A summary of recommendations is provided for supervisors of trainees with disabilities.

Trainees with disabilities are consistently underrepresented in professional psychology and face considerable barriers throughout training, especially in clinical settings and supervision. In this article, we review some common barriers faced by trainees with disabilities in clinical and supervision settings. We then discuss how clinical supervisors can take an active role as supervisor-advocates who actively advocate for trainees with disabilities and promote disability-affirmative training environments in order to minimize these barriers. Major points of discussion include barriers to disclosing disability; asking for, and receiving, reasonable accommodations; and addressing attitudinal barriers among supervisors and colleagues. We also discuss potential barriers to being a supervisor-advocate for trainees with disabilities and ways to promote disability-affirmative supervisor-advocate behavior among one's supervisees in order to build a generation of social-justice-oriented, disability-affirmative supervisors. Public Significance StatementPeople with disabilities are not well represented in professional (e.g., clinical, counseling, and school) psychology, and trainees with disabilities often face many barriers and biases in training, sometimes severe enough to push them to leave the field altogether. In this article, we argue that clinical supervisors can play an important role by acting as supervisor-advocates who actively advocate for trainees with disabilities and work to create accepting, disability-affirmative training environments in order to improve the inclusion of people with disabilities in professional psychology.

This research was developed to understand supervisors' experiences, attitudes, and biases when working with psychology trainees with disabilities, in order to better educate and support supervisors. An anonymous online survey that included 36 questions was developed based on previous literature on supervision and disability. Questions examined supervisors' knowledge of their responsibility in providing disability accommodations, their own experiences, and one of two randomly assigned vignettes to simulate a live supervision scenario, with associated questions. In total, 143 current supervisors completed the survey across various specialty areas. Over half were female (66.4%) and largely Caucasian (85%), and the average number of years supervising was 5.1. Findings indicated that supervisors lacked formal training, sense of competence, knowledge of how to establish reasonable accommodations, and their role in this process. Supervisors with previous experience working with trainees with disability felt that supervising trainees with disabilities created more work, felt overwhelmed, and had concerns about trainees fulfilling expectations. However, working with trainees with disabilities increased opportunities for consultation, networking, and awareness, and many reported they were able to establish reasonable accommodations without difficulty. Findings indicated that supervisors lack awareness of disability issues in training. A definition and recommendations for building a disability-affirming environment are provided. These findings signal a call to action for supervisors to further their competence and awareness of disability in supervision and training. Public Significance StatementThis study examines supervisors' knowledge, experience, and perspectives in working with students with disabilities and establishing reasonable accommodations. Most supervisors were unaware that their primary role is to advocate, coordinate, and establish accommodations for trainees with visible and invisible disabilities. We advance that training directors and psychology leaders seek opportunities to raise awareness about working with trainees with disabilities and the impact this has on training among all clinical supervisors.

The Conference developed aspirational guidelines for postdoctoral education and training programs in applied rehabilitation psychology and established a Council of Rehabilitation Psychology Postdoctoral Training Programs as a means of promoting their adoption by training programs. These efforts are designed to promote quality, consistency, and excellence in the education and training of rehabilitation psychology practitioners and to promote competence in their practice. It is hoped that these efforts will stimulate discussion, assist in the development of improved teaching and evaluation methods, lead to interesting research questions, and generally facilitate the continued systematic development of the profession of rehabilitation psychology.

The process of recruitment and selection for health service psychology postdoctoral training has a complex, and sometimes, controversial history. We review the history of this selection process and discuss several issues that complicate postdoctoral selection. These issues range from the hetero-This article was published Online First November 9, 2017. DOUG BODIN is an associate professor of clinical pediatrics at The Ohio State University College of Medicine and a pediatric neuropsychologist at Nationwide Children's Hospital. His areas of professional and research interest include training issues in clinical neuropsychology and outcomes in children and adolescents with concussion. JOEL P. SCHMIDT is currently the psychology training director at the VA Northern California Health Care System, California, and previously served as chair of the VA Psychology Training Council. His primary interests include motivational interviewing, behavior therapy, technology and data analytics in clinical training, and systemic approaches to training innovation.