Systemic Framework for Diversity Education: Survey Findings from Clinical Child and Pediatric Psychology Training Directors.

Abstract

OBJECTIVES As the number of ethnic/racial minority individuals in the United States continues to grow, psychology programs need to train a representative workforce that can meet the needs of an increasingly diverse population. This survey study explored (a) the approaches used by clinical child and pediatric psychology programs to train students in multicultural education and (b) the strategies and barriers to recruit and retain underrepresented students and faculty. METHOD The survey was developed by the Diversity Committee of the Clinical Child and Pediatric Psychology Training Council (CCaPPTC) and was sent to directors from various CCaPPTC-member graduate, internship and postdoctoral training programs across the nation. Responses to open-ended questions were coded, and thematic analysis was used to group the codes into meaningful categories. Bronfenbrenner's Ecological Systems Model and the Layered Ecological Model of the Multicultural Guidelines (APA, 2017) were used to structure the analysis. RESULTS A total of 42 directors (71% response rate) completed the survey. Thirty-seven codes categorized into 10 themes, nested within four ecological levels (micro-, meso-, exo- and macrosystems), were identified. Derived themes capture specific approaches and strategies programs used to teach diversity and recruit/retain underrepresented students and faculty. CONCLUSION Findings highlight the importance of developing strategies at various levels of the system to enhance curriculum and recruitment/retention efforts, as well as the need to attend to the interactions between systems in order to address barriers. Specific recommendations are offered.