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Cross-Cultural Training

Scientist-Practitioner Model and Methods

Stanford University

Sandra L. Foster

Stanford University

Despite the existence of Criteria 2 -cultural and individual differences -in the American Psychological Association (APA) accreditation of doctoral training in counseling psychology, few programs offer, much less require, course work on service delivery to or research with ethnic minorities. The goal of this article is to present a model for organizing and evaluating cross-cultural content throughout each phase of clinical and research training during doctoral study in scientist-practitioner programs. First described is an overview of the separate course, area of concentration, interdisciplinary, and integration models for the promotion of cultural understanding in psychology. Then a series of specific recommendations along the lines of the integration model are provided for the development of cross-cultural competence beginning with institutional modifications at the departmental level. Specific additions to research and clinical course work are suggested along with information on available resources for curricular reform in each area. Finally, an apprenticeship continuum from prepracticum to internship is presented as a guide for making more culturally relevant both research and clinical mentoring.

The Counseling Psychologist, Vol. 20, No. 3, 472-489 (1992)
DOI: 10.1177/0011000092203006


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