How we treat our own: The experiences and characteristics of psychology trainees with disabilities.

Lund, Emily M.; Andrews, Erin E.; Holt, Judith M.

doi:10.1037/a0037502

Cited by 51 publications

(130 citation statements)

References 12 publications

Supporting

Mentioning

126

Contrasting

Order By: Relevance

“…Data utilized in the present analyses are responses to one openended item from a broader online survey of psychologists and psychology trainees with disabilities (Lund et al, 2014). The This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Recruitmentmentioning

confidence: 99%

How did we help (or not)? A qualitative analysis of helpful resources used by psychology trainees with disabilities.

Lund

Andrews

Bouchard

et al. 2020

Training and Education in Professional Psychology

Self Cite

View full text Add to dashboard Cite

Little research has been conducted on the experiences of psychology trainees with disabilities, but there is growing evidence that this group of trainees faces a variety of barriers in their training. In this secondary analysis of data from 41 psychologists and psychology trainees with disabilities, we analyzed participants' responses to an open-ended question regarding what resources they found helpful during their training. Seven themes emerged: (a) no helpful resources; (b) professional supports and organizations; (c) mentor supports; (d) accommodations; (e) peer supports; (f) external supports in the form of health services; and (g) personal supports. Participants identified both formal and informal resources that were helpful, but more than a third of participants said that there were no disability-related resources that were helpful to them during their training. Implications for programs and trainees are discussed. Public Significance StatementThis article provides novel information on the resources used by psychology trainees with disabilities, an underrepresented and underresearched population, in their training. It provides guidance for supervisors and faculty working with trainees with disabilities, as well as a call to action regarding better support for trainees with disabilities.

show abstract

Section: Recruitmentmentioning

confidence: 99%

How did we help (or not)? A qualitative analysis of helpful resources used by psychology trainees with disabilities.

Lund

Andrews

Bouchard

et al. 2020

Training and Education in Professional Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Such a study may also elucidate potential differences in support staff roles and responsibilities regarding suicide between different states. Additionally, our sample was almost entirely female; although this may reflect the overall under-representation of men in counseling and related fields (e.g., Association of Psychology Post-doctoral and Internship Centers, 2011;Lund, Andrews, & Holt, 2014;Wong, Chan, Da Silva Cardoso, Lam, & Miller, 2004), it still limits our ability to generalize our findings to and detect any differences among male support staff.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

“I Honestly Would Not Have Known What to Do”: An Exploratory Study of Perspectives on Client Suicide Among Vocational Rehabilitation Support Staff

et al. 2017

Self Cite

View full text Add to dashboard Cite

Despite the high prevalence of suicide both overall and among people with disabilities in particular, little research has explored suicide in the context of the vocational rehabilitation (VR) system or in counseling support staff in general. We analyzed the responses of 14 VR support staff who responded to an open-ended qualitative prompt regarding their experiences with suicide training and competency. Key themes included a perceived lack of and desire for more training regarding suicide, seeking and receiving suicide training outside of VR, and a perceived lack of resources for working with suicidal clients. Responses also underscored the heavy emotional impact of working with these clients, especially when one feels unprepared to do so. These results suggest that it is important to provide VR support staff with resources and training for addressing suicide in their client populations.

show abstract

“…While undergraduate students also under-utilize disability services, the interpersonal nature of graduate schools-in which students depend heavily on their relationship with their adviser-may make seeking outside assistance more difficult. It is also imperative to note that, while formal accommodations may be approved by a disabilities services office, these formal accommodations will likely not be enough to address all systemic and attitudinal barriers the student could encounter on their doctoral education journey (Lund, Andrews, & Holt, 2014).…”

Section: Disclosure and Accommodationmentioning

confidence: 99%

Doctoral Students with Disabilities: Challenges in Academic Programs and Research Methodology

Lizotte¹,

Simplican²

2017

JSPTE

View full text Add to dashboard Cite

Aim/Purpose: Doctoral students with disabilities represent 5 to 10 percent of the graduate student population and, yet, research seldom documents their experiences. We propose a research agenda and methodological approaches that circumvent these limitations, including a substantive focus on universal design to measure graduate program’s awareness of disability, experimental methods to minimize response bias, and ways to redefine disability to improve recruitment of potential research subjects. Background: Research suggests that doctoral students with disabilities face different challenges than undergraduate students with disabilities and that graduate advisers are pivotal to their success. Existing literature has several limitations, including small sample sizes, a reliance on survey and interview data, little attention to issues of diversity within doctoral students with disabilities, and difficulty defining disability. Methodology: This article utilizes a systemic literature review (SLR) in order to describe the current state of both the research and the practice of doctoral students with disabilities. Contribution: This paper defines major gaps in the existing literature and addresses potential ways to address these gaps through research and practice. Findings: There are barriers for doctoral students with disabilities at every level of the process, which is not being addressed or remediated resulting in greater disadvantages and decreased successful outcomes. Recommendations for Practitioners: In this context, practitioners will refer to professionals employed at university disability centers and university faculty. Recommendations include disability awareness and resource training for university faculty and staff. Faculty can maintain open lines of communication with their students and advisees related to disability and accommodations as well as increasing program flexibility. Recommendation for Researchers: Research is critically needed regarding the experiences, needs, and outcomes of doctoral students with disabilities. This research needs to come from both the individuals, faculty, and systemic level of higher education. Impact on Society: Individuals with disabilities are the largest minority group in the United States. However, this population rarely receives the research, funding, services, and social attention paid to other marginalized groups. Future Research: Future research needs to utilize larger scale quantitative studies to obtain reliable data. Longitudinal information would greatly improve the information regarding outcomes for doctoral students with disabilities.

show abstract

How we treat our own: The experiences and characteristics of psychology trainees with disabilities.

Cited by 51 publications

References 12 publications

How did we help (or not)? A qualitative analysis of helpful resources used by psychology trainees with disabilities.

How did we help (or not)? A qualitative analysis of helpful resources used by psychology trainees with disabilities.

“I Honestly Would Not Have Known What to Do”: An Exploratory Study of Perspectives on Client Suicide Among Vocational Rehabilitation Support Staff

Doctoral Students with Disabilities: Challenges in Academic Programs and Research Methodology

Contact Info

Product

Resources

About