Examining where to go: pediatric psychology trainees' perception of their graduate training in culture and diversity.

IF 2.7 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Courtney W Hess, Kelly E Rea, Lauren P Wruble, Shanique T Yee, Carolina M Bejarano, Desireé N Williford, Robert C Gibler, Sahar S Eshtehardi, Rachel S Fisher, Casie H Morgan
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Abstract

Objective: Culture and diversity-related training is critical to the development of competent pediatric psychologists. Evaluation of training efforts have been conducted at the program level, yet evaluation of trainee experiences in culture and diversity-related training remains unassessed. This trainee-led study was the first formal assessment of pediatric psychology trainee experiences of culture and diversity-related training and the impact of training on their own cultural humility.

Methods: Study overview and a survey link was distributed across 2 listservs associated with the American Psychological Association (Division 53, Division 54) and sent directly to directors of graduate, internship, and fellowship training programs with a request to share with trainees. Surveys assessing integration of cultural training and trainee cultural humility were completed. Trainees also provided qualitative feedback regarding their multicultural training and development.

Results: Pediatric psychology trainees (N = 90) reported inconsistent integration of culture and diversity topics into their training. Of the 34 training areas assessed, 10 were perceived as thoroughly integrated into formal training by at least half of the respondents. Trainees often sought independent cultural training outside of their programs, and no relationship was detected between perceived integration of cultural training and trainee cultural competence.

Discussion: Results indicate room for improvement regarding integration of cultural training and a need to better understand driving forces behind trainees independently seeking training outside of their formal training programs. Moreover, understanding the aspects of training that are most contributory to trainee development is needed given that no relationship between training and development emerged in the current study.

研究何去何从:儿科心理学学员对其文化与多样性研究生培训的看法。
目的:与文化和多样性相关的培训对于培养合格的儿科心理学家至关重要。对培训工作的评估已在项目层面进行,但对受训者在文化和多样性相关培训中的体验的评估仍未进行。这项由受训者主导的研究首次正式评估了儿科心理学受训者在文化和多样性相关培训中的体验,以及培训对其自身文化谦逊性的影响:研究概述和调查链接在与美国心理学会(53分会和54分会)相关的两个列表服务器上发布,并直接发送给研究生、实习生和研究员培训项目的负责人,要求他们与受训者分享。受训者完成了对文化培训整合性和受训者文化谦逊性的评估调查。受训人员还就其多元文化培训和发展提供了定性反馈:结果:儿科心理学受训人员(N = 90)报告称,他们在培训中融入文化和多样性主题的情况并不一致。在评估的 34 个培训领域中,至少有一半的受访者认为有 10 个领域已完全纳入正式培训。受训人员通常会在他们的培训项目之外寻求独立的文化培训,而且在文化培训的整合感知与受训人员的文化能力之间没有发现任何关系:讨论:研究结果表明,在文化培训的整合方面仍有改进的余地,而且有必要更好地了解受训人员在正规培训项目之外独立寻求培训背后的驱动力。此外,鉴于本研究中没有发现培训与发展之间的关系,因此需要了解培训中最有助于学员发展的方面。
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来源期刊
Journal of Pediatric Psychology
Journal of Pediatric Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
6.00
自引率
11.10%
发文量
89
期刊介绍: The Journal of Pediatric Psychology is the official journal of the Society of Pediatric Psychology, Division 54 of the American Psychological Association. The Journal of Pediatric Psychology publishes articles related to theory, research, and professional practice in pediatric psychology. Pediatric psychology is an integrated field of science and practice in which the principles of psychology are applied within the context of pediatric health. The field aims to promote the health and development of children, adolescents, and their families through use of evidence-based methods.
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