Real Change or Performative Anti-Racism? Clinical Psychology Programs' Efforts to Recruit and Retain BIPOC Scholars

Why DON'T We "Say Her Name"? An Intersectional Model of the Invisibility of Police Violence Against Black Women and Girls

Racialized police violence is a profound form of systemic oppression affecting Black Americans, yet the narratives surrounding police brutality have disproportionately centered on Black men and boys, overshadowing the victimization of Black women and girls. In 2014, the #SayHerName campaign emerged to bring attention to the often-overlooked instances of police brutality against Black women and girls, including incidents of both nonsexual and sexual violence. Despite these efforts, mainstream discourse and psychological scholarship on police violence continue to marginalize the experiences of Black women and girls. This raises a critical question: Why DON'T we "Say Her Name"? This article employs intersectional frameworks to demonstrate how the historic and systemic factors that render Black women and girls particularly vulnerable to police violence also deny their legitimacy as victims, perpetuate their invisibility, and increase their susceptibility to state-sanctioned violence. We extend models of intersectional invisibility by arguing that ideologies related to age, in addition to racial and gender identities, contribute to their marginalization. Finally, we reflect on how psychological researchers can play a pivotal role in dismantling the invisibility of Black women and girls through scientific efforts and advocacy.

Clinical Psychology Graduate Programs: Falling Short in Cultural Humility Training

Despite requirements by the American Psychological Association and the Psychological Clinical Science Accreditation System regarding training and education in cultural humility, questions remain regarding the presence and quality of the training in clinical psychology PhD and PsyD programs. This is a critical issue as inadequate training in diversity, cultural humility, and multiculturalism has substantial downstream effects on care for clients of color and may contribute to racial disparities and inequities in access to mental health services. We seek to explicitly evaluate key features of the conceptual model thought to improve the provision of mental health services for clients facing oppression and marginalization which includes perceptions of clinical psychology graduate programs' training in and assessment of cultural humility. We also assess self-efficacy related to the application of cultural humility as well as actual practice of actions associated with cultural humility. Each of these domains are evaluated among a sample of 300 graduate students and faculty, clinical supervisors, and/or directors of clinical training (DCTs) and differences across position and race of participants were tested. Study findings highlight significant gaps between what trainees need to develop cultural humility and what they may actually be receiving from their respective programs. While findings suggest that there is still a lot of work to be done, understanding the state of the field with regards to clinical training in cultural humility is an important first step towards change.

A survey of the perceptions and practices of faculty in clinical neuropsychology doctoral training programs: is heterogeneity the norm?

Objective: Doctoral education is a cornerstone in the training of clinical neuropsychologists. However, we know little about perceptions, practices, and needs of the faculty who oversee doctoral training in clinical neuropsychology (CN). Method: Seventy-one faculty from 45 doctoral programs providing CN training completed at least part of a survey assessing characteristics of their programs, current training practices and views, and challenges to CN doctoral training. Results: Over half of CN faculty reported having zero or only one CN colleague. CN faculty reported that the goals of CN doctoral training are research training, clinical training, and acquisition of knowledge and skills reflected in the Houston Conference Guidelines (HCG). CN faculty reported that doctoral trainees obtain more clinical hours than faculty would like and endorsed alternative clinical metrics, including competency-based ratings. CN faculty are divided about the benefits of a required two-year postdoctoral CN fellowship. Conclusions: The HCG states that specialization in CN begins at the doctoral level. CN faculty in doctoral programs are fully immersed in the early development and education of future CN researchers and practitioners. Tensions between clinical and research training in CN at the doctoral level-and student overemphasis on accruing clinical hours-might place CN at risk for failing to make research innovations necessary for our field to evolve and thrive. More CN doctoral faculty are needed to serve as mentors to students, especially for students from backgrounds that have been historically excluded and marginalized. A greater voice from CN doctoral faculty in CN governance is needed.