BRIDGES- Bias Reduction Intervention: Deaf Gain in Employment Settings

ID: 3755
School: School of Human Services and Sciences
Program: Psychology
Status: Ongoing
Start date: September 2017
End Date: September 2025

Description

This project is a collaboration between faculty in the undergraduate and graduate clinical programs in psychology to address bridges and barriers our students experience on their way to becoming professional psychologists. Anecdotally, we have observed barriers our students experience in their educational careers. Students have described experiences of bias and discrimination that have impacted their progress through their degrees. Nationally, there is a need for deaf mental health professionals to serve deaf populations, but bias against deaf students may result in an underrepresentation of deaf clinicians. We created a participatory research community of students and faculty in the Department of Psychology to assess ways in which our classes, departmental programs, and external training programs can support all students in achieving success. Ongoing projects are informing curricular modifications, interventions, and other programming changes in our department and training programs.

Principal investigators

Additional investigators

Priorities addressed

Funding sources

Approved Products

2019

Schooler, D. & Day, L.A. (2019, June). Removing Barriers and Building Bridges for Future Mental Health Professionals from Diverse Backgrounds. Presentation at the 2019 ADARA and AMPHL National Conference, Baltimore, MD.

2020

Day, L., Schooler, D. Miller, C., Wagner, K. (2020). Building Inclusive Training Sites for Deaf and Hard of Hearing Clinical Psychology Trainees, Presentation accepted for the 2020 APPIC Membership Conference, San Diego, CA. (Note: conference was cancelled due to COVID-19 pandemic)

2021

Schooler, D., Day, L.A., Maynard, S., Rosier, R., Pabon, A., Miller, C.A., & Wagner, K. (2021). Becoming psychologists: Barriers and bridges encountered by deaf and hard of hearing students in education and training settings. JADARA, 54(2), 31-64.