Recommendations for Creating and Teaching a Graduate Psychology Course Exclusively for Black, Indigenous, and People of Color Students

Autor/inn/en	Kadaba, Meiyang L.; Chow, Joshua S.; Briscoe-Smith, Allison
Titel	Recommendations for Creating and Teaching a Graduate Psychology Course Exclusively for Black, Indigenous, and People of Color Students
Quelle	In: Teaching of Psychology, 50 (2023) 2, S.156-163 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chow, Joshua S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211070012
Schlagwörter	Curriculum Development; Curriculum Implementation; Graduate Students; Psychology; African American Students; Indigenous Populations; Minority Group Students; Decolonization; Racism; Social Justice; Equal Education + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Psychologie; African Americans; Afroamerikaner; Schüler; Schülerin; Sinti und Roma; Dekolonisation; Entkolonialisierung; Rassismus; Soziale Gerechtigkeit
Abstract	Introduction: Although the development of graduate psychology trainees' multicultural competence is established to be a necessity, current training implicitly and explicitly centers White clinicians. Statement of the Problem: This orientation leads to inadequate opportunities for Black, Indigenous, and People of Color (BIPOC) trainees to access mentoring, learning, and support. Literature Review: We review the focus in graduate psychology training centered on White clinicians and the need to develop actively anti-racist training specifically suited to BIPOC clinicians. We discuss the principles of decolonization and collective liberation that can underlie such training. Teaching implications: A course called In the Center (ITC) was exclusively offered to BIPOC students to prioritize their needs and strengths. Based on ITC, we recommend instructors consider institutional context, ground teaching practices in values, utilize co-teaching, target multiple competencies, and address classroom racial dynamics to build greater community and solidarity among BIPOC students. Conclusion: This article discusses considerations for equitable, anti-racist training for BIPOC graduate psychology students built upon principles of decolonization and collective liberation. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01