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Multicultural competence, cultural humility, and the ability to work skillfully and compassionately with all clients are core to being a psychologist. These topics are viewed as central to working with all clients and to understanding human psychological functioning, not separate issues to be covered exclusively in a single multiculturalism course.

In addition to the integrated coverage of these issues in all courses and experiences, the program requires two courses specifically in working with under-resourced populations as a psychologist.

PRP702: Introduction to Diverse Populations

3 Semester Credits

This course is designed to expose students to the current and historical experiences of diverse groups of people in the United States. Topics include race, gender, sexual orientation, ethnicity, religion, immigrant status, disability, socio-economic status, and age. Emphasis will be placed on awareness of the impact of one’s own race, ethnicity, and culture(s) on cross-cultural interactions, including assessment and therapy relationships. The course will include both didactic and experiential components, and students will be expected to consider our cultural, economic, and sociopolitical systems from multiple perspectives.

Core Curriculum Component: None

Prerequisite(s): None

PRP812: Assessment and Treatment of Diverse Populations

3 Semester Credits

This course is designed to teach students culturally sensitive and competent assessment and psychotherapeutic skills necessary to provide effective, evidence-based treatment to diverse populations. In addition, the course is designed to sensitize students to the presence of systematic oppression, bias, and stereotyping that interfere with optimal understanding and treatment of diverse populations. Theory and research are reviewed to understand cultural differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. In this course, diverse populations are defined broadly to include issues related to race, class, ethnicity, gender, sexual orientation, gender expression, disability, body type, aging, and religion, and we will consider these as integrated aspects of individual and group experience and identity.

Core Curriculum Component: None

Prerequisite(s): PRP702(Introduction to Diverse Populations), PRP800(Basic Intervention Skills)

Enhanced access to training, mentorship, and experience in teaching and faculty roles and responsibility, as well as up to a $6,000 fellowship award.. The program is open to advanced PsyD students; information for students who wish to apply is here. .

BIPOC Affinity Collective:ÌýThe BIPOC Affinity Collective is comprised of Collective Facilitators, Members, and Cohort Representatives. As Collective Facilitators, we strive to foster a community of open-minded individuals who seek to better the community around them. We envision academic and professional spaces that actively and equitably include everyone and, in the process, remove stigma and minimize underrepresentation.

Community Mentor Series:ÌýThe PsyD program’s Community Mentor Speaking Series was made possible by the Institutional Innovation Grant from º£½ÇÉçÇø. The broad goal of the series is to increase connections between º£½ÇÉçÇø students and BIPOC professionals in health service fields. The speaker series meets monthly and includes panel-style forums on topics like surviving graduate school, managing imposter syndrome, navigating early career choices, and balancing work and life commitments. The forums feature BIPOC community mentors serving health-service positions and are moderated by the program. The series also includes discussion groups. These discussion groups allow graduate students to discuss forum topics and increase connection with each other.

LGBTQIA+ support group:ÌýThe LGBTQA+ interest group is a student group that has been active for over 10+ years (both at MSPP and now at º£½ÇÉçÇø).Ìý The group of LGBTQA+ identified students with support faculty decide the structure and goals for each school year.Ìý In the past, there have been conversations and sharing about our own personal stories.Ìý In addition,Ìý there have been discussions related to clinical and professional issues such as the impact of identifying as LGBTQA+ within our clinical experiences.Ìý ÌýThe LGBTQA+ group has also sponsored advocacy, educational and community events with the broader academic community and more specifically with LGBTQA+ allies.

Caregiver support group:ÌýThe PsyD program offers a support group for graduate students who are also holding caregiver roles for children and adolescents. This group meets every 2-4 weeks. The groups serve as an informal, drop-in space for caregivers to connect with each other about specific challenges and opportunities that arise from balancing graduate school and caregiving responsibilities.

The Student-Faculty Diversity CommitteeÌýis a shared governance committee, with both a student and faculty co-chair, where students and faculty can plan initiatives, conduct research, and advise the program on ways to support the needs of diverse students, clients, and the community. Recent activities have included research projects on the multicultural climate of the program, social events to support students, and advocacy initiatives, such as community Get Out the Vote events.

º£½ÇÉçÇø also has a variety ofÌýsupports for your diverse identities:ÌýStudent Resources.

All faculty are dedicated to complete and continue theÌý

Here is a list of publications and faculty activities that center multiculturalism and social justice:

Hughes-Scalise A.Ìýpresented poster by her andÌýAddicks, S.H. at the National Council of Schools and Programs of Professional Psychology 2024 Mid-Winter: Development of an Anti-Racist Pedagogy and Leadership Program for Teaching Assistants in Cognitive Assessment.

Hunsicker, M.J., Stuart-Maver, S.L.,ÌýAnders, C., Kivlighan III, D.M., Mahatmya, D., Bettergarcia, J., & Owen, J. (In press 2024). Microaggression detection in psychotherapy: Expanding affirming care for transgender and nonbinary clients.ÌýThe Counseling Psychologist.

Frank, S. [chair]. (2024). Incorporating Perspectives of Neurodivergent Individuals to Inform Clinical Practice Recommendations. [Symposium]. American Psychological Association Annual Conference, Seattle, Washington.

Berman, M.I.Ìýquoted in VA Boston Psychology Diversity Newsletter (2023, July):Ìý

Anders, C.Ìý& Kivlighan III, D.M. (2023). Identity salience: An intersectional approach to understanding multicultural processes & outcomes in psychotherapy.ÌýJournal of Counseling Psychology.Ìý

Wang, K.,ÌýAnders, C., Yu Chak S. Ho, Yunkyoung Loh Garrison, & Kivlighan III, D.M. (2022, August).ÌýAsian International Psychotherapists’ Experiences of Clients’ Microaggressions in Therapy.ÌýAmerican Psychological Association Annual Meeting, Minneapolis, MN.

Hunsicker, M.,ÌýAnders, C., & Kivlighan III, D.M. (2022, August).ÌýTherapist ability to identify microaggressions toward transgender and nonbinary clients in therapy.ÌýAmerican Psychological Association Annual Meeting, Minneapolis, MN.

Gaska, K., Salama, C., Hall, M., &ÌýHelgoe, L. (2022, June). Enhancing Social Connectedness with a Multicultural Medical Student Population During COVID-19. Presented at the International Association of Medical Science Educators (IAMSE) 2022 Annual Meeting, Denver and Virtual.

Anders, C., Stuart-Maver, S.L., Hong, J.E., & Amos, E. (2022). Examined masculinity: Bi+ men’s experiences of sexuality and gender across heteronormative & queer spaces.ÌýJournal of Bisexuality,Ìý

Frank, S. (2022). Trauma Sensitive Behavioral Support for Children with Developmental Disabilities. Presented for the Trauma and Neurodiversity Learning Series at Fraser, Bloomington, Minnesota.

Hughes-Scalise, A.Ìý$8000.00 Kenneth B. and Mamie P. Clark Fund 2021-2022 Project Title: Impact of Counterspaces and Caregivers on Academic Identity and Performance in Girls of Color.

Helgoe, L. (2021, October). Leveraging Personality at Work. Virtual. Training for an international audience of Oliver Wyman consultants.

Anders, C., Stuart-Maver, S., Hong, J., Amos, E. & Spears, R. (2021, August).ÌýBi+ Masculinity: Experiences of Bi+ & Masculinity Across Contexts.ÌýAmerican Psychological Association Annual Meeting, Virtual.

Salama, C., Gaska, K.,ÌýHelgoe, L., & Hall, M. (2021, July). A Mind-Body Medicine pilot among diverse undergraduate medical students. Presented at the International Conference on Mindfulness, Virtual and Aarhus, Denmark.

Berman, M.I.Ìý(2021, April).ÌýSpotting weight-biased research.ÌýContinuing education symposium presented by Weight-Neutral Diabetes Care Symposium for Diabetes Professionals, online.

Dakoji, S.,ÌýHughes-Scalise, A., & Ayanle, M. (2021). Healthcare utilization in an East African refugee
community in Central Minnesota: Emergency room utilization compared to local residents. Submitted for peer review to the Journal of Immigrant and Minority Health.

Hughes-Scalise, A.Ìý$3200.00 Scholarship Grant for Summer Research from º£½ÇÉçÇø Summer 2021
Project Title: Feasibility and Acceptability of ‘Little Women of Color’: A Group for Female- and BIPOC-Identifying 7-12 Year-Olds that Promotes Self-Esteem and STEM Education

Hughes-Scalise, A.Ìý$1500.00 Institutional Innovation Grant from º£½ÇÉçÇø Summer 2021 Project Title: Development of a Community Mentor Speaking Series Centering the Experiences of BIPOC Health Service Professionals for º£½ÇÉçÇø’s Clinical PsyD Program

Miles, J.,ÌýAnders, C., Kivlighan III, D. M., & Belcher Platt, A.A. (2021). Cultural ruptures: Addression microaggressions in group therapy.ÌýGroup Dynamics: Theory, Research, and Practice, 25(1),Ìý

Frank, S. and Hoover, D. (2021). Social Justice Issues in Trauma and Neurodiversity.Ìý Presented for the Trauma and Neurodiversity Learning Series at Fraser, Bloomington, Minnesota.

Frank, S. and Hoover, D. (2021). Treating trauma and trauma-informed practice with neurodiverse children. Presented for the Trauma and Neurodiversity Learning Series at Fraser, Bloomington, Minnesota.

Frank, S., Hoch, J., Hoover, D., and Romero, E. (2021) The future of trauma-focused services for neurodiverse children: bringing research to practice. Presented for the Fraser Conference, Bloomington, Minnesota.

Anders, C., Kivlighan III, D.M., Porter, E., & Owen, J. (2020, August).ÌýAttending to the saliency of clients’ multiple identities: A further investigation of therapists’ multicultural orientation.ÌýAmerican Psychological Association Annual Meeting, Virtual.

Berman, M.I.Ìý(2020, May).ÌýAcceptance-based approaches for weight stigma andÌýclient weight concerns.ÌýHalf-day continuing education workshop presented at the Minnesota Psychological Association First Friday Forum Encore Series, online.

Addicks, S. H.,Ìý& McNeil, D. W. (2019). Randomized, controlled trial of Motivational Interviewing to support breastfeeding among Appalachian women.ÌýJournal of Obstetric, Gynecologic, and Neonatal Nursing,Ìý48, 418-432. doi:10.1016/j.jogn.2019.05.003

Crawford, C., Dalton, A.,ÌýRevering, J.,Ìý& Chavez-Bautista, S. (2018, October).ÌýThe student diversity questionnaire: Findings and future directions for MSPP. PowerPoint of research findings presented at the Minnesota School of Professional Psychology. Eagan, MN.

Berman, M.I.,ÌýPaquin, J.D., Alie, L.M., Goodman, M., Schechinger, H., Hegel, M.T., & Fassinger, R. (2018, August).ÌýPsychotherapy for social justice: Empowering marginalized groups, engendering social change.ÌýSymposium chaired at the annual convention of the American Psychological Association, San Francisco.

Revering, J., Sullivan, S., & Watral, A. (2018, April).ÌýThe adaptation and implementation of Cognitive Behavior Therapy (CBT) for Somali Muslim clients. Poster presented at the Minnesota School of Professional Psychology’s 1^stÌýAnnual Research Conference. Eagan, MN.

Berman, M.I.,ÌýHelms, J.E., Lantz, M., Crowell, C., Owen, J., Lee, N., Sim, W., & Chapman, N. (2017, August).ÌýSocial justice in psychotherapy science: From individual to social change.ÌýRoundtable discussion presented at the annual convention of the American Psychological Association, Washington DC.

Larson, M., Frank, S., Fiat, A., & Cook, C. R. (2017, August). The role of implicit bias in the overrepresentation of African American males in punitive and exclusionary discipline within the public-school system. Poster presented at the 125th Annual American Psychological Association Convention, Washington, D.C. Blue ribbon top ten poster.

Wright, C. D., McNeil, D. W., Manegold, E. M.,ÌýAddicks, S. H.,ÌýNeiswanger, K., Crout, R. J., Weyant, R. J., Foxman, B. & Marazita, M. L. (2017, November).ÌýDepression trajectories of perinatal and postpartum women in Appalachia: Results of a latent class growth analysis.ÌýPoster session presented at the Association for Behavioral and Cognitive Therapy’s 51st Annual Convention, San Diego, California, USA, November 16 – 19, 2017

Berman, M. I.,Ìý& Hegel, M. T. (2017). Weight bias education for medical school faculty: Workshop and assessment.ÌýJournal of Nutrition Education and Behavior,Ìý49(7), 605-606.

Dollar, E.,ÌýBerman, M.I.,Ìý& Adachi-Mejia, A. M. (2017). Do no harm: Moving beyond weight loss to emphasize physical activity at every size.ÌýPreventing Chronic Disease,Ìý14. DOI:ÌýÌýPresentations

Berman, M.I.,ÌýKivlighan, Jr., D.M., & Fassinger, R. (2016, August).ÌýGroup therapy in a diverse, global society: A tool for meaningful change.ÌýInterdivisional collaborative symposium chaired at the annual convention of the American Psychological Association, Denver, CO.

Sim, W.,ÌýBerman, M.I.,ÌýDuan, C., Fuertes, J., Tao, K., Budge, S., Paquin, J., Owen, J., Sloane, N., & Pace, B.Ìý(2016, August).ÌýPromotion of multicultural psychotherapy science: What do we have to learn? What do we have to offer?ÌýRoundtable presented at the annual convention of the American Psychological Association, Denver, CO.

Ward, D. M.,ÌýHayes, S. E.,*ÌýRandall, C. L., McNeil, D. W., Crout, R. J., Weyant, R. J., Marazita, M. L. (2015,ÌýNovember).ÌýPain reports of African Americans living in Appalachia: The role of perceived stress.ÌýPoster session presented at the meeting of the Association for Behavioral and Cognitive Therapies, Chicago, IL.

Arias, M. C., Schade, M.,ÌýHayes, S. E., McNeil, D. W. Crout, R. J.Ìý Foxman, B. Marazita, M. L., Maurer, J. L., Neiswanger, K. & Weyant, R. J. (2015, November).ÌýMaternal depression is associated with infant sleep awakenings among women in Appalachia. Poster session presented at the meeting of Association for Behavioral and Cognitive Therapies. Chicago, IL.

Carlson-Ghost, M., andÌýTheisen, J.J.Ìý(2015, May). Addressing spirituality in supervision. Presentation at the
Spirituality and Mental Health Conference at Argosy University–Twin Cities, Eagan, Minnesota.

Cwik, M. F., Green, J. M.,ÌýHayes, S. E.,*ÌýO’Keefe, V. M. (2013) Building research relationships with American Indian tribal communities: Experiences and lessons learned.ÌýThe Behavior Therapist 36, 113-117.Ìý

Hayes, S. E.*, ÌýRandall, C. L., Robinson, S. A., McNeil, D.W. (2012, November).ÌýChronic pain moderates the relation between depression and culturally-related anxiety in American Indians: Gender differences.ÌýPoster session at the meeting of Association for Behavioral and Cognitive Therapies. National Harbor, MD.

Hughes, A. (March 2008). Point-of-view Video Modeling: Effects on Play Behavior in Preschoolers with Autism. Paper presented at The Association for the Study of Play (TASP) 34 th International Play Conference, Tempe, AZ.

*Formerly Sarah E. Hayes