Guidelines to address barriers in clinical training for trainees with sensory disabilities.

Jennifer G. Pearlstein, Adam T. Schmidt, Emily M. Lund, Lauren R. Khazem, Nancy H. Liu

Research output: Contribution to journalArticlepeer-review

Abstract

Disability is an important facet of diversity. Although diversity in clinical training in health service psychology has improved considerably, training often neglects accessibility and inclusion for individuals with sensory disabilities. The limited research to date documents that trainees with sensory disabilities (TSDs) report extensive barriers and are consistently underrepresented in clinical settings. Furthermore, few resources have been developed to guide accommodating TSD in clinical training. Accordingly, our goals in this article are twofold as follows: (a) to highlight the barriers in clinical training faced by TSD and (b) to provide recommendations for trainees, supervisors, clinical leadership, and directors of clinical training to improve accessibility and inclusion for TSD. We offer vignettes to illustrate barriers faced by TSD and suggest guidelines to improve access for TSD. (PsycInfo Database Record (c) 2021 APA, all rights reserved) <strong xmlns:lang="en">Public Significance Statement—People with sensory disabilities are underrepresented in clinical training programs, and this may be in part because clinical trainees with sensory disabilities have distinct training needs. This article illustrates the barriers faced by trainees with sensory disabilities and offers recommendations for improving access and inclusion across relevant stakeholders, including trainees, faculty and supervisors, and clinical leadership. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Original languageEnglish
JournalTraining and Education in Professional Psychology
DOIs
StateAccepted/In press - 2021

Keywords

  • clinical training
  • disability
  • professional practice
  • sensory disabilities
  • trainees with disabilities

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