Diversity Training in Canadian Predoctoral Clinical Psychology Internships: A Survey of Directors of Internship Training.

Abstract A survey of diversity training in Canadian Clinical Psychology predoctoral internships was conducted to examine how this complex issue is approached in internship training and also, as a follow-up to a previous survey of doctoral program directors completed by Hertzsprung and Dobson (2000). The training directors of internships listed in the Canadian Council of Professional Psychology Programs were asked to complete a survey that evaluated the use and perceived effectiveness of diversity training methods. The training directors varied in how important and effective they perceived these different training methods, although the majority of the training directors believed that interns complete internship programs with sufficient training in diversity for their roles as clinical psychologists. Internship directors also rated the 2002 Canadian Psychological Association internship accreditation criteria in terms of the level of prescription for diversity training at accredited sites. The implications of these results for future research and training are discussed. Canada is considered a diverse society, consisting of people with diverse ethnicities, religions, and languages (Kazarian & Evans, 1996). According to the most recent Canadian Census in 2001 (Statistics Canada, 2001), 13% of the Canadian population identify themselves as a visible minority and 48% of the Canadian population defines their ethnic origin as non-British or non-French. Given these observations, Canadian psychologists are likely to encounter individuals from diverse backgrounds seeking mental health services. It can be argued that clinical competency includes knowledge about diversity issues, and an awareness of the role of unique experiences on clients' mental health (Sue, Bingham, Porche-Burke, & Vasquez, 1999). Clinicians and researchers in clinical psychology have become increasingly aware of the role of diversity factors, such as ethnic background, gender, and sexual orientation in personality development and functioning (Fuertes, Bartolomeo, & Nichols, 2001; Sue et al., 1999) and the potentially moderating role of diversity in mental disorders (cf., Bjorck, Lee, & Cohen, 1997). Although the influence of diversity in one's mental health is an important area to examine, a review of the literature is beyond the scope of this brief report. Psychologists are also enjoined to attend to diversity considerations from an ethical perspective. The Canadian Psychological Association (CPA) includes references to diversity in the Canadian Code of Ethics for Psychologists (CPA, 2000). The first two principles of the Code of Ethics (Respect for the Dignity of Persons and Responsible Caring) direct psychologists to treat all individuals as of equal status and worth, and not to discriminate on the basis of a number of diversity factors (e.g., race, religion, sexual preference). The Code of Ethics strives to ensure that the most vulnerable persons in Canada are protected and their rights are observed in psychologists' ethical decision-making. Psychologists who are responsible for designing training programs need to ensure that their programs encourage trainees to contribute to the fair distribution of benefits to individuals and groups, and ensure programs do not unfairly exclude those who are vulnerable or may be disadvantaged in any way (CPA, 2000). Competency in diversity issues can be established during graduate training. Hertzsprung and Dobson (2000) investigated the status of diversity training in the clinical psychology graduate programs across Canada by surveying the directors of training. They found that the directors rated colloquia and workshops as more effective than other methods for training in diversity. They generally supported the integration of content related to diversity into core coursework, and rated learning through in vivo exposure and practicum experience as effective ways to encourage diversity competency. …

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