The updated American Psychological Association (APA) Multicultural Guidelines bring to the forefront many contemporary issues in clinical practice and supervision (APA, 2017). However, knowledge of recommended practices alone may not always create change in typical clinical practice. The application and implications of the multicultural guidelines are explored from a supervisee perspective. In particular, the concept of cultural humility is examined in relation to specific supervisory interactions and training standards dealing with race, culture, and identity. The role of power, privilege, and prejudice is discussed as is relevant to clinical and supervision processes. A supervisee perspective of how the above topics may be relevant to clinical training more generally are presented. Finally, specific suggestions implementing a cultural humility perspective into clinical supervision and practice is discussed. The author's hope is that by examining common, current practices from an underutilized lens, further exploration and discussion of related practices will be stimulated. Public Significance StatementThis study offers an examination of current practices toward culture in clinical training. Cultural humility is offered as a guiding principle that may inform current practices and offer solutions to contemporary issues in training.

No abstract

This review summarizes a large and diverse body of literature spanning several fields of study in order to capture the complexity of what we currently know about the development of coping in childhood. First, it briefly describes the role of stress in understanding coping and subsequently reviews the current state of knowledge about coping within the first decade of life. As this entry aims to illustrate, a complete picture of stress and coping necessarily involves both physiological and psychological processes. The presence, utilization, and efficacy of coping skills in each developmental period depend on maturation of cognitive, emotional, social, and behavioral competencies as well as exposure to environmental stressors.

This chapter reviews outcomes in children where parental separation has occurred and their complex determinants. As the title suggests, many children encounter parental relationship ruptures that do not involve legal marriage, although our body of research has narrowly focused on this category. This chapter overviews methods used for conducting evaluations with special attention to the more nuanced approach needed when the evaluation occurs in the context of legal actions where custody is being decided. Finally, it highlights intervention strategies that have been used to reduce risk to children and families as they make these transitions. Attention is paid to both psychological interventions and more macrolevel changes aimed to buffer economic costs. Throughout the chapter, data are presented on diversity issues. The lack of findings for fathers in each topic and on dissolution when racial minorities or same-sex couples are considered is highlighted.

No abstract