Who’s on first? Supervising psychology trainees with disabilities and establishing accommodations.

Abstract

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.

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

“…Additionally, faculty and supervisors may be unfamiliar with what resources and supports are available to or potentially helpful to trainees with disabilities, whereas disability service professionals may be unfamiliar with the nature and essential functions of professional psychology trainees. Supervisors may be unaware of procedures or resources for accommodating trainees with disabilities and thus may not offer them as options even when they are necessary and appropriate (Wilbur, Kuemmel, & Lackner, 2019). This may be particular salient when trainees have invisible disabilities (Wilbur et al, 2019), as supervisors may not even think to ask about accommodations or even feel that they can ask a trainee who does not appear to be disabled about potential accommodations.…”

“…Supervisors may be unaware of procedures or resources for accommodating trainees with disabilities and thus may not offer them as options even when they are necessary and appropriate (Wilbur, Kuemmel, & Lackner, 2019). This may be particular salient when trainees have invisible disabilities (Wilbur et al, 2019), as supervisors may not even think to ask about accommodations or even feel that they can ask a trainee who does not appear to be disabled about potential accommodations. Thus, even trainees who proactively seek out resources may have difficulty successfully utilizing them.…”

Psychology predoctoral internship match rates by disability type.

“…One participant in a previous study reported that they received no interview invitations for internship sites when they disclosed their disability on their application but received numerous interview invitations and successfully matched during the following cycle when they did not disclose their disability (Lund, Andrews, & Holt, 2016). Faculty and supervisors at internship sites often do not feel comfortable or competent working with trainees with disabilities (Wilbur et al, 2019); rather than addressing this gap in competency, supervisors may simply reject applicants who identify as or are perceived as having a disability. They may assume that a disabled applicant cannot complete the essential functions required of interns at the site and simply reject them without ever asking if the applicant can perform those functions with or without reasonable accommodations.…”

“…Although professional psychology trainees with all types of disabilities encounter ableist barriers and discrimination, the nature of that ableism may differ by disability type. For example, trainees with invisible disabilities may face skepticism or doubt when disclosing their disability (Wilbur et al, 2019) whereas trainees with visible disability may face automatic assumptions of incompetence based on others' assumptions about their disability (Lund, Andrews, & Holt, 2016). Additionally, trainees with certain types of disabilities may face specific barriers related to accessing communication, their physical environment, or course materials (Andrews et al, 2013;Hauser et al, 2000;Joshi, 2006).…”

Addressing intersectional identities and experiences in professional psychology trainees with disabilities: A call for action.

“…In terms of supporting multiply marginalized trainees with disabilities, we recommend that all programs create an antioppressive and antiableist culture (Lund, Wilbur, et al, 2020; Wilbur et al, 2019). In other words, faculty and administrators must be willing to acknowledge explicit and implicit ableism and other forms oppression within their program policies, practices, and culture.…”