2020 Breakout Session - Day et al.

2020 Breakout Session - Day et al.

Title of Presentation: Building Inclusive Training Sites for Deaf and Hard of Hearing Clinical Psychology Trainees

Presenter Name:

Lori Day Gallaudet University Washington DC

Deborah Schooler Gallaudet University Washington DC

Cara Miller Gallaudet University Washington DC

Kathryn Wagner Gallaudet University Washington DC


Abstract: The field of psychology has made significant strides in understanding and promoting multiculturalism and multilingualism, yet significant gaps remain in serving many marginalized communities. Clinicians who are themselves members of marginalized cultural groups may be better equipped to provide culturally affirmative care (Sue, Fujino, Hu, L. T., Takeuchi, & Zane, 1991). Empirical evidence supports the effectiveness of ethnic and racial matches between clinician and client (Cabral & Smith, 2011; Sue et al., 1991) and these findings have also been documented in groups with other marginalized identities, including disability (Steinberg, Sullivan, & Loew, 1998). Experiences of bias, however, may contribute to the underrepresentation of clinicians from marginalized cultural groups, including those who are deaf or hard of hearing. Anecdotal evidence has shown that deaf students experience biases from potential hearing supervisors, and these biases interfere with the progression of their education and employment as clinical psychologists (Hauser, Maxwell- McCaw, Leigh, & Gutman, 2000; Szymanski, 2010). Data gathered from an alumni survey of deaf and hard of hearing undergraduate and graduate students receiving a psychology degree in the past 25 years indicated that the majority of participants reported experiencing biases related to being deaf or hard of hearing during their training (Schooler & Day, 2019). Bias presents a potential barrier to the educational and professional advancement of deaf and hard of hearing individuals, and mental health professions are not immune from bias. Indeed, survey research has demonstrated that many mental health professionals harbor biases towards deaf individuals (Cooper, Rose, & Mason, 2003). There is reason to suspect that interventions could lead to more positive attitudes towards deaf individuals, and thus greater inclusiveness in training opportunities. In a survey of mental health professionals, Cooper and colleagues (Cooper, Rose, & Mason, 2003) found that those with training related to deafness or deaf issues reported more positive attitudes about deafness than those with no training. Further, a majority of clinicians surveyed more recently with experience supervising trainees with disabilities said that they benefited from the experience as it afforded opportunities including increased consultation, networking, training, or professional awareness (Wilbur et al., 2019). This workshop will provide education and training on supervising deaf and hard of hearing graduate students. This will include identifying strategies for inclusion of deaf and hard of hearing trainees in your training site; navigating conversations around professional development, service provision, and accommodations; and identifying strategies for ensuring your organization is accessible to deaf and hard of hearing clinicians.

 

Learning Objectives:

  1. Describe the benefits of including deaf and hard of hearing clinicians and trainees in your organization/training site and identify strategies for optimizing inclusion.

  2.  Navigate conversations with deaf and hard of hearing trainees in an ethical and affirming manner, including conversations around professional development, service provision, and accommodations.

  3. Discuss legal obligations related to accommodations and generate strategies for making your organization accessible to deaf and hard of hearing clinicians and trainees.

 

Scholarly references:

Cabral, R. R., & Smith, T. B. (2011). Racial/ethnic matching of clients and therapists in mental health services: a meta-analytic review of preferences, perceptions, and outcomes. Journal of Counseling Psychology, 58(4), 537.

Cooper, A. E., Rose, J., & Mason, O. (2003). Mental health professionals' attitudes towards people who are deaf. Journal of community & applied social psychology, 13(4), 314-319.

Hauser, P. C., Maxwell-McCaw, D. L., Leigh, I. W., & Gutman, V. A. (2000). Internship accessibility issues for deaf and hard-of-hearing applications: No cause for complacency. Professional Psychology: Research and Practice, 31(5), 569.

Wilbur, R. C., Kuemmel, A. M., & Lackner, R. J. (2019). Who’s on first? Supervising psychology trainees with disabilities and establishing accommodations. Training and Education in Professional Psychology, 13(2), 111.