Cultivating Critically Aware Direct Service Providers
Open AccessAs striving to deliver culturally responsive services in community mental health settings becomes an increasingly emphasized standard of care (Arredondo, 2019; Castillo et al. 2019; Kirmayer & Jarvis, 2019; Moreno & Chhatwal, 2020; O’Keefe et al., 2019), community mental health programs are called to prioritize developing culturally competent providers (e.g., McGregor et al., 2019), who are aware of their own biases (e.g., Asplund & Well, 2018) and the role of social determinants of mental health in shaping client outcomes (Artiga & Hinton; 2019). Accordingly, health services psychology training institutions have a vested interest in producing direct service providers armed with the justice-oriented language and the equity-minded analysis required to succeed in a climate that demands a diverse, inclusive, and equitable academic/workplace image (e.g., image management; Ahmed, 2009). Health services psychology training programs and the faculty and supervisors within them also are invested in developing these skills in their students and staff, likely with the goal of facilitating more equitable service provision. Yet, best practices for cultivating critically aware trainees who examine and address power dynamics meaningfully are unknown. Thus, it is unclear whether existing and emerging equity-related training approaches appropriately equip trainees with the knowledge, tools, and experiences necessary to foster and apply these skills in their clinical roles. To inform the development of effective interventions that meet this need, the proposed dissertation aimed to elucidate how student trainees become meaningfully aware and make sense of dynamics of power in their work.
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