Guidelines on Multicultural Education, Training,
Research, Practice, and Organizational Change for Psychologists
American Psychological Association
Approved as APA Policy by the APA Council of Representatives, August, 2002
Introduction to the Guidelines: Assumptions and Principles
These Guidelines, as noted earlier, pertain to the role of psychologists of both
racial/ethnic minority and non–minority status in education, training, research, practice,
and organizations, as well as to students, research participants, and clients of racial/ethnic
heritage minority heritage. In psychological education, training, research, and practice,
all transactions occur between members of two or more cultures. As identity constructs
and dynamic forces, race and ethnicity can impact psychological practice and
interventions at all levels. These tenets articulate respect and inclusiveness for the
national heritage of all cultural groups, recognition of cultural contexts as defining forces
for individuals' and groups' lived experiences, and the role of external forces such as
historical, economic, and socio–political events.
This philosophical grounding serves to influence the planning and implementation
of culturally and scientifically sound education, research, practice, and organizational
change and policy development in the larger society. To have a profession of psychology
that is culturally informed in theory and practice calls for psychologists, as primary
transmitters of the culture of the profession, to assume the responsibility for contributing
to the advancement of cultural knowledge, sensitivity, and understanding. In other
words, psychologists are in a position to provide leadership as agents of prosocial change,
advocacy, and social justice, thereby promoting societal understanding, affirmation, and
appreciation of multiculturalism against the damaging effects of individual, institutional,
and societal racism, prejudice, and all forms of oppression based on stereotyping and
discrimination.
The Guidelines for Multicultural Education and Training, Research, and
Practice in Psychology are founded upon the following principles:
- Ethical conduct of psychologists is enhanced by knowledge of differences in beliefs and practices that emerge from socialization through racial and ethnic group affiliation and membership and how those beliefs and practices will necessarily affect the education, training, research and practice of psychology (Principles D and F, APA Code of Ethics, 1992; Council of National Associations for the Advancement of Ethnic Minority Issues, 2000).
- Understanding and recognizing the interface between individuals' socialization experiences based on ethnic and racial heritage can enhance the quality of education, training, practice, and research in the field of psychology (American Council on Education, 2000; American Council on Education and American Association of University Professors, 2000; Biddle, Bank, & Slavings, 1990).
- Recognition of the ways in which the intersection of racial and ethnic group membership with other dimensions of identity (e.g., gender, age, sexual orientation, disability, religion/spiritual orientation, educational attainment/experiences, and socioeconomic status) enhances the understanding and treatment of all people (Berberich, 1998; Greene, 2000; Jackson–Triche, Sullivan, Wells, Rogers, Camp, & Mazel, 2000; Wu, 2000).
- Knowledge of historically derived approaches that have viewed cultural differences as deficits and have not valued certain social identities helps psychologists to understand the under representation of ethnic minorities in the profession, and affirms and values the role of ethnicity and race in developing personal identity (Coll, Akerman, & Cicchetti, 2000; Medved, Morrison, Dearing, Larson, Cline, & Brummans, 2001; Mosely–Howard & Burgan Evans, 2000; Sue, 1999; Witte & Morrison, 1995).
- Psychologists are uniquely able to promote racial equity and social justice. This is aided by their awareness of their impact on others and the influence of their personal and professional roles in society (Comas–D’az, 2000).
- Psychologists' knowledge about the roles of organizations, including employers and professional psychological associations are potential sources of behavioral practices that encourage discourse, education and training, institutional change, and research and policy development, that reflect rather than neglect, cultural differences. Psychologists recognize that organizations can be gatekeepers or agents of the status quo rather than leaders in a changing society with respect to multiculturalism.
|
|
|
