The Deferred Action for Childhood Arrivals (DACA) executive order intended to protect undocumented youth from deportation and mitigate the negative impact of their undocumented status. Using qualitative methods, eight DACA recipients were interviewed. Participants were primarily females, ranged in age from 19 and 27 years old, and had immigrated from Mexico. Our findings revealed that as participants grew up, they experienced a sense of liminality, or "non-belonging"; however, upon receiving DACA status, these feelings of liminality were temporarily abated. Problematically, as our participants encountered the limitations of DACA, their feelings of liminality returned. While DACA increases access to education, health care, and legal system participation, it only temporarily mitigates the impact of having an undocumented status. The ramifications of the sense of liminality that occur with being undocumented is discussed and policy reforms in areas of federal and state educational policy and immigration policy are suggested.

The purpose of this mixed-methods study was to provide an updated overview of the cultural compe-tencyϪtraining experiences of psychologists. The majority of the research on this topic was over 20 years old, and given the shifts that have occurred in the field and the advent of the American Psychological Association's multicultural guidelines, a more contemporary understanding of the training experiences of psychologists was needed. In Study 1 (N ϭ 9), qualitative interviews were conducted with psychologists, who shared information about their cultural competencyϪtraining experiences. Based on the results from Study 1, a survey was created for Study 2 and completed by 142 psychologists. The majority of participants reported that their cultural competency graduate training included a course in diversity (85%), supervised clinical experience with diverse populations (83%), and didactic training about cultural competency (82%); the majority of participants (76%) also reported that exploring personal biases had constituted part of their training. To a lesser degree, participants reported that their training included experiential activities (67%) and cultural immersion (38%). Findings from this study revealed that psychologists are highly satisfied with the training they received and that clinical supervision predicted satisfaction. Per the results, the ideal training should include a graduate school course in diversity, supervised clinical experience with diverse populations, additional didactic training, experiential activities, and possibly cultural immersion. Supervision was noted to play a key role in psychologists' development as culturally competent practitioners.

No abstract

No abstract

Intervention efforts for this population are sorely needed and the information gained from this study can be used to guide these intervention efforts.