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Integrating Practice Guidelines Into Professional Training

Implications for Diversity Competence

Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs

Changming Duan

Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs

Roberta L. Nutt

Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs

Charles A. Waehler

Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs

Lisa Suzuki

Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs

M. Carole Pistole

Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs

Patricia Arredondo

Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs

Michael Duffy

Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs

Brenda X. Mejia

Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs

Melissa Corpus

Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs

The authors present the findings of a special task group (STG) organized to explore effective training strategies for the practice guidelines focused on diverse populations. They provide a brief literature review and summarize survey data from academic training directors regarding current use of practice guidelines. The authors then describe the Integrative Training Model (ITM), developed by the STG, as a framework for students and professionals to incorporate the complex array of information contained in each set of guidelines. Unique challenges associated with incorporating the ITM are described, as well as pedagogical considerations for both students and current professionals. The authors believe the ITM may help students and professionals increase their diversity competence by developing a more holistic understanding of the various dimensions and social group experiences that affect their clients and themselves.

Key Words: multiculturalism • training • diversity

This version was published on May 1, 2009

The Counseling Psychologist, Vol. 37, No. 4, 519-563 (2009)
DOI: 10.1177/0011000008323651


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