Rehabilitation psychology: 2020 state of the field survey.

Baker, Laurie N.; Karol, Robert L.; Stern, Greg A.; Waldron-Perrine, Brigid; Barisa, Mark; Sweatman, Mark

doi:10.1037/rep0000433

Cited by 2 publications

(1 citation statement)

References 16 publications

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“…Furthermore, providing evidence-based training, supervision, and supportive initiatives for multiply marginalized disabled trainees can potentially increase the diversity and representativeness of the rehabilitation psychology workforce, thus improving our collective ability to research, treat, and advocate for the needs of all people with disabilities and increase our understanding of the insider perspective and lived experience (Dunn et al, 2016) of multiply marginalized individuals with disabilities. Other scholars have noted the importance of examining trainee and psychologist characteristics and experiences in the field, and the ways in which these characteristics, particularly marginalized and minoritized aspects of identity, influence experiences (e.g., salary; Baker et al, 2022), an idea which can also be applied to other dimensions of the field, such as training experiences. Intersectionality should be part of these conversations and analyses from the beginning and should ideally be considered in data collection and analysis planning.…”

Section: Purpose Of This Articlementioning

confidence: 99%

Methodological considerations for collecting and analyzing data on multiply marginalized psychology trainees with disabilities.

Lund,

Khazem,

Ali

et al. 2024

Rehabilitation Psychology

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Objective/Purpose: Historically, psychology trainees from marginalized communities have been underrepresented both as researchers and as participants in research on trainee experiences and outcomes. The current research can be used to develop evidence-based strategies to understand and improve the recruitment, retention, advancement, and overall training experiences of trainees with marginalized identities. Method: We review the existing literature on the experiences of psychology trainees, particularly that focused on trainees from marginalized backgrounds. Results: Quantitative, qualitative, and archival data collection and analysis methods each carry their own benefits and limitations, which must be considered and addressed intentionally to optimize the impact of research findings for multiply marginalized individuals. Mixed methods approaches are also discussed. Matching each limitation with a research design strategy is recommended, including the use of sample weights from population archival data to contextualize sample results, incorporating flexibility for reasonable accommodations for intensive qualitative studies, and other strategies. Conclusions/Implications: We provide guidance on selecting a methodology based on specific research and dissemination goals within this area and discuss implications and recommendations for both rehabilitation psychology specifically and the field more broadly. Training programs, governing bodies, faculty, researchers, and other invested parties have shared accountability to deliver diverse, equitable, and inclusive education and training experiences, and conducting high-quality research on the experiences of multiply marginalized trainees, including those with disabilities, is a key component of that process. Impact and ImplicationsDiversity, equity, and inclusion are increasingly recognized as a critical part of psychology, including psychology training. A key part of these efforts involves understanding the representation and experiences of psychology trainees from marginalized groups, including those who have disabilities and multiple marginalized identities. In this article, we discuss the benefits and limitations of different strategies for conducting research on the representation and experiences of marginalized trainees, so that knowledge of this important topic can be increased.

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Section: Purpose Of This Articlementioning

confidence: 99%