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Integrating Practice Guidelines Into Professional Training: Implications for Diversity Competence

¹ Teachers College, Columbia University
² University of Missouri--Kansas City
³ Association of State and Provincial Psychology Boards
⁴ University of Akron
⁵ New York University
⁶ Purdue University
⁷ University of Wisconsin--Milwaukee
⁸ Texas A & M University

^* To whom correspondence should be addressed. E-mail: mlm2106{at}columbia.edu.

	Abstract

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.

First published on September 11, 2008, doi:10.1177/0011000008323651

The Counseling Psychologist 2009;37:519.

A more recent version of this article appeared on May 1, 2009


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