and the material covered and their influence on students' perceptions towards diversity training and multicultural groups, (b) how professors, who teach Intercultural Awareness at CSPP, effectively integrate issues of race and ethnicity, lesbian, gay, bisexual, and transgender, and people with disabilities into their classroom curriculum, and (c) how students apply what they learn to clinical situations outside of the classroom.; Despite a low response rate, some notable trends were observed. Faculty syllabi offered similar teaching materials and in-class assignments but differed in out-of-class experiences for students. Students indicated that experiential exercises do not necessarily lead to greater competency in minority issues but that practica do tend to offer more honest discussion about these issues. Furthermore, students indicated a sense of political correctness towards race and ethnicity in their Intercultural Awareness Development classes that corresponded with classroom curriculum that focused primarily on racial and ethnic issues. Students indicated that class materials provided a greater sense of competency with the minority groups studied.; Overall, work experiences are only one facet of multicultural education. Increased awareness involves a multifaceted approach that combines strong classroom materials, hands-on experience, and a willingness to challenge one's own beliefs. Future research should focus on how these facets may be used in order to heighten students' multicultural beliefs. Future research should also focus on how awareness, knowledge and skill learned in the classroom are best utilized in the workplace.