Building a Diversity Inclusion Curriculum: Walking the Walk Not Just Talking the Talk
Amy M. Letteri, PhD, Lisa D. Stanford, PhD, ABPP-CN
This talk will discuss the process of building a diversity curriculum beginning from faculty training, recruitment, and creating didactics, to practical training. The presenters identify as cisgendered white women (although one is of mixed race American Indian and white) that represents the majority of the neuropsychology field as of 2020. We speak from a perspective of the majority preparing to confront one of the most serious crises facing the field of neuropsychology—we do not represent our patients. Our goal in addressing this issue is to deliberately train the next generation of clinicians to understand, appreciate, and value difference. We discuss our process from a place of majority privilege and cultural humility. We are not experts in this field; we stand on the shoulders of ground-breaking BIPOC neuropsychologists and our brilliant and diverse trainees. With that knowledge, we approach this mission of designing a diversity curriculum with the belief that majority neuropsychologists must shoulder their share of the responsibility to address the problem of a homogenous and rapidly outdated mode of teaching neuropsychology. We will discuss how to promote diversity as a core mission involved in all aspects of training and how to work collaboratively with majority and minority trainees and faculty to develop appropriate diversity focused training. Most importantly we discuss how to instill in our trainees the idea that diversity is an essential part of the human experience and cannot be confined to a one-hour didactic and addressed only by subject matter experts or minority neuropsychologists.
- Describe strategies to promote deliberate recruitment of diverse trainees and/or diversity-oriented trainees.
- Design a diversity curriculum that emphasizes trainee collaboration.
- Demonstrate engagement in culturally responsive supervision with trainees of diverse backgrounds working with populations outside of the supervisor’s current scope of practice.
- Identify and address institutional barriers and opportunities relevant to building a diversity focused fellowship and recruiting diverse trainees.
Cultivating a Relevant Supervisory Space - Supervisors get Ready!
Beatriz MacDonald Wer, PhD, Adriana M. Strutt, PhD, ABPP, Jennifer Stinson, PhD, ABPP
The provision of supervision by a supervisor is an integral component of training in psychology. Current supervisory standards require several components before a relationship is considered supervisory. Among these are assumptions that the supervisory relationship is respectful and collaborative, that feedback is bi-directional, and that it focuses on the development of competency and professional identity of the supervisee. There are a limited number of supervision models in neuropsychology and formal training for supervisors. Therefore, this webinar will focus on a new model for supervision in neuropsychology coined the Culturally Expressive and Responsive (CER) Model for Supervision in Neuropsychology. Learners will have the opportunity to discuss different case scenarios in supervision and how supervisors can strategize ways to address these in a culturally informed and respectful manner.
- Describe the Culturally Expressive and Responsive (CER) Model for Supervision in Neuropsychology.
- Discuss different situations that may arise in a supervisory relationship during training and how a supervisor can intervene.
- Integrate strategies to engage in culturally expressive and responsive supervision and training in neuropsychology.
Using Relationship-Centered Feedback to Facilitate a Growth Mindset in Learners Who Struggle
Calvin L. Chou, MD, PhD
All learners, particularly those who struggle, require both supportive methods to enable their highest possible level of learning as well as clear standards that they must attain. This balance necessitates that educators motivate their learners through development of a psychologically safe learning environment and effective relationship-centered feedback. Participants will practice these new skills in the workshop, specifically focusing on their own cases.
- Define feedback, psychological safety, and remediation.
- Name features of psychological safety in educational settings.
- Describe faculty and trainee responsibilities in feedback and remediation.
- Deploy a relationship-centered approach to feedback to enhance a growth mindset.
Postdoctoral Evaluation Procedures: Pathways to Competency Development for Learners, Supervisors, and Programs
Julie K. Janecek, PhD, ABPP-CN, Beatriz (Tish) MacDonald Wer, PhD
This presentation will review the results of a recent survey of policies and procedures that are currently being used to evaluate competency development in clinical neuropsychology at the postdoctoral level. The presenters will provide examples of competency-based evaluation tools, including supervisor-of-fellow, fellow self-assessment, fellow-of-supervisor, and fellow-of-program evaluations and discuss how these tools may be used to craft individualized training and remediation plans, improve communication between learners and supervisors, and facilitate competency development not just for fellows, but for supervisors and programs as well.
- Identify essential components of clinical neuropsychology postdoctoral program evaluation policies and procedures.
- Develop evaluation and remediation procedures that comply with all institutional requirements and are tailored to the needs of the individual fellow.
- Describe how to implement evaluation policies and procedures to support supervisor development and program quality improvement.